Independent activity of preschoolers - the path to growing up

How independence is formed and manifested in activities

Independent activity of children is a kind of autonomy. It is understood that the preschooler performs certain actions or solves practical problems without the participation of an adult.

From a theoretical point of view, independent activity requires setting a goal, choosing the means to achieve it, direct implementation, as well as at least minimal control.

Everything looks like a complex algorithm. But in practice it turns into a sequence accessible to the child. For example, looking at cubes or large parts of a construction set, the baby begins to build a tower, similar to the one he built yesterday with his dad. All components of the activity process are present here, but the preschool child himself conceives and implements the idea.

The manifestation of independence does not happen suddenly and instantly. At about 3 years old, the child begins to assert his independence at the everyday level. At first he performs the actions with the help of an adult, but the next step quickly comes when the baby wants to free himself from this help. Every now and then the persistent “I myself!” sounds.

The adult gives the child a model of how to perform the action. Imitation is a child’s primary activity. The preschooler takes independent actions on his own initiative, and he still needs to mature for them.

We can distinguish the stages of development of independent actions, which can be traced in any type of activity that the baby undertakes:

• Joint-shared attempts. They start an activity (drawing, storytelling, any practical activity) together. Then the adult actively helps the child, or even does the main part.
• Performed by a preschooler, but with hints and based on the demonstration of the necessary actions by the mentor.
• The adult proposes, that is, sets a task, and the child copes with it. This stage can be called performing.
• The preschooler himself takes the initiative and performs actions in order to achieve the goal that he sets for himself.

In childhood, the boundaries within which children try their hand are expanding every day. The preschooler begins to show independence in any activity available to him: cognitive, playful, creative, productive.

Calendar-thematic plan of educational activities in the middle group

Introductory conversation

"Fight or Negotiate"

Goal: to develop children's communication skills in various life situations.

Sedentary game

"Find what's hidden."

Objectives: Increasing the motor activity of children, consolidating the ability to navigate in space, move in accordance with the instructions of the teacher, understand constructions using the prepositions “under”, “on”, “in”, “behind”, “about”, “next to”, “ between”, correctly form phrases using these prepositions. Form the grammatical structure of speech, enrich motor and gaming experience

Morning exercises “Fun Exercises”.

Goal: Development of coordination of movements, attention; formation of a positive emotional attitude.

Individual work:

“Breakfast in kindergarten” (Dasha, Artem, Vanya)

Objectives: Formation of cultural and hygienic skills in children, compliance with the rules of behavior at the table.

Reading

Hungarian folk tale "Two Greedy Little Bears".

Tasks: Repetition of the most interesting, expressive passages from the fairy tale, explaining to children the actions of the characters and the consequences of these actions

Walk:

Monitoring the work of the janitor.

Goal: Development of curiosity.

P/N: “Ribbon Trap”

Goal: Development of coordination of movements.

Individual work. Development of movements. (Maxim, Roma, Ksyusha)

Goal: to promote the development of motor skills.

Labor assignments: Cleaning the territory of the group site from inflated debris.

Afternoon:

Health-improving gymnastics after sleep:

walking along a ribbed path.

Conversation “Secrets of Friendship”

Goal: Developing an understanding of the feelings and actions of other children.

Game
-trip “To the Land of Kindness”
Purpose: Consolidating knowledge about kindness, teaching children different ways to express kindness

to your loved ones.

Playing out a game situation: “A guest came to our group”

Goal: fostering friendly relationships between children

Music game

"The Bear and the Hare"

Goal: Developing children's understanding of the nature of music, selecting movements that correspond to it.

DI.

“Why is it necessary?”

Purpose: Exercise children in correctly pronouncing the sound “Ch” in various words

Conversation

"What good have I done"

Goal: To focus children's attention on various events, to invite them to evaluate the actions of their comrades, to teach them to treat each other sensitively and kindly.

Games of children's choice.

Walk:

Weather observation

Purpose: Comparison of morning and evening weather. Formation of the ability to see the beauty of nature; development of observation skills.

Continue work started in the morning.

Independent activity: games with external material.

Preschooler's independence in play

Play is the most natural activity in preschool age and the leading activity in a child’s development. In play settings, children discover themselves and social relationships. A role-playing game is an ideal environment for developing independence.

The adult is present in the child’s play activities, but indirectly, through a role. That is, children see the behavior and attitudes of the adults around them, take them as a model, and then model them in their games.

The play of younger preschoolers is mainly imitation. They try to copy gestures and tonality of statements. They scold “offending” dolls, just like a mother. They show concern, playing the role of a doctor, etc. However, the choice of plot, the selection of substitute objects (what will be a thermometer, and what will be a plate of porridge) occurs independently.

Thanks to the effective embodiment of the role, children acquire work skills in the game. If according to the plot you need to clean the room, then the baby takes on putting away scattered things or sweeping.

With the development of play activity, children show more and more independence. They complicate plots, distribute roles, agree on rules, and themselves control their implementation.

Municipal budgetary preschool educational institution

kindergarten "Kolobok"

Consultation for educators: “Organization of independent activities for children of senior preschool age.”

Prepared by: Rassimas I.I.

Preparatory speech therapy teacher

groups: “Sun”

Modern primary schools place high demands on the level of children's readiness for school. Kindergarten, being the first stage in the education system, performs an important function of preparing children for school. The success of his further education largely depends on how well and in a timely manner a preschooler is prepared for school.

Preparing children for school, according to a number of authors, presupposes mental, moral, physical, aesthetic readiness (R.S. Bure, L.I. Bozhovich, L.A. Wenger, L.V. Krainova, etc.).

Scientists define the content of moral-volitional readiness as follows: attitude towards oneself, attitude towards peers, attitude towards a teacher, attitude towards school and moral-volitional qualities: responsibility, perseverance, independence, activity.

Among the listed personality traits, researchers especially highlight the child’s independence. It is this quality, according to a number of authors, that ensures:

- the ability to act on one’s own initiative, to notice the need for one’s participation in certain circumstances;

- the ability to carry out usual activities without seeking help or supervision from an adult;

- the ability to consciously act in a situation of given requirements and operating conditions;

-the ability to consciously act in new conditions (set a goal, take into account conditions, carry out basic planning, get results);

-the ability to carry out basic self-control and self-assessment of performance results;

- the ability to transfer known methods of action to new conditions.

Thus, an analysis of the scientific literature allowed us to conclude that the formation of independence of a preschooler contributes to the development of his personality as a whole.

An analytical review of the literature revealed that the problem of independence has been most fully studied by school pedagogy (N.V. Bochkina, O.A. Konopkin, L.A. Matveeva, A.K. Osnitsky, L.A. Rostovetskaya, etc.). Various types of independence of schoolchildren were studied: cognitive, organizational and technical, mental, applied and educational. Many authors consider independence as a general characteristic of a person’s regulation of his activities, relationships and behavior.

Preschool age is a sensitive period for the formation of moral and volitional qualities of an individual. Scientific research indicates that by the end of senior preschool age, in conditions of optimal upbringing and training, children can achieve a certain level of development of independence in different types of activities: in play (N.Ya. Mikhailenko), in work (M.V. Krulekh, R .S. Bure), in cognition (A.M. Matyushin, Z.A. Mikhailova, N.N. Podyakov), in learning (E.E. Kravtsova, L.V. Artemova).

The position of many researchers is that independence 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 obtain a result adequate to the goal, as well as the ability to demonstrate initiative and creativity in solving emerging problems.

The problem of instilling independence in preschoolers is considered in two aspects: mental (T.V. Zentsova, L.V. Labashova, M.N. Silaeva, T.I. Myshyakova, I.B. Slito, U.V. Ulienkova) and moral (O.A. Akulova, N.G. Godina, A.O. Kuzina, L.N. Pustynnikova, etc.).

Senior preschool age.

The transition to the senior group and especially to the preparatory group is associated with a change in the psychological position of children: for the first time they begin to feel like the oldest among other children in kindergarten. Motives such as: we can teach kids what we know; we are teacher assistants; we want to learn new things and learn a lot; we are preparing for school - are readily accepted by older preschoolers and guide their activity. Older preschoolers are characterized by the need for self-affirmation and recognition of their capabilities from adults. The development of independence is facilitated by children mastering the ability to set a goal (or accept it from a teacher), think about the path to achieving it, implement their plan, and evaluate the result from the position of the goal.

The highest form of independence for children is creativity. This is facilitated by the creation of creative situations in gaming, theater, artistic and visual activities, manual labor, and verbal creativity. All of these are mandatory elements of the lifestyle of older preschoolers in kindergarten. It is in exciting creative activities that a preschooler faces the problem of independently determining the plan, methods and forms of its implementation. In common exciting activities, cooperation develops, imagination and initiative are awakened. The development of cognitive activity and interests of older preschoolers is facilitated by participation in solving problem situations, in conducting elementary experiments (with water, snow, air, magnets, magnifying glasses, etc.), in educational games, puzzles, in making homemade toys, simple mechanisms, etc. models. At this age, the social and moral development of children occurs, the formation of their relationships with others (position in a group of peers: friends, associations of children based on common gaming interests or aptitudes for certain activities). Older preschoolers are able to master the rules of a culture of behavior and communication. The motives for following the rules become clear to them, and they begin to develop a sense of self-respect and independence. Children develop attention and memory, develop basic self-control skills and the ability to self-regulate their actions. Preschoolers continue to develop speech: its sound side, grammatical structure, vocabulary. Coherent speech is improved. In independent activities, children widely variably apply the content mastered in organized educational activities and in joint activities with the teacher.

What is independence? Independence - independence, freedom from external influences, coercion, from outside support and assistance. Independence - the ability to act independently, make judgments, have initiative, and determination. Such definitions are given to us by the Explanatory Dictionary of the Russian Language. In pedagogy, this is one of the volitional spheres of the individual. This is the ability not to be influenced by various factors, to act on the basis of one’s views and motives.

Active independent work of preschoolers is necessary at all stages of activity, and its effectiveness is determined by the active mental activity of the child.

Independent activity is work that is performed without the direct participation of the teacher, but according to his instructions, at a time specially provided for this, while the child consciously strives to achieve the goal, using their efforts and expressing in one form or another the result of mental or physical (or both) actions. Independent activity is most fully defined by A.I. Winter. By its definition, independent activity is presented as goal-oriented, internally motivated, structured by the object itself in the totality of actions performed and corrected by it according to the process and result of the activity. Its implementation requires a fairly high level of self-awareness, reflectivity, self-discipline, personal responsibility, and gives the child satisfaction as a process of self-improvement and self-knowledge.

A.I. Zimnyaya emphasizes that the independent activity of a preschooler is a consequence of his correctly organized educational activity in the process of education, which motivates its independent expansion, deepening and continuation in his free time. For the teacher, this means a clear awareness of not only his plan of action, but also its conscious formation in preschoolers as some scheme for mastering a subject or action in the course of solving new problems. The organization of collective independent cognitive activity of children is carried out during classes, in unregulated types of children's activities and in free time provided in kindergarten during the day. In general, this is the parallel existing employment of a preschooler according to a chosen program for mastering any material during the learning process.

The function of the educator is to create a varied play environment that provides the child with cognitive activity that corresponds to his interests and is developmental in nature. The environment should also provide children with the opportunity to act individually or together with peers, without imposing mandatory joint activities. The teacher can get involved in 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.

Combination of environmental centers in groups.

The subject-development environment of senior groups is organized in such a way that every child has the opportunity to do what he loves. Placing equipment according to the principle of non-rigid centering allows children to unite in subgroups based on common interests, gender-role principles, and the level of development of children.

To satisfy his needs, the child needs objects of activity in which there is some interesting goal for him. This goal guides the child's actions. Accordingly, the information contained in the subject-developmental environment should encourage the child to seek to achieve a goal, apply existing knowledge, stimulating his activity. The teacher’s task is to focus not only on the child’s age, but also on the actual mastery of the material in the activity. The teacher must create problematic situations in the environment so that each child can express himself, and the teacher must identify his personal characteristics. The level of demands that a teacher places on students should always be higher than their current capabilities and abilities.

Awareness of the environment.

This indicator includes a variety of topics, complexity, variety of materials and toys. Guidelines for the selection of material are presented in the main areas of development of preschool children, types of activities, and areas of knowledge. It is necessary to strive for such a reasonable optimum in saturating the environment, which would be informative, balanced, each element would have pedagogical value. Much in the preschool environment is created by the hands of teachers and parents and are unique aids that carry enormous educational and developmental value. A lot depends on the skill of the teacher, his professional skills, responsibility and desire: the specifics and level of organization of the environment, the success of mastering the content of the educational program.

For example, for independent games of older children, a game library can be equipped, in which games are concentrated on the development of the logical action of comparison, logical operations of classification, recognition by description, reconstruction, transformation, orientation by

schemes, models, for the implementation of control and verification actions (“Does this happen?”, “Find mistakes”, puzzle games, tangrams, educational and logical-mathematical games, checkers, chess, etc. This mini-center should occupy a small area of a calm, quiet corner of the group.

But a place for games with rules should be given a significant place in the group environment. In the sixth year of a child’s life, nervous processes—excitation and inhibition—improve. This has a beneficial effect on the possibilities of self-regulation: children begin to do “the right thing” more often and refrain from unwanted actions; arbitrariness of behavior increases. This is an important characteristic indicating readiness for school. But in general, the ability to voluntarily regulate one’s activity is still not sufficiently expressed; impulsive behavior and reactions are observed. It is games with rules that contribute to the development of arbitrariness of mental processes and behavior of older preschoolers. It has been noticed that older preschoolers who know how to play different games with rules successfully master the curriculum at school. If a child does not know how to follow the game rules (confuses them, forgets them, misses them, breaks them) - this may be a signal of his unpreparedness for educational activities. There are a huge variety of games with rules for older preschoolers. The main selection principle: games should be interesting for children, should be competitive in nature, and evoke a desire to play even without the participation of an adult.

At older ages, the role of books as a source of new knowledge increases. In the corners of the book, literature on various topics is arranged either in alphabetical order on open shelves, as in a library, or by topic in plastic corner folders (fairy tales - symbol - bun, natural history literature - herringbone, educational literature - globe or question mark, books brought from at home - a house, etc.) Teachers teach children to choose a book and use it correctly. It is more advisable to place a corner of the book in a well-lit place in the group, setting up a table, chairs or a sofa there.

In the centers of preschool educational institutions groups there can be a variety of diagrams, pictograms, operational maps, algorithms and tables, models that promote the formation of independence, planning skills, and the development of children’s thinking. Each age group should have its own set of schematic material. The selection of materials and the features of their placement must be scientifically based, taking into account the psychological characteristics of the development of children of each age, as well as age-related patterns of changes in types of activities. When selecting material, its cognitive value is of great importance. When acting with objects, a problem should arise in the child, prompting active action to solve it. To do this, the teacher must include material not only of varying degrees of complexity, but also one that allows one to identify the child’s individual ingenuity in its content, type and form, different ways of working it out, stimulating children to creativity (self-expression) without fear of making a mistake or doing something not so "wrong".

Variability of material.

The environment should not be complete, frozen, it should be periodically transformed, updated taking into account the specifics of children's perception, stimulate the physical, creative, intellectual activity of children, encourage them to supplement it with the components necessary for the development of activity.

It is the modeling of the game of the child’s choice, his scenario, that contributes to the development of creative abilities, awakens imagination, activity, teaches communication, and vivid expression of one’s feelings. What helps this? We are convinced that at an older age, various substitute objects have the greatest developmental effect, allowing the child to act actively and at his own discretion, enriching the plot of the game. Waste material comes to the rescue as the game progresses due to the missing attribute. Multifunctional layouts on various topics with corresponding applied materials, algorithms, diagrams - samples, photographs of plot-role-playing games, screens, various attributes for the development of game plots, which are stored in cardboard boxes, transparent closed containers with labels.

At 6-7 years of age, preschoolers begin the intensive development of director's play, which turns into an expanded form of collective activity. Unlike role-playing games, in which children reproduce mainly the professional lives of people and their relationships, such games are based on broader social experience - impressions received from fairy tales, animated films and television films. The development of director's play makes an invaluable contribution to the development of a child's personality, contributing to the transition to a new level of imagination. Many game researchers consider the development of creativity to be one of the main indicators of readiness for school. To play out the plots of this type of game, you can use a low, large cardboard box (this is the stage for developing the plot), a set of toys from the children’s favorite delicacy “Kinder Surprise”, waste material, sample diagrams, photographs of scenery and dolls.

The combination of new and traditional components of the environment involves introducing or creating something new, unknown, to stimulate the activity and creativity of children.

Options for new environment components include:

-thematic exhibitions (original exhibits, illustrations, books);

-mini-museums (paintings, toys, postcards);

-decoration according to the season;

-exhibitions of children's creativity.

They can be presented in the preschool environment:

-on threads hanging from the ceiling, filling the air space with work;

-in files on cabinets;

- in a specially separate place, light shelves, walls of creativity;

-artistic handicrafts can be placed in almost all mini-centers - music, games, design, art corner.

Children must be actively included in the creation of the environment; this contributes to the formation of a conscious attitude of the child to the environment, an understanding of the interdependence of all its components, the necessary comfort for all children and adults of the institution group, the desire and ability to coordinate their desires and interests with others. When activating children, involving them in creating the environment, it is necessary to take into account their individual characteristics, preferences and inclinations.

Older children with great interest prepare joint works with their parents on given topics: drawings, family newspapers, and photo exhibitions. Such material is hung in the group, children look at it with pleasure and share their impressions. Compare their ideas, hobbies, preferences with others. Such joint work brings adults and children great satisfaction and joy, develops in children such personality traits as independence and creative solution to a given task, develops initiative, responsibility for the overall success of the business, and communication skills; creates a microclimate based on respect for the personality of the little person and a trusting relationship between an adult and a child.

Providing the child with freedom, a large “field” for independent action in the realization of his interests, communication on equal terms in the process of cooperation through a subject-developing environment, helps teachers fully realize the tasks of personally-oriented interaction.

Providing comfort, functional reliability and safety, dynamism, and versatility. First of all, this is the convenience of placing zones for organizing collective and individual activities. This is fully consistent with plastic products: open light shelving, bookcases, shelves, chests of drawers, containers, screens. Without disturbing the harmony, they fit very well into the interior of any room and set special accents: lightness, varied light colors, space saving (from 3 to 5 to 7 sections arranged vertically or “stepped”); no clutter; create comfort; easy to transform, safe to move by the child; subject to processing. This equipment is used for different functional purposes such as:

- space dividers.

- containers for storing attributes.

- markers of the playing space.

-furniture for various centers.

- areas for demonstrating children's creativity.

Screens, roll-out shelves, containers, colored cords, folding fences help and enable children to easily, at their discretion and design, transform, create a spatial organization of the environment, and designate their play area.

The subject-spatial environment should be organized so that the materials and equipment necessary for children to carry out any activity are either in the child’s field of vision or accessible so that the child can take them without turning to an adult for help. At the same time, it is very important to teach children to put all materials in their place: firstly, because order in everything provides comfort and beauty, pleases the eye, creates a good mood, and secondly, because other children may need them for activities and to the same child.

Children's independent activities are organized through the creation of development centers of different directions in each kindergarten group.

The cognitive-speech direction of work with preschoolers is characterized by the following conditions:

- creation in the group of the required number of objects, manuals, dummies, small toys and didactic games to familiarize children with the subject or phenomenon being studied, as well as a large number of speech games, manuals, subject and plot pictures, diagrams, as well as literature on the development of children’s speech; speech corners (newspapers) help consolidate the correct speech skills acquired by children during various activities, as well as observations, excursions, etc.

— corners of cognitive activity have been developed:

- a wall of intellectual development, where children can look at maps, diagrams, tables in an accessible form, record observations, solve puzzles, crosswords, etc.

- a mini-laboratory where conditions have been created, instruments and materials are available for demonstrating and organizing independent experimentation, observing the properties of objects and substances, comparing them, and analyzing them

- variety of items in color, shape, size, material, weight,

- large-sized modules, consisting of separate segments, different in shape, volume, color, which can be connected using buttons, rivets, laces and used for the development of sensory concepts, outdoor games, and construction.

Independent activity in ecology

Planning this work involves, first of all, the teacher creating conditions that facilitate this independent activity. For this purpose, the group has organized a “Children’s Laboratory” with appropriate equipment, which allows it to have a huge impact on the cognitive activity of children. This experimental and independent activity of children is aimed at clarifying the systematization of all properties and signs of objects and phenomena of inanimate nature, their relationship and interdependence with objects of living nature.

In the “Children's Laboratory” there are:

-A place for a permanent exhibition, where children place various collections, exhibits, rare objects (shells, stones, crystals, feathers, etc.).

-Place for instruments.

-Storage space for materials

-A place for conducting experiments.

-Place for unstructured materials (table “Sand-water”, containers for small stones, etc.)

Thus, a developmental environment that ensures personality-oriented interaction between children and adults is not only about providing the opportunity to work with didactic material of varying levels of complexity. Not only the focus in communication on more prepared children. This is the teacher’s opportunity to more flexibly and dynamically include the child in active, purposeful and varied activities in an atmosphere of goodwill and well-being, to know and skillfully use his individual personal characteristics; analyze the content of children’s subjective experience, activating it in the process of independent activity, encourage initiative and creativity, regardless of their abilities.

A child of senior preschool age, who has acquired a sufficient supply of knowledge and skills, within the framework of this activity develops such personality qualities as creative activity and independence, the opportunity to self-affirm the awareness of the need for acquired knowledge and skills, the desire to use, replenish and deepen knowledge, and self-confidence. The main indicators of independent activity are interest in it on the part of the child and the manifestation of initiative and independence in setting tasks and choosing a way to implement plans.

Independent creative activity

Independence in creative activity develops gradually both in simple exercises and when the child becomes involved in artistic activities. At first, careful intervention from an adult is necessary to help with specific operations.

The youngest preschooler is just beginning to master the tools necessary for creativity. Holds a pencil confidently, but draws mostly chaotic lines. Already making some constructions, but only the simplest ones.

The field for the manifestation of creative independence in early preschool age is still gaining diversity. It is presented:

• Drawing
• Making mosaic pictures
• Construction from large parts

At 3-4 years of age there is already interest in independent creative activities. It seems that the baby is engrossed in rolling the car while the mother is putting together a mosaic figure and unsuccessfully trying to get the child interested in this activity. And after some time, the baby himself, albeit chaotically, connects the elements of the mosaic or builds a bridge according to the model. Some children will agree to little help. Others will only accept the suggested name.

In middle preschool age, interest in the musical field intensifies. If earlier children pressed the keys of children's musical instruments and rejoiced at the sound they produced, then by the age of five they are interested in chords. Preschoolers pick up the melody by pressing 2-3 keys in a row and begin to experiment with sounds.

Five-year-old children discover word creation. This is an important stage of speech development - the grammatical structure of speech is formed. What words do children come up with! Moreover, they do this not at the behest of an adult. It's time to encourage your child to write his own stories. An adult can offer a preschooler a series of pictures and ask them to tell a story.

Independent creativity of older preschoolers

Older preschoolers do not need such support for their artistic or design experiments. They prefer to hear feedback only about the result. They plan, select funds, and also carry out their plans without outside help.

Of course, children eventually expect to hear praise. At the very least, support, but not criticism. If a child diligently created his drawing or appliqué, then he wants to receive a positive assessment, and not a remark that not everything was successful.

Negative assessments suppress the need for independent activity of this type. Drawings are not praised - the preschooler loses the desire to draw. If they don’t admire the craft, the child’s interest will fade as well.

The preschooler’s motivation for independent action will not disappear; it will manifest itself in other areas. However, it is important for adults to take into account that creativity should not be taken risks and that it is worth supporting the preschooler.

A fairly high level of speech development in older preschoolers opens up primary literary creativity for them. They make up their own stories and rhyme words. Such exercises are characterized by a high degree of independence. If an adult asks a 5-6 year old child to compose a fairy tale, he will most likely refuse. It’s another matter if this impulse comes from within, and the preschooler himself decided to come up with an amusing story.

The goals of writing can be different - to fantasize about what you want, to repeat a memorable plot with a focus on your life, to make your loved ones or friends laugh. In any case, such creativity perfectly develops speech and imagination, and also forms creative initiative.

Free INDEPENDENT ACTIVITY for preschoolers. consultation on the topic

Free INDEPENDENT ACTIVITY of preschoolers.

The Federal State Educational Standard for Preschool Education defines support for children's initiative in various types of children's activities as one of the principles of preschool education. If we analyze the requirements of the standard for the psychological and pedagogical conditions for the implementation of the basic educational program, we will see that supporting the child’s independence is one of the most important conditions.

In the scientific pedagogical literature there are different points of view on the definition of the concept of “independence”:

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.

Currently, independent activity is one of the components of the educational process in kindergarten.

Independent activity of children is considered as activity that is performed without the direct participation of the teacher, while the child consciously strives to achieve the goal. The teacher’s task is to make the child want to engage in one activity or another.

Moreover, the child should have the opportunity to satisfy his interests and needs in independent activity, and on the other hand, the teacher also organizes independent activity to solve the educational tasks of the program. And here, it is important to come up with a developing subject-spatial environment that will activate and arouse the child’s interest in activities. To find didactic materials that, on the one hand, would motivate children to engage in activities, and, on the other hand, would allow them to solve the problems of the educational process.

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.).

The scheme for the development of any type of activity in accordance with the concept of L. S. Vygodsky is as follows: first it is carried out in joint activities with adults, then in joint activities with peers and, finally, it becomes an independent activity of the child. In this case, a special role is assigned to the teacher.

To develop children's independence, the teacher must build the educational environment in such a way that children can:

• learn from your own experience, experiment with various objects, including plants;
• be present during the day, both in same-age and different-age groups;
• change or design the playing space in accordance with emerging gaming situations;
• be autonomous in their actions and decisions available to them.

The main types of children's activities in the preschool period are playful and productive.

There are two types of independent activities of children in kindergarten: 1.Game activity: director's play, role-playing game, games with rules. 2. Productive activities: design, fine arts, manual labor.

The main criterion for assessing the independent play activity of pupils should be play behavior, ways of spreading the game, the child’s ability, depending on his own plan, to include conditional actions with objects, role-playing dialogues, and combine various events into the game.

Play is one of the most valuable new developments of preschool age. While playing, the child freely and with pleasure masters the world in its entirety - in terms of meanings and norms, learning to understand the rules and creatively transform them.

It is the game that should be primarily used by teachers. L.S. Vygotsky defined play as the leading activity in preschool age. L.I. Bozovic considers it necessary that leading activities constitute the main content of the lives of children themselves. Thus, the game is a kind of center around which the main interests and experiences of children are concentrated. Theatrical activity is a type of game.

Theatrical activities in kindergarten can organizationally permeate all routine moments: be included in all classes, in the joint activities of children and adults in their free time, and carried out in children’s independent activities. Theatrical activities can be organically included in the work of various studios and clubs; products of theatrical activities (stage plays, dramatizations, performances, concerts, etc.) can be included in the content of holidays, entertainment and leisure.

Theatrical play in children's independent activities: independent children's games reflect characters and plots that excite children. Thus, children often play Snow Maiden and Father Frost, creating a new world of the New Year holiday in the playroom. Vivid stories, games, round dances, learned in joint free activities of children and adults, in games and activities, also contribute to the emergence of independent theatrical play for children.

Theatrical activities help make the life of children in the group more exciting and varied.

The development of free play activity requires support from an adult. At the same time, the role of the teacher in the game can be different depending on the age of the children, the level of development of gaming activity, the nature of the situation, etc. The teacher can act in the game both as an active participant and as an attentive observer.

In order to develop gaming activities, it is necessary:

• create conditions during the day for children to play freely;

• identify play situations in which children need indirect help;

• watch children playing and understand exactly what events of the day are reflected in the game;

• distinguish children with developed play activity from those whose play is poorly developed;

• indirectly lead the game if the game is of a stereotypical nature (for example, offer new ideas or ways to implement children's ideas);

• know the children's subculture: the most typical roles and games of children, understand their significance;

• establish relationships between play and other activities.

Productive activity in preschool education is the activity of children under the guidance of an adult, as a result of which a certain product appears.

It is this activity that contributes to the development of graphic skills in children of senior preschool age, fosters perseverance, creates pedagogical conditions for the process of socialization of senior preschoolers and, along with play, is of greatest importance for the development of the psyche during this period.

Engaging in productive activities develops the child’s creative imagination, promotes the development of hand muscles, coordination of movements, and develops thinking skills (analysis, synthesis, ability to compare).

When conducting classes, favorable conditions are created for the formation of such qualities as inquisitiveness, initiative, curiosity and independence.

Productive activity has an impact on the comprehensive education of a preschooler. It is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.

Independent productive activity arises on the initiative of the child to satisfy his individual needs (make a gift for his mother, make a toy, etc.) The adult’s task is to develop independence without violating the child’s plan, using hints, drawing attention to the object, asking questions.

Signs of manifestation of independence are the child’s attention and interest in a certain activity and the ability to transfer what he has learned into his own new activity.

Independent activity has great potential for the development of a child’s personality:

• development of initiative, activity,
• consolidation of existing skills, methods of activity,
• bright impressions find a way out, tension decreases, the child’s inner world becomes comfortable,
• self-esteem, self-confidence and self-confidence rises.

Productive activities are largely related to story-based play and contain elements of practical experimentation with materials. Just as often, actions arise on the principle of what will happen if.... At the same time, in the arsenal of children of senior preschool age there are various types of productive activities: work on ready-made samples and graphic diagrams and work with unfinished products and verbal descriptions.

A developing subject-spatial environment in the group should facilitate creative movement in working with the selected material. Therefore, the teacher provides preschoolers with materials, samples of possible work, and ensures that the children have a supply of appropriate materials for everyone who wants to continue working.

You should always have waste and natural materials on hand, combining which at your own choice, the child can make various things - these are pieces of cardboard, foam plastic, cardboard boxes of different sizes, wire, pieces of fabric and rope, old felt-tip pen cases, pine cones, acorns, small dry twigs, etc., placed in different containers. Of all the variety of materials available in kindergarten for free design, the plastic LEGO construction set is the most popular among preschoolers.

It is necessary to have a set of large building materials in the group, although its parts are more often used not for construction as such, but in a story game to designate a conditional playing space. We also include a variety of mosaics - geometric and traditional - among materials that stimulate children's independent productive activity.

Mosaic is an excellent object for educational and research activities (experimentation). Working with it promotes the development of a child’s manual motor skills, analysis of the relationships between parts and the whole, and the formation of spatial concepts. They are necessarily provided to children for free activity.

Pictures—puzzles—puzzles consisting of many parts have become an integral attribute of a child’s life. Assembling such puzzles can also be considered a productive activity. Construction kits and a variety of puzzles, mosaics, etc. must be at the free disposal of children.

Preparing a child for school means teaching him to act actively, creatively, and consciously. This is largely facilitated by properly organized work in kindergarten to develop independent artistic activities: theatrical and playful, visual, artistic, speech and musical.

In independent musical activities, children, on their own initiative, sing, dance in circles, select light melodies on a metallophone, and perform simple dances. They can themselves organize games in “concerts”, “theater”, “performance” (with toys, with flat figures, dolls).

Among the games, the main place is occupied by “musical classes” and “concerts”, based on the experiences acquired by children, mainly in classes. Children compose chants and songs using familiar movements, come up with dances and formations.

Children often include musical and didactic games in their independent activities, which develop children’s ability to perceive and distinguish the basic properties of musical sound: “Musical Lotto”, “Guess who’s singing”, “Two Drums”, “Be quieter - louder on the tambourine” , “Name the song from the picture”, etc.

In independent activities, children often use children's musical instruments. Children show a desire for independent musical activity and, on their own initiative, apply their musical experience in a wide variety of types of musical practice.

Independent musical activity of preschoolers is proactive, creative, based on acquired experience, is distinguished by a variety of forms and is the initial manifestation of self-learning.

The main indicators of independent activity are interest in it on the part of the child and the manifestation of initiative and independence in setting tasks and choosing a way to implement plans.

The teacher should devote a large amount of time during the day to organizing the independent activities of children in preschool educational institutions. And if in joint activities with children the teacher is an equal partner, then in independent activities the teacher is only an observer.

Thanks to the transition to a new form of calendar planning, the organization of independent activities is clearly reflected and intersects (integrates) with other forms of work during the day (walking, routine moments, group - subgroup, joint activities).

Thus, the independent work of children in a preschool educational institution is work that is carried out without the direct participation of the teacher, on his instructions, in the 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.

Bibliography

1. Gubanova N.F. Play activities in kindergarten. – M.: Mozaika-Sintez, 2006

2. Dybina O.V. Educational environment and organization of independent activities of senior preschool age: methodological recommendations. — M.: Center for Pedagogical Education, 2008

3. Zvorygina E.V. I'm playing!: conditions for the development of children's first amateur story games: a manual for educators and parents. – M.: Education, 2007

4. Kononova I., Ezhkova N. Preparing children for independent activities. // Preschool education, 1991, No. 6.

5. Komarova T.S. Children's artistic creations. — M.: Mosaika-Sintez, 2005

CHILDHOOD GUIDE

Organization of children's independent activities

in the conditions of a preschool educational institution, taking into account the Federal State Educational Standards for preschool education

Savchenko Lyubov Alexandrovna,

senior teacher of MBDOU d/s "Joy",

Tsimlyansk

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.

In the scientific pedagogical literature there are different points of view on the definition of the concept of “independence” :

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.

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, musical and artistic work. , reading.

The development of independence is facilitated by children mastering the ability to set a goal (or accept it from a teacher), think about the path to achieving it, implement their plan , and evaluate the result from the position of the goal.

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.

Thus, the independent activity of a preschooler is work that is performed without the direct participation of the teacher, according to 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.

So: 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.).

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; do not shout or run around in the group; do not disturb others; fold clothes neatly in the locker, greet everyone who comes to the group, etc.).

The Federal State Educational Standard for Educational 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 us remember what a developing subject-spatial environment is? The 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. According to the requirements of the Federal State Educational Standard for Educational Education, the developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

The scheme for the development of any type of activity in accordance with the concept of L.S. Vygodsky is as follows: first it is carried out in joint activities with adults, then in joint activities with peers and, finally, it becomes an independent activity of the child. In this case, a special role is assigned to the teacher. The teacher must create a diverse gaming environment (we are talking about a developing subject-spatial environment in a preschool educational institution), which must provide the child with cognitive activity, must correspond to his interests and be developmental in nature. The environment should provide children with the opportunity to act individually or together with peers, without imposing mandatory joint activities. The teacher can get involved in children’s activities in cases of conflict situations that require adult intervention, or, if necessary, help a particular child join a peer group.

The subject-development environment should be organized in such a way that every child has the opportunity to do what he loves. Such an environment must meet the individual and age characteristics of children and their leading activity – play. 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.

Play in kindergarten should be organized , firstly, as a joint game between the teacher and the children, where the adult acts as a playing partner and at the same time as a carrier of the 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 the world of childhood is ensured to a certain extent, independent of adults.

Along with play, free productive activity of children (constructive, visual, etc.) occupies a significant place in a child’s life. Just like in play, the child’s development opportunities are enriched here.

In order to organize independent artistic activity, a child must have developed artistic experience, which the child acquires in classes. Systematic training allows you to gradually accumulate and increase the volume of skills and abilities, and already on your own initiative, children can express themselves in various types of artistic activities: musical, artistic and speech, visual, theatrical and gaming.

Mathematics for a preschooler should be fun and entertaining. For independent cognitive mathematical activity to be effective, it is necessary:

— create a special subject-development environment;

- offer children a complex of entertaining gaming mathematical material in independent cognitive and play activities;

- use special techniques for guiding independent cognitive and gaming mathematical activities.

The effectiveness of independent cognitive mathematical activity can be tracked by the level of children's independence; cognitive activity of children; level of motivation.

Thus, the teacher must devote a large amount of time to organizing the independent activities of children in a preschool educational institution during the day, at a time specially provided for this, where 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. And if in joint activities with children the teacher is an equal partner, then in independent activities the teacher is only an observer.

List of used literature:

1. Raising preschoolers to be independent: Collection of articles - Russian state. Ped. Hertzin University, St. Petersburg: Detstvo-PRESS 2000, 192 p.
2. Kononova I., Ezhkova N. Preparing children for independent activities. // Preschool education, 1991 - No. 6. - P. 11-14
3. Kuznetsova N.P., Creating a developmental environment step by step // Directory of senior educator No. 8 2021.
4. Educational environment and organization of independent activities of senior preschool age [Text]: methodological recommendations / ed. O.V. Dybina/-M.: Center for Pedagogical Education, 2008.
5. Federal State Educational Standard DO.

Implementation of independent musical activity of preschoolers Interaction between kindergarten and family in the context of the implementation of the Federal State Educational Standard for Preschool Fiction Fiction as a means of speech development of preschoolers in the context of the implementation of the Federal State Educational Standard for Preschool Education Development of young children in various types of activities in accordance with the Federal State Educational Standard for Preschool Education >