Topics of seminars for teachers of additional education. Development of a methodological seminar "modern training session in an institution of additional education for children." In the educational process
Methodological seminar “Training lesson in an institution additional education children"
Seminar for additional education teachers
“Training lesson in an institution of additional education for children”
Purpose of the seminar: increasing the professional competence of beginning teachers in the field of constructing an educational lesson.
Event plan:
1. Methodological basics building an educational lesson in the system of additional education for children.
2. Classification of training sessions and basic requirements for their construction.
3. Practical part.
Methodological basis for constructing a lesson in the system of additional education for children
The training session is the main element educational process. In the system of additional education, the form of its organization changes significantly. The main thing is not the communication of knowledge, but the identification of children’s experience, their inclusion in cooperation, the active search for knowledge and communication.
Teachers of additional education (as having special Teacher Education, and who do not have one) often experience difficulties in modeling a training session, determining its type, stages, tasks, content of each stage, and self-analysis of activities. Especially often, these difficulties are faced by beginning teachers who are not ready for systematic activities to prepare a lesson.
Knowledge of the types and characteristics of training sessions will help to develop the need and ability to correctly model a lesson, improve your constructive, methodological knowledge, skills and abilities.
The training session is:
Model of activity of the teacher and the children's team;
Time-limited form of organization educational process, which involves not only the transfer of knowledge, skills and abilities to children in a specific subject and their assimilation of educational material, but above all development;
The time during which students, under the guidance of a teacher, are engaged in educational, educational, and leisure activities.
The training session presents all elements of the educational process: goals, content, means, methods, organization. The quality of the training session depends on the correct definition of each of these components and their rational combination. However, the main requirement for a training session is to achieve the goal set by the teacher and accepted by the students.
Depending on the goals of the lesson, the following types of training sessions can be distinguished:
Actually teaching;
General developmental;
Educational.
The actual training sessions pursue purely educational goals: teaching something, children mastering specific knowledge and skills in the subject being taught. These are the training sessions:
On knowledge transfer;
To comprehend knowledge and consolidate it;
To consolidate knowledge;
To develop skills and apply knowledge in practice;
Training sessions (working on skills and abilities);
On generalization and systematization of knowledge.
General developmental classes set goals for the formation and development of certain personal qualities child. Such activities include a debate session, an excursion, a quiz session, and various collective creative activities.
Educational activities aim to create a positive psychological climate in the children's team, introducing children to moral and cultural values. For example, traditional holidays: “Initiation into circle members”, “Birthday Days”, “Skills Competitions”, etc. These classes also involve learning tasks, but differ from educational classes in that learning, as a rule, is not of a specially organized nature and is not necessarily related to the academic subject. Quite often, a teacher’s lesson with a group of children is difficult to classify as any one type, since during one lesson most teachers decide to teach and educational tasks in complex.
The educational session, being a time-limited process, is a model of the activity of the teacher and the children's team. Due to this training session must be considered in the logic of organizing activities, highlighting the purpose, content, methods, results of activities, as well as the stages of their achievement.
A model of a training session of any type can be represented as a sequence of the following stages: organizational, testing, preparatory, main, control, final, reflective, informational. The basis for distinguishing stages can be the process of assimilation of knowledge, which is structured as a change in the types of activities of students: perception - comprehension - memorization - application - generalization - systematization.
As the basis for the training session, we take the model proposed by M.V. Ushakova, a methodologist and researcher at the laboratory of problems of additional education and upbringing of the regional center for children and youth in Yaroslavl (Table 1).
Table 1
Model of a training session in an institution of additional education for children
| Blocks | Stages | Training session stage | Stage tasks | Result |
|
| Preparatory | Organizational | Preparing children for work in class | Organizing the start of classes, creating a psychological mood for learning activities and activating attention | Perception |
|
| Check | Establishing the correctness and awareness of execution homework(if there was one), identifying gaps and correcting them | Checking homework (creative, practical), checking the assimilation of knowledge from the previous lesson | Self-esteem, teacher’s evaluative activity |
||
| Basic | Preparatory (preparation for new content) | Providing motivation and acceptance by children of educational goals cognitive activity | Message of the topic, objectives of the training session and motivation educational activities children (for example, heuristic question, cognitive task, problem task for children) | Understanding the possible start of work |
|
| Assimilation of new knowledge and methods of action | Ensuring perception, comprehension and primary memorization of connections and relationships in the object of study | Using tasks and questions that activate children’s cognitive activity | Mastering new knowledge |
||
| Initial check of understanding of what has been learned | Establishing the correctness and awareness of mastering new educational material, identifying erroneous or controversial ideas and correcting them | Application of trial practical tasks, which are combined with an explanation of the relevant rules or justification | Conscious assimilation of new educational material |
||
| Consolidation of new knowledge, methods of action and their application | Ensuring the acquisition of new knowledge, methods of action and their application | Application training exercises, tasks that children complete independently | Conscious learning of new material |
||
| Generalization and systematization of knowledge | Formation of a holistic representation of knowledge on the topic | Using conversations and practical tasks | Understanding the work done |
||
| Control | Identification of the quality and level of knowledge acquisition, self-control and correction of knowledge and methods of action | Usage test tasks, oral (written) questioning, as well as tasks various levels complexity (reproductive, creative, search and research) | Reflection, comparison of the results of one’s own activities with others, comprehension of the results |
||
| Final | Final | Analysis and assessment of the success of achieving the goal, determining the prospects for further work | The teacher together with the children sums up the lesson | Children's self-confidence in success |
|
| reflective | Mobilizing children for self-esteem | Children’s self-assessment of their performance, psychological state, reasons for poor quality work, work effectiveness, content and usefulness academic work | Children’s design of their own activities in subsequent lessons |
||
| Informational | Ensuring an understanding of the purpose, content of homework, and the logic of further classes | Information about the content and final result of homework, instructions for completion, determination of place and role of this assignment in the system of subsequent classes | Determining business prospects |
Constructing a lesson in accordance with this model helps to clearly structure the lesson, define its stages, tasks and the content of each of them. In accordance with the objectives of each stage, the teacher predicts both intermediate and final results.
Classification of training activities andbasic requirements for their construction
Classification of training activities
Based on modern scientific ideas about an educational lesson, its substantive goal is triune in nature and consists of three interconnected, interacting aspects, cognitive, developmental and educational, which are reflected in the goal for the content of educational material.
Goals are the mechanism by which the teacher encodes the main content and predicts the results of his activities and the cognitive activity of students.
The stages of a training session and its structure are designed in accordance with the didactic purpose and laws of the learning process. The movement towards the realization of the goal as a predicted result determines the transition from one part of the lesson to another, from stage to stage. The methods of work of the teacher and students at each stage depend on the content, purpose, logic of mastering educational material, group composition and experience creative activity teacher and students.
Didactic purpose is the most important structural element and determines the type and structure of the training session. Taking into account the active position of students in mastering the material and developing skills, training sessions can be classified according to the didactic goal as follows: studying and primary consolidation of new knowledge; consolidation of knowledge and methods of activity, comprehensive application of knowledge and methods of activity; generalization and systematization of knowledge and methods of activity; verification, evaluation, correction of knowledge and methods of activity. Each type of training session has its own structure, the main component of the lesson is encoded in the name of the type of training session, the common stages for all types of classes are organizational, goal setting and motivation, summing up.
Organizing time The educational lesson involves the creation of productive conditions for interaction between the teacher and students.
The stage of goal setting and motivation ensures the desire of the participants pedagogical process work in the classroom through setting goals and updating the motives of educational activities, through the formation of attitudes towards perception and comprehension educational information, development of the pupil’s personal qualities.
When summing up, the level of achievement of goals, the degree of participation of all students and each individual, an assessment of their work and the prospects of the cognitive process are determined.
The relationship between the type, didactic purpose and structure of the training session is presented in Table 2 “Types of training sessions, their didactic purpose and structure.”
table 2
Types of training sessions, their didactic purpose and structure
| Type of training session | Didactic purpose | Structure | Non-traditional forms of conducting classes |
| Training session for studying and initially consolidating new knowledge | Create conditions for awareness and comprehension of a block of new educational information | Organizational moment Updating knowledge and skills Motivation. Goal setting Organization of perception Organization of reflection Initial check of understanding Organization of primary consolidation Reflection | Lecture, seminar, excursion, conference, laboratory-practical lesson, didactic fairy tale |
| Training session to consolidate knowledge and methods of activity | Ensure that students’ knowledge and methods of activity are consolidated | Organizational moment Motivation Updating knowledge and methods of action Constructing a sample of knowledge application in standard and modified situations Independent application of knowledge Control and self-control Correction Reflection | Seminar, excursion, consultation, travel game |
| Training session on the integrated application of knowledge and methods of activity | Organizational moment Goal setting. Motivation Updating the body of knowledge and methods of activity Independent application of knowledge (exercises) in similar and new situations Self-control and control Correction Reflection | “Literary Lounge”, quiz “What? Where? When?”, “Activity-travel”, concert |
|
| Training session of generalization and systematization of knowledge and methods of activity | Organize the activities of students to generalize knowledge and methods of activity | Organizational moment Goal setting. Motivation Highlighting the main thing educational material Generalization and systematization Reflection Generalization can be carried out both by topic, section, and by problem. The most important thing in the generalization technique is the inclusion of parts into the whole. Careful preparation of students is necessary (communication in advance of problems, questions, provision of didactic material during the lesson) | Lecture, excursion |
| Training session on checking, assessing, correcting knowledge and methods of activity | 1. Ensure testing and assessment of students’ knowledge and methods of activity (control lesson) 2. Organize the activities of students to correct their knowledge and methods of activity | Motivation Independent completion of tasks Self-control Control Correction Reflection | The classes are dominated by activities aimed at gradually increasing the complexity of tasks through comprehensive coverage of knowledge and applying it at different levels |
Conditions for achieving the effectiveness of the lesson:
Complexity of goals (training, educational, general developmental tasks);
The adequacy of the content to the goals set, as well as their compliance with the characteristics of the children's team;
Compliance of work methods with the set goals and content;
The presence of a clearly thought-out logic of the lesson, continuity of stages;
Clear organization of the start of classes, motivation of children for educational activities;
The presence of a favorable psychological atmosphere;
Active position of the child (activation of cognitive and practical activities, inclusion of each child in activities);
Complete methodological support and material and technical equipment of the lesson.
The constant transfer of the student from the zone of his actual to the zone of proximal development is the main indicator of the effectiveness of the educational lesson.
Basic requirements for the construction of modern training sessions:
Creating and maintaining a high level of cognitive interest and activity in children;
Efficient use of class time;
The use of a variety of pedagogical teaching aids;
Personality-oriented interaction between the teacher and students;
Practical significance acquired knowledge and skills.
To conduct an effective educational lesson, the teacher needs to be quite seriously prepared for it. Will the lesson be a success? How to keep children's attention and develop interest in the subject? These and many other questions concern almost every teacher. What is most important for a teacher when preparing a lesson?
Algorithm for preparing a training session
The algorithm for preparing a training session, as the basis of this methodology, can be as follows:
| Stage 1 | Analysis of the previous training session, searching for answers to the following questions: Did the training session achieve its intended purpose? To what extent and quality were the objectives of the lesson implemented at each of its stages? How complete and high quality is the content implemented? What was the overall result of the lesson, was the teacher’s forecast justified? Due to what were these or those results (reasons) achieved? Depending on the results, what needs to be changed in subsequent training sessions, what new elements should be introduced, what should be abandoned? Have all the potential possibilities of the lesson and its topics been used to solve educational and training problems? |
| Stage 2 | Modeling. Based on the results of the analysis of the previous lesson, a model of the future training session is built: Determining the place of a given educational lesson in the system of topics, in the logic of the learning process (here you can rely on the types and varieties of classes); Designation of the objectives of the training session; Determination of the topic and its potential, both teaching and educational; Determining the type of occupation, if necessary; Determining the type of activity; Thinking through the content stages and logic of the lesson, selecting ways of working for both the teacher and the children at each stage of the lesson; Selection of pedagogical methods for monitoring and assessing children’s learning of lesson material. |
| Stage 3 | Ensuring the content of the training session: Teacher self-training: selection of informational and educational material (lesson content); Ensuring the educational activities of students: selection, production of didactic, visual, handouts; preparing assignments; Logistics: preparation of the office, inventory, equipment, etc. |
It should be noted that in each specific situation the proposed algorithm will vary, be clarified, and be detailed. The very logic of actions is important, the teacher’s tracking of the sequence of both his work and the educational activities of children, the construction of educational activities not as separate, one-time, unrelated forms of work with children, but as a teaching system that will allow the full realization of creative, cognitive, developing potential of what is taught by the teacher academic subject.
Detailed compliance with the conditions for the effectiveness of the lesson, the basic requirements for its preparation and construction will ensure a high result of the lesson.
Organization of classes within the framework of a system-activity approach
In the report of the international commission on education for the 21st century, chaired by
Jacques Delors “Education: the hidden treasure”, formulated “4 pillars on which education is based: learn to know, learn to do, learn to live
together, learn to be” (J. Delors)
Learning to know, which implies that the learner constructs his own knowledge daily by combining internal and external elements;
Learning to do focuses on the practical application of what has been learned;
Learning to live together actualizes the ability to refuse any discrimination, when everyone has equal opportunities to develop themselves, their family and their community;
Learning to be emphasizes the skills necessary for an individual to develop his potential;
In fact, he identified the global competencies necessary for a person to survive in modern world.
Didactic principles necessary for organizing classes within the framework of a system-activity approach:
1. Operating principle lies in the fact that the student, receiving knowledge not in a ready-made form, but obtaining it himself, is aware of the content and forms of his educational activities, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation of his general cultural and activity abilities, general educational skills.
2. Continuity principle means such an organization of training when the result of activity at each previous stage ensures the beginning of the next stage. The continuity of the process is ensured by the invariability of technology, as well as continuity between all levels of training in content and methodology.
3. The principle of a holistic view of the world means that the child must form a generalized, holistic idea of the world (nature-society-himself), about the role and place of science in the system of sciences.
4. Minimax principle lies in the fact that the school offers each student the content of education at the maximum (creative) level and ensures its assimilation at the level of a socially safe minimum ( state standard knowledge).
5. The principle of psychological comfort involves the removal of stress-forming factors in the educational process, the creation of a friendly atmosphere in the center and in the classroom, focused on the implementation of the ideas of cooperation pedagogy.
6. The principle of variability involves the development of variable thinking in students, that is, an understanding of the possibility of various options for solving a problem, the formation of the ability to systematically enumerate options and select the optimal option.
7. The principle of creativity presupposes a maximum focus on creativity in the educational activities of schoolchildren, their acquisition of their own experience of creative activity. Forming the ability to independently find solutions to non-standard problems.
These didactic principles set a system of necessary and sufficient conditions for the functioning of the education system in the activity paradigm.
Activity-oriented goal setting classes can be divided into four groups:
1. classes of “discovery” of new knowledge;
2. reflection classes;
3. classes of general methodological orientation;
4. developmental control classes.
1. The activity of “discovering” new knowledge.
Activity goal: developing students’ ability to perform a new way of action.
Educational purpose: expansion of the conceptual base by including new elements.
2. Reflection lesson.
Activity goal: developing in students the ability to reflect on a correctional-control type and implement a correctional norm (fixing their own difficulties in activities, identifying their causes, constructing and implementing a project to overcome the difficulty, etc.). Educational goal: correction and training of learned concepts, algorithms, etc.
3. Lesson of a general methodological orientation.
Activity goal: developing the ability of students to a new way of action associated with building the structure of the studied concepts and algorithms.
Educational goal: identifying theoretical foundations constructing content and methodological lines.
4. Developmental control lesson.
Activity goal: developing students’ ability to carry out control functions.
Educational goal: control and self-control of learned concepts and algorithms.
And before we move on to getting to know the structure of the lesson within the framework of a systemic activity approach, I suggest our creative groups complete the following task: you have 10 A4 sheets on your tables, glue, a stapler, tape, you need to build a tower with maximum efficiency.
(Completing the task in subgroups. Discussion of the completed task and the concept of effectiveness).
This task is an example of creating problematic situation To begin with, physics or technology lessons, you and I, for example, very well switched to the concept of “efficiency”.
And now I present to your attention the technology for posing an educational problem:
Dialogue motivating a problematic situation
Encouraging awareness of the contradictions of a problem situation
Encouragement to formulate an educational problem
Acceptance of student formulations of educational problems.
Dialogue leading up to the topic
Message topic with a motivating technique.
Technology for finding a solution to an educational problem:
Hypothesis-provoking dialogue
Encouraging Hypotheses
Acceptance of hypotheses put forward by students
Encouragement to test hypotheses.
Acceptance of tests proposed by students
Dialogue leading to knowledge.
The structure of the lesson of maintaining new knowledge within the framework of the activity approach is as follows:
2. Updating and recording individual difficulties in a trial training session
action.
3. Identifying the location and cause of the difficulty.
8. Inclusion in the knowledge system and repetition.
9. Reflection on learning activities in the lesson (result).
Practical task: In circles, correlate the stage of the lesson and the activity corresponding to this stage.
Checking the correct execution of the task:
1. Motivation for educational activities.
This stage of the learning process involves the student’s conscious entry into the space of learning activity in the lesson. For this purpose, at this stage, his motivation for educational activities is organized, namely:
1) the requirements for it from the educational activities are updated (necessary);
2) conditions are created for the emergence of an internal need for inclusion in educational activities (.want.);
3) thematic framework is established (.can.).
In the developed version, processes of adequate self-determination in educational activity and self-positing in it occur here, implying the student’s comparison of his real self. with the image. I am an ideal student., conscious subordination of oneself to the system of normative requirements of educational activities and the development of internal readiness for their implementation.
2. Updating and recording individual difficulties in a trial educational action. At this stage, preparation and motivation of students for proper independent implementation trial educational action, its implementation and recording of individual difficulties.
Accordingly, this stage involves:
1) updating the studied methods of action sufficient to construct new knowledge, their generalization and symbolic fixation;
2) updating the relevant mental operations And cognitive processes;
3) motivation for a trial educational action (.need. - .can. - .want.) and its independent implementation;
4) recording individual difficulties in performing a trial educational action or justifying it.
3. Identifying the location and cause of the difficulty. At this stage, the teacher organizes for students to identify the location and cause of the difficulty.
To do this, students must:
1) restore the operations performed and record (verbally and symbolically) the place - step, operation where the difficulty arose;
2) correlate your actions with the method of action used (algorithm, concept, etc.) and on this basis, identify and record in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are lacking to solve the original problem and problems of this class or like in general.
4. Construction of a project for getting out of the difficulty (goal and topic, method, plan, means).
At this stage, students in a communicative form think about the project of future educational activities: set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first with the help of introductory dialogue, then with stimulating dialogue, and then with the help of research methods.
5. Implementation of the constructed project.
At this stage, the completed project is being implemented: various options proposed by students are discussed and a choice is made. best option, which is fixed in language verbally and symbolically. The constructed method of action is used to solve the original problem that caused the difficulty. Finally, it is specified general character new knowledge and overcoming a previously encountered difficulty is recorded.
6. Primary consolidation with pronunciation in external speech.
At this stage, students, in the form of communication (frontally, in groups, in pairs), solve standard tasks for a new method of action, pronouncing the solution algorithm out loud.
7. Independent work with self-test against the standard.
When carrying out this stage, an individual form of work is used: students independently complete tasks of a new type and self-test them.
Literature
Builova L.N. Training session in an additional education institution. – M.: TsDYuT “Bibirevo”, 2001.
Ushakova M.V. Training session in an additional education institution // Out-of-school student. – 1997. - No. 1. – P. 30-32.
Russkikh G.A. Preparing a teacher to design an adaptive educational environment for a student: A manual for teachers. – M.: Ladoga - 100, 2002.
Directory of school administration on the organization of the educational process. Part 1 / Comp. EAT. Muravyov, A.E. Epiphany. – M.: Center “Pedagogical Search”, 2000.
Tokmakova O.V. Didactic materials for the course “Management of the educational process in the classroom.” Kirov, 2004.
District seminar “Development of a program for additional education for children”
The program is a regulatory official document fixing the process of managing joint activities, which is: An indicator professional level teacher; Characteristics of the content of joint activities between teacher and student; Justification of the need for material and technical support for the work of a teacher. The pedagogical process is fixed by the content of the program
The purpose of additional education for children is to create conditions for self-education, self-realization in activities that are interesting to the individual, i.e. knowledge here is a means of solving problems that are significant for the child. The educational process is carried out in a relaxed atmosphere, which allows children to show their independence, imagination, and put forward new unexpected ideas.
Clause 5 of Article 14 of the Law Russian Federation“On Education” it is established that the content of education in a particular educational institution is determined by the educational program (educational programs) developed, adopted and implemented by this educational institution independently.
Any program must have the following qualities: - Relevance; - Variability; - Optimality; - Realism; - Controllability; - Sensitivity to failures.
Structure of an additional educational program An additional educational program, as a rule, includes the following structural elements: Title page Explanatory note Educational and thematic plan Contents of the course studied Methodological support References
Title page Full name of the educational institution; Where, when and by whom was the additional supplementary approval approved; Name of additional information; Age of children for whom additional supplementary education is designed; Duration of implementation of the additional supplementary program; Full name, position of the compiler (author); City name , settlement, in which the additional supplement is implemented; Year of development of additional supplementary information.
RUSSIAN FEDERATION MINISTRY OF EDUCATION Municipal budgetary educational institution for additional education of children “Center for the Development of Creativity of Children and Youth” Recommended pedagogical council“APPROVED” Minutes No. _____ Director of the Center for Children's and Youth Education "__"__________201_ ________/Sapronova E.E./ "__"___________201_ Order No. __________ Additional education program for children "Guitar" Implementation period 3 years for children 10-16 years old Compiled by: Additional education teacher Nina Aleksandrovna Fedotova, Krasnogorsk2011
Explanatory note Focus, type (modified, author's) DOP; Novelty, relevance, pedagogical expediency; Purpose of the DOP; Additional tasks; Distinctive features of this program from existing additional supplementary programs; The age of children participating in the implementation of this additional educational program, their age characteristics; Timing for the implementation of the additional educational program (duration of the educational process, stages); Forms and mode of classes; Expected results and ways to verify them; Forms for summing up the results of the implementation of additional educational programs (exhibitions, festivals, competitions, educational and research conferences, etc.).
Goal of the program This is the expected result of the educational process that must be strived for. The goal should be related to the name of the program, reflect its main focus and be specific so that its implementation can be tracked. In describing the goal, it is important to avoid general abstract formulations, such as “comprehensive personal development”, “creating opportunities for creative development children" etc.
Program objectives Show what needs to be done to achieve the goal. Objectives must be correlated with predicted results. Types of tasks: Educational (acquisition of certain knowledge, skills, abilities); Educational (formation of social activity, culture of communication, behavior); Developmental (development of independence, activity, responsibility).
Educational and thematic plan Compiled by year of study. Contains: List of sections, additional topics; The number of hours on each topic, divided into theoretical and practical types of classes. 1 hour per week – per year 36 hours 2 hours per week – per year 72 hours 3 hours per week – per year 108 hours
Methodological support of the program Forms of classes planned for each topic or section of the additional educational program (game, conversation, hike, excursion, competition, conference, etc.); Techniques and methods for organizing the educational process, didactic material, technical equipment for classes; Summarizing forms for each topic or section of the additional supplementary information; Criteria for assessing the level of development of additional advanced education.
References List of used and recommended literature for teachers List of recommended literature for children and parents.
Applications Calendar-thematic plans by year of study; Reminders; Safety instructions; Samples of questionnaires, tests; Achievements of students; Event development, open classes etc.
Ksenia Shaimova
Workshop on organizing additional education in preschool educational institutions in accordance with the Federal State Educational Standard
Target: Systematize educators’ knowledge about. Improve the skills of teachers when organization circle and studio work at preschool educational institutions.
Tasks:
1. Study the theory and practice of organization of additional education in preschool educational institutions in accordance with the Federal State Educational Standard
2. Mugs as a shape
3. Develop a variable part of the main one general education preschool programs education taking into account club and studio work.
Equipment: Interactive board
I. 1. Theoretical Part:
1.1. " Organization of additional education in preschool educational institutions in accordance with the Federal State Educational Standard»
Currently, not only the basic education, but also additional. Additional education V preschool institutions provides an opportunity to identify and develop Creative skills children. In classes on additional education goes deepening, expansion and practical use acquired knowledge in basic educational activities.
Additional education children provides the opportunity for each child to satisfy their individual cognitive, aesthetic, and creative needs. At organization of additional education activities children kindergarten takes into account:
The interests of children and the voluntariness of their choice of clubs, sections, studios;
educational
additional education children precisely on its basis;
Norms of load on a child.
Additional education children in kindergarten– one of the areas of creative, physical, social-personal and intellectual development pupils in addition to the main one implemented in preschool institutions general education preschool programs education.
Most in demand additional education children's artistic and aesthetic directions: on teaching children various techniques fine art activities - modeling from plasticine, unconventional ways drawing, as well as physical development preschoolers.
Additional education carried out in extracurricular activities, and is carried out throughout school year teaching staff and specialists.
Children study once a week in the afternoon. The results of children's activities are expressed in the design of collective exhibitions, the publication of albums, the design of wall newspapers, and the holding of reporting concerts.
1.2. Mugs as a shape additional education at preschool educational institutions;
A circle is an informal, free association of children in a group for activities based on their common interest, built on additional material for the tasks of the Education and Training Program in kindergarten under the guidance of an adult (teacher).
Target additional education- introduction of new variable forms preschool education in order to improve quality educational process and meeting the demands of society.
Circles in kindergarten perform several functions:
- educational– every pupil of the educational institution has the opportunity to satisfy (or develop) your cognitive needs, get additional skill development, skills in the type of activity that interests him;
Socially adaptive - classes in circles allow students to gain socially significant experience of activity and interaction, to experience "situation of success", learn to assert yourself;
Correctional and developmental – educational educational process, implemented in the circle classes, allows you to develop the intellectual, creative, physical abilities of each child;
Educational - the content and methodology of work in circles has a significant impact on the development of socially significant personality traits, the formation of communication skills, the education of social responsibility, collectivism, and patriotism.
Mugs as a shape additional education in preschool educational institutions can open with different goals:
1. Deepening and expanding basic knowledge, advancing the child’s development or compensatory activities (for children with developmental delays).
2. Familiarization with areas of knowledge that go beyond the scope of the state Program (working with gifted children).
3. Familiarization with areas of knowledge and skills, including the development of self-knowledge, self-regulation, self-development, and the formation of interpersonal communication skills.
The activities of any circle are regulated by regulatory and legal documents:
Charter of the preschool educational institution;
- Educational program of the preschool educational institution;
Regulations on the circle;
Mug program (goal and objectives, expected end result); - The circle’s work plan for the year;
List of children;
Schedule of activities;
Quality control materials (effectiveness) work mug (diagnostic cards).
Algorithm for a teacher’s activities to create a circle (sections, studios):
1. Study of the regulatory framework.
2. Identifying the needs of educational institutions, parents, and children.
3. Analysis of the effectiveness of work assimilated by children state program preschool education.
4. Development (selection) circle programs.
5. Development of a club plan for the academic year.
6. Approval of the program and work plan of the circle of the head of the preschool educational institution.
7. Implementation of the circle’s work plan in practice.
8. Analysis of the effectiveness of the circle’s work.
9. Protection of work results to the parent and teaching community. (corners group work, exhibitions, participation in competitions, shows, etc.)
It is important to consider that organization circles assumes voluntary (without psychological coercion) inclusion of children in activities, therefore, in addition to the selection of interesting content, there are a number of specific conditions:
– organization workspace;
– the opportunity for children to engage in activities according to their strengths and interests.
– the playful nature of the presentation of any material;
Club leaders organize its activities through the following forms:
With kids:
Frontal exercises (group)
Excursions
Themed walks
Entertainment, leisure
Participation in various level competitions
With teachers:
Consultations, master classes, seminars for preschool teachers
With parents:
Consultations, master classes, speeches at parent meetings meetings, information on the website.
Mugs can be different focus:
1) Physical development
2) Social and personal development
3) Cognitive and speech development
4) Artistic and aesthetic development
The subject of the circles can be diverse.
At organizations activities of clubs, teachers should consider:
The interests of children and the voluntariness of their choice of a circle;
Age characteristics of children, their experience of participating in this type of activity;
The need to solve educational and educational tasks in unity with the main kindergarten program;
Understanding the game as a leading activity and building content additional education children precisely on its basis;
The need to create a comfortable environment in which a creative personality will develop;
Norms of load on a child.
Scheme for developing a circle work program
1. Title page
2. Explanatory note (relevance, goals and objectives)
3. Expected results (expected result)
4. Educational and thematic planning
5. Diagnostic cards, diagnostic methods
6. References
2. Practical part:
2.1. Drawing up sample questions to identify the needs of parents and children in additional educational services.
2.2. Development (selection) mug programs (studios, sections).
Expected Result workshop:
1) Increasing the effectiveness of teaching activities.
2) Improving the quality of services provided educational services.
3) Creation and attraction of innovative pedagogical technologies.
4) Creating an accessible preschool educational space.
SEMINAR “INNOVATIVE FORMS OF WORK OF ADDITIONAL EDUCATION TEACHERS. ART PEDAGOGY IN EDUCATIONAL ACTIVITY" on February 26 at the Municipal educational institution "Palace of Children's and Youth Creativity of the Kirov district of Donetsk" according to the work plan of the district methodological unification The heads of the circles held a workshop on the topic “Innovative forms of work of additional education teachers.” 45 heads of clubs, teachers of schools and institutions of additional education for children took part in the seminar. The seminar program addressed the following issues that are relevant for teachers of additional education: 1. “Art-pedagogical support for the socialization of children in additional education” (speaker Burlaka S.E., methodologist of Children's Youth and Youth Theatre); 2. “Art pedagogy as a system of psychological support for the educational process” (speaker Burlak, methodologist of Children's and Youth Theater). Master classes were held: - “Art therapy: technique “Aquatouch”, “Monotype” (teacher-master Orlova I.V., Children's and Youth Theater);- “Multifunctional souvenir made of yarn” (teacher-master Shaparenko N.S. CDT); - “Flower cards for Easter” (teacher-master Provotorova L.V., CDT); - “Working on the image when studying a vocal work” (Shelkova D.M., teacher of Children's Youth and Youth Theater). Art pedagogy is one of the most actively developing areas today scientific knowledge . Its field of activity is the problem of using in pedagogical and correctional work various types art, education of a harmoniously developed personality, transmission of universal and spiritual values and human adaptation through artistic activity. The seminar participants noted that today there is a sense of figurativeness in the use of the “art” element by teachers, since in art pedagogy art is not the only goal of activity, but becomes only a means of solving professional problems. In other words, art pedagogical theory and practice, using the means of art, solves professional pedagogical tasks, no claims to be serious art education, which is so relevant today. The master classes presented the use of various elements and techniques of art pedagogy in subject-related activities. The topics were chosen in such a way that seminar participants could use the practical experience of their colleagues in their work with circle members, and also become familiar with new modern applied techniques used in arts and crafts and fine arts. It should be noted that the seminar was held in accordance with the month “Festival of Pedagogical Excellence 2018”; teachers who were subject to certification in 2018 demonstrated their own style of creative activity in the format of master classes. Based on the results of the seminar, out of 22 respondents, 62% noted novelty, 71% noted the content of the seminar and the relevance of the topic, and 85% of participants noted practicality. A creative atmosphere, the novelty of the pedagogical technologies used, interesting pedagogical techniques, the personal skill of a master teacher - these were the characteristics mainly given by colleagues to teachers presenting their skills. Teachers and seminar participants were familiarized with the Procedure for preparing, organizing and conducting a master class, discussed at a meeting of the regional methodological association of circle leaders on August 25, 2017, approved by order dated October 25, 2017 No. 208 of the Municipal educational institution of additional education for children “Palace of Children's and Youth Creativity of Kirovsky district of the city of Donetsk", as well as with the Regulations on holding a competition-exhibition of arts and crafts and visual arts