Sections: Working with preschoolers

Explanatory note

Relevance

Mastery of the native language, the development of speech is one of the most important acquisitions of the child in preschool childhood and is considered in modern preschool education as common ground upbringing and education of children. Timely and correct mastery of speech by a child is the most important condition for a full-fledged mental development. Without well-developed speech, the ability to think logically, there is no real communication, no real success in learning. L.S. Vygotsky wrote: “There are all the actual theoretical grounds for asserting that not only the intellectual development of the child, but also the formation of character, emotions and personality as a whole is directly dependent on speech.”

Unfortunately, parents in our time, due to difficult social conditions, due to employment or incompetence, the process of developing the speech of their child is allowed to take its course.

Children preschool age are characterized by an insufficiently formed skill in constructing coherent speech. According to the results of diagnosing the level of formation of this skill in children, the following shortcomings can be noted:

• connected statements are short;
• are inconsistent, even if the child conveys the content of a familiar text;
• consists of separate fragments, logically unrelated to each other;
• information level is very low.

In addition, most children actively share their impressions of the events they have experienced, but are reluctant to take up the compilation of stories on a given topic. Basically, this happens not because the child’s knowledge on this issue is insufficient, but because he cannot formulate them into coherent speech statements.

To date, there are many methods by which you can regulate the process of speech development in children, one of them is visual modeling.

Scientific research and practice confirm that it is visual models that are the form of highlighting and designating relationships that is available to preschool children.

Target methodological manual: the use of the method of visual modeling in the process of forming a coherent speech of preschoolers.

1. To expand ideas about the world around us, the phenomena of reality.
2. Expand and activate the vocabulary of children, improve dialogical and monologue speech.
3. To develop the ability to observe, to see parts and signs in the observed objects.
4. Develop visual-figurative and form verbal-logical thinking, the ability to draw conclusions, justify your judgment.

The introduction of visual models into the educational process makes it possible to more purposefully develop the impressive speech of children, enrich their active vocabulary, consolidate word-formation skills, form and improve the ability to use various sentence structures in speech, describe objects, and compose stories. At the same time, visual models used may include stylized images of real objects, symbols for denoting certain parts of speech, schemes for denoting the main features of certain types of described objects, as well as actions performed in relation to them for the purpose of examination, stylized designations of "key words" of the main parts of the descriptive story, etc.

Scientific philosophical rationale

The study of the influence of education on the mental development of a child occupies an important place in child psychology and preschool pedagogy. The effect of the impact of training is directly dependent on its content and means. Numerous studies of domestic teachers and psychologists (P. Ya Galperin, V. V. Davydov) show that the use of modeling as a means of forming a variety of knowledge and skills has a positive effect on the intellectual development of children, which is relatively easy and quickly improved with the help of spatial and graphic models orientation activity, promising intellectual and practical actions are formed.

During an experimental examination of preschoolers (P. Ya. Galperin, A. V. Zaporozhets, S. N. Karpova, D. B. Elkonin), it turned out that many of the knowledge that a child cannot learn on the basis of a verbal explanation of an adult or in the process organized by an adult actions with objects, he easily learns if this knowledge is given in the form of actions with models that reflect the essential features of the phenomena being studied.

Compliance with modern achievements teachers

The material meets the requirements of the exemplary general education program "From birth to school" N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, “Methodological recommendations for the program of education and training in kindergarten”, edited by V.V. Gerbovoy, T.S. Komarova, scientific and methodological literature on the development of speech Borodich A.M., Solovieva O.I., Fedorenko L.P., Sokhina F.A., Alekseeva M.M.

Continuity

The methodological manual takes into account the level of development of children from the middle group. There is a relationship between age groups. In each age group material becomes more complex.

Methods, techniques for visual modeling of a coherent statement, the use of which increases the interest of children in this type of activity:

• retelling;
• a story based on a plot picture;
• story - description;
• logopedic fairy tale;
• comparative description of items;
• fragmentary storytelling based on a landscape painting;
• creative story;
• creative fairy tale based on silhouette images.

Forms of work

• classes, part of the lesson;
• text reading, conversations, riddles, small folklore forms, surprises, games, theaters, crossword puzzles;
• observations;
• exercises lexico-grammatical, empathic;
• technical teaching aids (audio recordings of text, musical fragments for the development of the theme of the work);
• elements of dramatization;
• didactic games.

Implementation conditions

The implementation of this manual involves the implementation of specially organized classes, part of it.

A large role in the implementation of this work is given to the joint activities of the educator with the children outside the classroom.

Purpose

The manual is intended for preschool teachers and parents. Designed for children 4 - 7 years old.

Estimated result

The effectiveness of the work carried out is confirmed by the following results:

1. Children have become more active in verbal communication, answering questions, asking questions themselves.
2. Learned to be creative and independent.
3. We learned to examine objects, identify their main features.
4. Learned to compose descriptive stories about toys, objects, seasons.
5. Children have improved memory, attention has become more stable.

Practical part

From the age of 3–4, you can begin to act out fairy tales with the help of visual modeling, which allows you to kind of “push back” the child’s emotions and draw his attention to the structure of the fairy tale. Substituents corresponding to the main characters help to establish semantic connections between them.

Before starting work on the construction and use of visual models, it is necessary that children listen to the expressive reading of a fairy tale, answer questions, play out the plot in table theater or by roles, examined the illustrations. Only after that, with the help of visual models, it is possible to develop in children the ability to independently analyze the content of the text, to highlight the most significant.

In the future, this will help them independently understand any work of art, expressively and consistently talk about what they have read and heard.

The simplest type of visual models is the serial series model. It can be gradually increasing stripes different lengths or circles of various sizes.

Playing the fairy tale "Turnip".

Model: a circle (turnip) cut out of yellow paper and six strips of different lengths for characters.

The first stage: an expressive reading of a fairy tale, a discussion with the children which of the heroes of the fairy tale will be replaced by one or another strip.

The second stage: as they read the tale, the children lay out the substitutes in the right order.

Picture 1

The introduction of a visual model allows children to understand the logic of a fairy tale. It is interesting that if, before such classes, the majority of children answered the question “Who should be invited if the mouse does not help pull out the turnip?” - they answered: “a bear, he is strong”, then after modeling, most of the children began to answer that they should invite a fly or a mosquito, that is, the children began to follow the logic of a fairy tale.

motor modeling.

Playing out the fairy tale "The Fox, the Hare and the Rooster."

Model: circles of the same size, but different colors: white (hare), orange (fox), gray (dog), brown (bear), red (rooster).

On the table are decorations cut out of paper: houses, foxes and a hare, Christmas trees.

Figure 2

The teacher tells a fairy tale, and the children perform all the necessary actions (leave, come, etc.)

A combination of both types of simulation.

Playing out L. Tolstoy's fairy tale "Three Bears".

Model: three circles: large, medium and small.

Figure 3

Children remember the fairy tale and decide which bear, which circle fits. Then the teacher begins to tell a fairy tale, and the children point to the appropriate circle and perform simple actions with it.

When conducting such classes, it is especially important that children understand the principle of substitution, therefore, before the start of the lesson, it should be discussed which circle and why replaces any hero of the fairy tale. Children can use substitutes based on the color characteristic of the appearance character (for example, a red circle would represent Little Red Riding Hood). If we take as a basis the ratio of the sizes of the heroes (for example, in the fairy tale "Teremok"), then the deputies will be strips of different lengths. It is also possible to use the symbolism of color, when a positive hero is indicated by light tones, and a negative one by dark ones.

It is necessary to teach preschoolers not just to play with substitute objects, but to clearly follow the sequence of actions in a fairy tale, which will help them analyze the main events and the connections between them. In this case, children will not do what they want in this moment, but what is needed to solve the problem is to show the main actions and events of the fairy tale. Thus, elements of arbitrary actions are gradually laid down.

At the age of 5–6, temporal-spatial models are used in work with children (block-frames in which the deputies of the main characters of the fairy tale are located). This kind of models allows you to understand the main sequence of events of a fairy tale.

Variant of the Russian model folk tale"Tiny - havroshechka."

Figure 4

Such a model must be compiled together with the children. First, discuss how the fairy tale begins, who the characters are, how to identify them. As substitutes, you can use schematic images of figures, colored circles, sticks of different lengths. Gradually fill all the frames. It is important that there are not too many of them and that they really correspond to the main events of the work. Then, looking at the model, the guys try to retell the story.

At 6-7 years old, when children have learned to compose and use similar models when retelling, you can offer them to independently and model fairy tales and stories. It is better to start with small stories that you can compose on your own. Or you can use short stories, for example, V. Suteeva. In this case, the teacher reads a fairy tale or story and asks the children to make a "hint" to it. Children independently come up with substitutes for the characters of the fairy tale, mentally divide it into separate significant episodes and draw a model on a piece of paper with colored pencils or felt-tip pens. The task is to help children analyze the compiled model, evaluate the accuracy of division into individual episodes, and make sure that the main events of the work are presented in it.

Example. Compilation of a “hint” to such a story: “Once upon a time there was a girl. Her name was Tanya. One autumn day, it was a sunny, clear day. Tanya really wanted to go for a walk in the forest. She put on her favorite blue coat, a blue beret, took a basket and went. She walked and walked, suddenly she hears someone crying. I looked, and there the bear cub fell into the pit. Tanya helped him get out, and the bear cub called her to visit. Tanya visited a forest hut, and then they played, ran, and had fun together with the bear cub. And when it was time for Tanya to return home, the bear cub gave her a fungus, but not a simple one, but a magical one. As soon as Tanya took it in her hand and turned her hat, her friend teddy bear immediately appeared in front of her. Tanya came home and put the fungus in the most prominent place. Since then, she has often seen her friend."

Figure 5

So, modeling, on the one hand, helps children understand and reproduce the text of a work of art, and on the other hand, it develops mental abilities, therefore, by the end of preschool age, children begin to independently build a retelling without preliminary modeling, which becomes more accurate, consistent and complete.

Smirnova's in-depth analysis of psychological, linguistic and pedagogical literature gave grounds to single out the main theoretical positions on which experimental learning was built. Studies that reveal the role of visualization in the system of work to improve the content and methods of teaching were studied especially deeply. The need to use visualization in the system of work on the development of the speech of preschool children is generally recognized. Even Jan Amos Comenius said that the acquaintance of children with objects and their images develops "perception of feelings." KD Ushinsky spoke with particular passion about the role of visibility in the development of observation, thinking, and the "gift of words".

Modern psychologists associate the use of visualization with the formation of specific ideas and concepts, enrichment of sensory experience, as well as with the development of perception, figurative memory, logic of thinking, imagination, the ability to search for the most accurate and expressive language means (A.N. Leontiev, N.I. Zhinkin, V.V. Davydov, D.N. Bogoyavlensky, V.A. Artemov, Z.M. Istomina, L.A. Wenger, O.M. Dyachenko). Many researchers noted that perception, imagination play an important role in the development of visual, musical creativity, artistic and speech activity (L.S. Vygotsky, A.V. Zaporozhets, B.M. Teplov, E.A. Flerina, N.P. .Sakulina, N.A. Vetlugina, K.V. Tarasova, T.G. Kazakova). Psychologists and educators stressed that it is necessary to develop active forms of perception at preschool age.

E.I. Tikheeva carefully developed a methodology for the development of speech and, in particular, the use of pictures as a factor in the mental development of preschoolers. She noted that “looking at pictures in early childhood has a triple goal: 1) exercise of the ability to observe; 2) encouragement of the intellectual processes accompanying observation (thinking, imagination, logical judgment); 3) development of the child’s language [Tikheeva, 1981, p. 72 ].

Developing the provisions of Tiheeva, many researchers consider storytelling from a picture as an effective means of developing coherent speech of preschoolers (L.A. Penevskaya, O.I. Solovieva, M.M. Konina, E.P. Korotkova, A.M. Borodich, I. B.Sleet). Solovieva recommended teaching how to compose stories based on a series of plot pictures, where the plot is revealed gradually. Horse meat has developed guidelines for the use different types pictures and requirements for them. She emphasized that it is the plot picture that should be used for the development of coherent speech of preschoolers. Pedagogical Research dedicated to teaching storytelling from a picture, helped develop the content, methods and techniques for working with pictures, showed their role in the development of logical thinking, attention, imagination, coherent speech. In the practice of kindergartens, a series of pictures developed by O.I. Solovieva, E.I. Radina, V.A. Ezikeyeva, E.O. Baturina, Yu.S. Armorial and others.

Using visualization in the process of work

In our opinion, it is necessary to improve the system of teaching children, to look for new effective methods learning. These include, for example, modeling, which is the product of complex cognitive activity, which includes, first of all, the mental processing of the original sensory material for purification from random moments (V.V. Davydov). plot connected speech allowance

When teaching a child to speak independently, it is necessary to use as many analyzers as possible (hearing, vision, smell, etc.) in order to significantly alleviate the load on his speech apparatus. One of the factors facilitating the development of coherent speech is the use of visual modeling in the classroom.

The use of visual modeling in the development of coherent speech of children with a noticeable lag behind the age norm

Tkachenko T.A., when working on the formation of coherent speech in children noticeably lagging behind the age norm, uses auxiliary means, such as visibility and modeling of the utterance plan. The exercises are arranged in order of increasing complexity, with a gradual decrease in clarity and “folding” of the utterance plan. The result is the following workflow:

• - retelling the story by visual action;
• - a story in the wake of a visual (demonstrated) action;
• - retelling the story using flannelgraph;
• - retelling the story based on a series of plot pictures;
• - compiling a story based on a series of plot pictures;
• - retelling of the story based on the plot picture;
• - story based picture

A feature of this system of work is that by consistently applying the stages of learning, it is possible to form coherent speech in those children who initially did not know detailed verbal utterances.

One of the ways to plan a coherent statement can be a VISUAL MODELING RECEPTION.

This technique can be used in any kind of preparatory work, as well as in working on all types of coherent monologue statements such as

• - retelling;
• - compiling stories based on a picture and a series of pictures;
• - descriptive story.

Requirements for visual material:

When choosing natural objects for demonstration in the classroom, certain requirements must be observed:

Objects should be comfortable for visual and tactile

surveys;

Items should be of a traditional, easily recognizable form with a clearly defined

pronounced main details;

Items must be brightly colored, with highlighted colors

basic details.

Federal Agency for Education

GOU VPO "Glazovsky State Pedagogical Institute

them. V.G.Korolenko»

Faculty of Social and Information Technologies

Department of Social Pedagogy

COURSE WORK

Implementation of the principle of visibility in preschool education

Artist: Somova S.V.

student 9224 group

Supervisor:

Senior Lecturer of the Department of Social Pedagogy

Ivanova N.P.

Glazov 2009

Introduction…………………………………………………………………….
	Theoretical foundations of the use of visual aids in preschool education……………………………………..
	Scientists and teachers about the use of visualization…………….
	The role and place of visibility in preschool education……….
	Implementation of the principle of visibility in the versatile development of preschoolers…………………………………………
	Didactic principles of Ya.A.Komensky ………………..
	The method of using visualization in the educational process of preschoolers…………………………………………
Chapter III.	The use of visual aids in preschool education………………………………………………………
	The use of visualization for the formation of coherent monologue speech…………………………………………….
	Comparative analysis of aesthetic education of children by means of nature…………………………….………………
Conclusion………………………………………………………..……….
List of used literature…………………………………….
Applications…………………………………………………………………

Introduction

The theoretical justification for the principle of visibility was first given by the Czech teacher Ya.A. Comenius, who put forward the demand to teach children to know things themselves, and not just other people's testimonies about them.

Russian teacher K.D. Ushinsky pointed out that visibility corresponds to the psychological characteristics of children who think in "forms, sounds, colors, sensations." Visual education, according to K. D. Ushinsky, "is built not on abstract ideas and words, but on specific images directly perceived by the child." Visualization enriches the child's range of ideas, makes learning more accessible, concrete and interesting, develops observation and thinking.

The principle of visibility follows from the essence of the process of perception, comprehension and generalization by students of the studied material. Thus, didactics proceeds from the unity of the sensory and the logical, believes that visualization provides a link between the concrete and the abstract, contributes to the development of abstract thinking, and in many cases serves as its support.

The principle of visibility, in the words of Ya. A. Comenius, is the "golden rule of didactics." It requires a combination of visibility and mental actions, visibility and words. Harmful is both insufficient and excessive use of visual aids. Their deficiency leads to formal knowledge, and their excess can slow down the development of logical thinking, spatial representation and imagination. There are examples of non-traditional application of the principle of visibility.

This topic is relevant and modern, because. the principle of visibility in teaching and its implementation in the classroom in preschool institutions is becoming more widespread in the psychological and pedagogical literature in connection with the emergence of new types of visual aids and their capabilities in education of preschoolers.

aim writing this work is to study the possibility of the most effective use of visibility in the classroom.

object are the means of visualization used in the formation of knowledge in the process of education.

Tasks: 1. to study and analyze the psychological and pedagogical literature on the research problem;

2. determine the role of visibility in the educational process of preschoolers;

3. Consider the methodology for using visualization in the educational process of preschoolers;

4. perform a comparative analysis of the results of the work with and without visualization.

The theoretical basis of the study are the works of: Ya.A.Komensky, K.D.Ushinsky, L.N.Tolstoy, A.K.Krupskaya, S.T.Shatsky, L.S.Vygotsky, S.N.Lysenkov and others.

We used such methods: synthesis, analysis of literature, observation, conversation, deduction of methodological research and other methods.

ChapterI. Theoretical foundations for the use of visual aids in preschool education

Scientists and educators about the principle of visibility

Many scientists and educators have considered the use of visual aids to create figurative representations among preschoolers, but also to form concepts for understanding connections and dependencies - one of the most important provisions of didactics based on the methodology of dialectical materialism. Sensation and concept are different stages of a single process of cognition.

Even Ya. L. Comenius (1592-1670) put forward the "golden rule": "everything that ... can be provided for perception by the senses ...". The requirement that knowledge be drawn by children, primarily from their own observations, played a large role in learning. He theoretically substantiated and revealed the principle of visibility. Comenius also strove to develop the cognitive abilities of children more strongly, "ignite the thirst for knowledge and ardent zeal for learning." In addition, he developed a class-lesson system of education and put forward the idea of ​​​​universal education: "to teach everyone everything."

The principle of visibility was significantly enriched in the works of I.G. Pestalozzi (1746-1827). He believed that the sense organs themselves provide us with chaotic information about the world around us. Teaching must destroy disorder in observations, delimit objects, and unite similar and close ones again, that is, form concepts in children.

In the pedagogical system of K. D. Ushinsky (1824-1870), the use of visualization in teaching is organically connected with the teaching of the native language. Ushinsky believed that the best way to achieve the independence of children in the process of developing the gift of speech is visualization. It is necessary that the subject be directly perceived by the child and that, under the guidance of the teacher, "... the child's sensations turn into concepts, thoughts are formed from concepts, and thoughts are clothed in words."

In our time, the time of transformations in the social and spiritual life of society, the pedagogical searches of L. N. Tolstoy (1828-1910) are attracted by the relevance of the problems of education, upbringing of the younger generation, democratization of the public education system. In thinking about the new school and the new pedagogical science of Leo Tolstoy, we find ideas and developments that seem to reflect the problems of today and offer us a fresh, original look at the issues of modern pedagogy. “The desire to teach children to think creatively, to form their spiritual needs and moral qualities, to save the future “Pushkins, Ostrogradskys, Filarets, Lomonosovs” - all this made Lev Nikolayevich think about the way to reform the educational system and look for new approaches and methods.”

At the Yasnaya Polyana school, experiments were carried out in physics and natural science, but great importance was attached to the direct study of objects and phenomena in a natural setting.

N. K. Krupskaya (1869-1939) made a huge contribution to the construction of the Soviet school and to the development of Soviet pedagogical theory. Nadezhda Konstantinovna put forward a number of proposals on the new organization of preschool institutions, on night groups in kindergartens, on playgrounds on the boulevards and in parks, on the organization of children's rooms in workers' clubs, etc. She gave many practical instructions on the content and methods of education preschool children. On the physical, mental, moral, labor, aesthetic education of a preschool child.

Along with the founders of preschool education, a major contribution to the development of the theory of learning was made by the pedagogical and psychological works of P.P.

Modern didactics was enriched by practicing teachers - Sh. Amonashvili, S.N. Lysenkova, M. Shatalov, N. Ilyin, and others.

So, we learned that the great teachers of their time made a huge contribution to the development of preschool education of children. But all of them are unanimous in the fact that visibility plays an important role in the preschool education and schooling of a comprehensively developed personality of our children. Also, they all agree that each academic subject should be studied in connection with other subjects and with a particular life.

1.2. The role and place of visibility in preschool education

Visual teaching aids are planar and three-dimensional images of objects and phenomena created for educational purposes, industrial and natural objects in their natural or prepared form. The use of visual teaching aids contributes to the formation of materialistic ideas and concepts in children, the development of their skills and abilities. “Visual teaching aids are used in kindergartens and schools at various stages of the educational process: explanation teacher of new material consolidation by his students, during repetition studied material and verification teacher of students' knowledge, as well as in extracurricular, circle work.

Classification of visual aids

“Visibility plays a special role in teaching preschool children, as it corresponds to the peculiarities of their perception and assimilation of knowledge. Influencing the sense organs (visual, auditory, etc.), visual aids provide a versatile, pole formation of any image, concept, and thereby contribute to a stronger assimilation of knowledge, an understanding of the connection between scientific knowledge and life.

Depending on the didactic functions, the following types of visualization are distinguished.

natural visibility(plants, animals, minerals); its function is to introduce students to real objects of nature.

Experimental visibility(phenomena of evaporation, ice melting); function - acquaintance with phenomena and processes in the course of experiments, observations.

Picture and Picture-Dynamic Visualization(paintings, drawings, photographs, transparencies, cinema). Its function is to acquaint with some facts, objects, phenomena through their display.

Volumetric visibility(models, dummies, geometric figures); function - acquaintance with those objects where a three-dimensional, rather than a planar image plays a role in perception.

Sound visibility(gramophone records, tape recordings, radio, CDs, flash cards); function - reproduction of sound images.

Symbolic and graphic visibility(drawings, diagrams,
maps, tables); its function is the development of abstract thinking,
familiarity with conditionally generalized, symbolic mapping
the real world.

Mixed visibility- educational sound film; function - recreating the most complete living display of reality.

Before choosing one or another type of visualization for a lesson, it is necessary to consider the place of its application, depending on its didactic capabilities.

In the formation of representations, the main place is given to figurative clarity. Its simplest, most common and traditional form is printed pictures and illustrative tables, both demonstration and handouts.

Painting as a means of education has been known since the 19th century. In the educational process (in the classroom and in extracurricular activities) it is used in the form of large-format wall demonstration paintings; in the form of illustrative material for individual and group use in story picture albums; in ribbons of illustrations (postcards, clippings) to the epidiascope; as drawings in textbooks.

The paintings have one feature that explains their systematic use in kindergartens: the artist depicts the main features of objects and phenomena in a more concentrated form than is found in life.

tables differ in purpose and design. Some of them are based on artistically executed images of the studied objects or corresponding photographs, combined common theme(tables with images of animals, plants: "Mushrooms", "Birch and spruce", "Birds", etc.). Some tables are used as illustrations when explaining new material, others as a source of additional information to clarify and expand students' knowledge.

natural objects. These include living plants, objects of inanimate nature (samples of minerals). Natural objects make it possible to provide an accurate idea of ​​the size, shape, volume of the object in question. Natural objects are accessible to perception not only by sight, but also with the help of other senses: touch, smell. Observation of living objects in their habitat helps to establish the features of their life.

Preparations. Preparations are considered to be all natural objects that have been preserved and prepared for educational purposes (dry and wet zoological preparations, herbariums, etc.), natural history and reading as a demonstration in frontal work, organizing independent activities of preschoolers.

Collections. These are collections of homogeneous objects, united by a generic feature of a collection of minerals, tissues, seeds, soils, etc.

Models, layouts, dummies- these are three-dimensional images of an object (its part or group of objects) in a reduced or enlarged form. Some technical models are used in preschool institutions - a clock dial, a thermometer, etc. Models of vegetables and fruits, as well as landscape models made independently at labor lessons, are used as demonstration aids in the classroom.

handouts, intended for individual use, are widely used in the educational process. These include: herbarium sheets of wild and cultivated plants, samples of minerals (for natural history), samples of finished products and instruction cards for labor lessons, individual models from natural material(leaves, branches, flowers, mushrooms, etc.) for art lessons.

A significant place among teaching and visual aids is occupied by screen, sound, screen-sound (audiovisual) means. When using screen and sound aids, it should be remembered that they are not some kind of universal means, but have only certain specific capabilities. At the same time, it should be emphasized that each type of technical means (film, filmstrip, transparencies) has its own specifics.

Educational filmstrips. A filmstrip is a static image on film, united by a single storyline and, therefore, having a certain sequence in the presentation of the material of the topic.

For preschoolers, the pictorial series of filmstrips is especially important. It can consist of documentary material (photos, documents) and be drawn.

Learning how to work should begin on the simplest frames of the filmstrip. To do this, you first need to teach the child to see the image in the frame. Carefully, slowly, the children examine the drawing, trying not to miss a single detail. Such a detailed examination will help to understand the content of the frame and answer the simplest questions: what (who) is shown in the frame? What does the actor do? Where is the action taking place? How can you evaluate this action, deed? Different students take turns answering these or similar questions.

After reading, the teacher introduces the children to different types of filmstrip tasks, exercises them in explaining the meaning and progress of the task.

Educational transparencies. Transparencies - a photographic positive image on film, placed in a special cardboard or plastic frame. They are produced in batches of up to 30 pieces each.

Transparencies differ from filmstrips in the organization of the material. The teacher demonstrates the frames in the sequence that is most appropriate for the chosen method of presenting the material.

At present, a series of transparencies for various activities have been created and are widely used, for example, a series of transparencies "Seasons", "Animals in different times year”, “Plants in different seasons”, “Water in nature”, “Forest”. Transparencies, like filmstrips, in the teacher's explanation, perform mainly an illustrative function.

From the foregoing, we can conclude that visual aids can act as a source of knowledge in organizing independent work of a creative, research nature. In this case, the teacher determines the task, directs the activities of preschoolers. And also, visual aids can serve as a visual support when interviewing students: using, for example, the content of the frames of a filmstrip, children retell an excerpt from a literary work.

ChapterII. Implementation of the principle of visibility in the versatile development of preschoolers

2.1. Didactic principles of Ya.A.Komensky

Comenius was the founder of modern pedagogy. In his theoretical writings on the education and upbringing of children ("Mother School", "Great didactics", "The latest method of languages" etc.) all the most important pedagogical problems are considered. In the didactic teaching of Comenius, one of the important places is occupied by the question of the general principles of teaching, which are usually called didactic principles. The principles of teaching imply those provisions of a general methodological nature on which teaching and teaching in general are based. In the pedagogical literature, didactic (general) principles of teaching and methodical (private) principles of teaching are distinguished.

Comenius, for the first time in the history of didactics, not only pointed out the need to be guided by principles in teaching, but revealed the essence of these principles:

1) the principle of consciousness and activity;

2) the principle of visibility;

3) the principle of gradual and systematic knowledge;

4) the principle of exercises and a solid mastery of knowledge and skills. Let's take a look at all these principles.

The principle of consciousness and activity

This principle presupposes such a nature of learning, when students do not passively, through cramming and mechanical exercises, but consciously, deeply and thoroughly acquire knowledge and skills. Where there is no consciousness, teaching is conducted dogmatically and knowledge is dominated by formalism.

Consciousness in learning is inextricably linked with the activity of the student, with his creativity. Comenius writes: “No midwife is able to bring the fetus into the world if there is no lively and strong movement and tension of the fetus itself.” Proceeding from this, Comenius considered the inactivity and laziness of the student to be one of the main enemies of learning. Comenius believed that laziness must be banished with labor.

Comenius considers the upbringing of activity and independence to be the most important task: "So that everything is done through theory, practice and application, and, moreover, so that each student learns for himself, with his own feelings, tries to pronounce and do everything and begins to apply everything."

The principle of visibility

The principle of visualization of learning presupposes, first of all, the assimilation of knowledge by students through direct observations of objects and phenomena, through their sensory perception. Visualization is considered by Comenius to be the golden rule of learning.

The use of visualization in the learning process was addressed even when there was no written language and the school itself. In the schools of ancient countries, it was quite widespread. In the Middle Ages, in the era of the dominance of scholasticism and dogmatism, the idea of ​​visualization was forgotten and it was no longer used in pedagogical practice. Comenius was the first to introduce the use of visualization as a general pedagogical principle.

At the heart of Comenius' doctrine of visualization is sensualistic-materialistic epistemology. To justify the clarity, Comenius many times cited one phrase: "Nothing can be in the mind that was not given in advance in sensation."

Comenius defined visibility and its meaning as follows:

1) If we want to instill in students a true and solid knowledge of things in general, everything must be taught through personal observation and sensory evidence.

2) Therefore, schools should leave everything to the students' own senses so that they themselves see, hear, feel, smelled, tasted everything that they can and should see, hear, etc.

3) What needs to be known about things must be taught through the things themselves, i.e. should, as far as possible, expose for contemplation, touch, hearing, smelling the things themselves, or images replacing them.

4) Whoever himself once carefully observed the anatomy of the human body will understand and remember everything more accurately than if he reads the most extensive explanations without seeing all this with human eyes.

That is, it can be seen from here that Comenius considered visualization not only as a teaching principle, but also as an facilitator of learning. To implement clarity, Comenius considered it necessary to use:

Real objects and direct observation of them;

When this is not possible, models and a copy of the item;

Pictures as an image of an object or phenomenon.

The educational effect of any observation depends on how much we managed to inspire the student what and why he should observe, and how much we managed to attract and maintain his attention throughout the entire learning process.

The principle of gradual and systematic knowledge

Comenius considers the consistent study of the foundations of sciences and the systematic nature of knowledge to be an obligatory principle of education.

Comenius formulates a number of specific instructions and didactic rules for the implementation of gradual and systematic knowledge:

1. Classes are distributed in such a way that certain learning tasks are set for each year, each month, day and hour, which must be thought out in advance by the teacher and understood by the students.

2. These tasks should be solved taking into account age characteristics, more precisely, according to the tasks of individual classes.

3. One subject should be taught until it is mastered by students from beginning to end.

4. All classes must be distributed in such a way that new material always built on the past and strengthened by the next.

5. Teaching "should go from the more general to the more particular", "from the easier to the more difficult", "from the known to the unknown", etc.

The principle of exercise and lasting mastery of knowledge and skills

An indicator of the usefulness of knowledge and skills are systematic exercises and repetitions.

Comenius put new content into the concepts of exercise and repetition, he set a new task for them - “deep assimilation of knowledge based on the consciousness and activity of students. Since exercise alone makes people versed in all things, versed in everything, and therefore fit for everything, we demand that in all classes students should practice in practice: in reading, writing, in repetition and disputes, in direct and reverse translations, in disputes. and recitations, etc. We divide exercises of this kind into exercises: a) feelings, b) mind, c) memory, d) exercises in history, e) in style, f) in language, g) in voice, h) in rights and j) in piety.

So, Comenius was an innovator in the field of didactics, who put forward many deep, progressive didactic ideas, principles and rules for organizing educational work ( academic year, vacations, division of the academic year into academic quarters, simultaneous admission of students in the fall, class-lesson system, taking into account the knowledge of students, the duration of the school day, etc.). His recommendations on these issues are still largely applied in kindergartens and schools in various countries.

2.2. Methods of using the principle of visibility in the educational process of preschoolers

The method of teaching is the ways of joint activity of the teacher and students aimed at solving learning problems. It can also be added that this is also the core of the educational process, connecting the link between the projected goal and the final result (from Greek - literally: the path to something).

Each method consists of separate elements, which are called - techniques (for example, the techniques of the method of working with a book are drawing up a plan for reading, retelling, compiling a summary, etc.)

The set of techniques that make up the method serves to solve didactic problems (didactics from the Greek - instructive, related to learning). Acquaintance with new material, acquisition of skills and abilities, their consolidation, application.

In the two-sided nature of the teaching method, one must be able to distinguish between teaching methods that perform informative and control functions (the teacher explains, shows, instructs), and teaching methods (the preschooler listens, observes.).

So, while consolidating the material, the child performs a series of exercises proposed by the teacher, at the same time, the teacher analyzes the student's actions, analyzes mistakes, organizes new exercises to consolidate success, and monitors the results.

Oral presentation as a teaching method contains not only the information of the teacher, it is also the activity of the preschooler, aimed at the perception, understanding of the material.

The teaching method always includes the activities of the leader and the follower. This is its originality.

The originality lies in the fact that the teacher, managing the student's activity, must see the external and inner side teaching method.

The process of cognition performed by the student is often hidden from the teacher, the external side of his activity (the student observes, listens) does not yet reveal the process of cognition itself, its qualitative side. The student's activity, which is equally expressed externally, can be completely different internally in terms of its qualitative characteristics.

So, while observing, a child can pursue only the goal of assimilation of ready-made information, but it can also be a search activity aimed at solving a cognitive problem. Knowledge acquired in search activities is more conscious, durable, mobile. The child is easier to apply them in practice.

The discovery of knowledge stimulates the development of his thinking, imagination, creativity. Thus, the pedagogical value of the method is determined by the internal, often hidden side of the cognitive process, and not by the external form of its expression.

The peculiarity of teaching methods also lies in the fact that they are not static, they develop. The development of the method is associated with a change in the position of the child in the educational process. This task is solved by the teacher in the process of managing the education of a preschooler.

Modern didactics does not yet have a single generally recognized classification of methods. Most often, they resort to the classification of methods according to sources of knowledge, according to which all teaching methods are divided into visual (demonstration, illustration, excursions), verbal (living word of the teacher, conversation, work with a book) and practical (exercises, creative work, laboratory, graphic) . This classification does not reveal those internal processes that make up the essence of the method.

In the group of methods for organizing and implementing educational activities and operations, subgroups can be distinguished:

Perceptual methods, which includes methods of verbal transmission and auditory perception of educational information (abbreviated as verbal methods: story, lecture, conversation, etc.);

Methods of visual transmission and visual perception of educational information (abbreviated name - visual methods: illustrations, demonstrations, etc.);

Methods of transferring educational information through practical, labor actions and tactile perception (abbreviated - practical methods: exercises, laboratory experiments, labor actions, etc.

We will analyze the specific methodology for educating preschool children by means of nature in the third chapter.

Based on the didactic principles developed by Ya.A. Comenius, many teachers use visual aids in the versatile education of preschoolers. We will look at some of them:

The use of visualization in the education of preschool children with speech disorders;

We will conduct a comparative analysis of the aesthetic education of preschoolers with and without visual aids.

Chapter III. The use of visual aids in preschool education

3.1. On the use of visualization for the formation of coherent monologue speech

From the experience of speech therapist L. Solomennikova, Asino, kindergarten No. 16 "Sun".

The formation of coherent monologue speech in preschoolers with general speech underdevelopment (OHP) is the most important task of a speech therapist, because the monologue speech of such children is characterized by the omission of semantic links, a violation of the logical sequence of the narrative, long pauses, and a large number of errors in the construction of sentences.

Studying with children, L. Solomennikova came to the conclusion: “We must use methods that facilitate the process of becoming a coherent speech, first of all, visibility.” It is known that S. Rubinshtein, A. Leushina, D. Elkoni, L. Vygotsky believed: looking at pictures, illustrations, diagrams contributes to the desire of children to name the characteristic features of the objects presented on them, to talk about them; at the same time, it is very important that all the elements in the diagram, figure, etc. are located in the sequence necessary for a detailed statement.

Solomennikova L. made her visual charts to help children with OHP compose descriptive stories about trees, vegetables and fruits, furniture, toys, domestic and wild animals. Working with children, I became more and more convinced that the use of visual aids, reflecting the plan of a consistent story, helped to achieve good results.

Then she went further: she began to use diagrams, illustrative panels when teaching children not only to compose descriptive stories, but also to retell, which has a special role in the formation of coherent speech. When retelling, the structure of speech, its expressiveness, pronunciation are improved, the ability to build sentences and the text as a whole deepens.

When organizing retelling classes, you need to adhere to a strict plan:

1) the organizational part (the goal is to help children concentrate, prepare them for the perception of the text);

2) reading the text (without setting for retelling);

3) analysis of the text in a question-answer form (questions are posed so that children can once again clarify the main points of the plot, ways of its linguistic expression);

4) repeated reading of the text (with a mindset for retelling);

5) retelling of the text by children (based on visual material);

6) exercises to consolidate the language material;

7) analysis of children's stories.

“It is not possible to draw up a diagram or a panel for any work of art. It is necessary that the text contains repetitive plot points, that events develop in a logical sequence, that there must be a central character who interacts with several characters appearing in turn.

Based on this, outlines of lessons on teaching the retelling of children with OHP based on an illustrative panel have been developed. The children successfully coped with the retelling of the rather large in volume and number of characters of the Mordovian fairy tale “Like a dog was looking for a friend” (arranged by S. Fetisov). The main character - the Dog (we attach a picture in the center of the flannelgraph) is looking for a friend who would not be afraid of anyone (see Appendix 1). She met a hare first (a picture of a hare appears - the first in a row). At night, a mouse ran past them (we put a picture of a mouse under a hare). The dog heard, barked, the hare, afraid that a wolf might come, ran away. The dog decided to make friends with the wolf - he, probably, is not afraid of anyone (we put a picture with the image of a wolf in the first row). At night, a frog turned up nearby (I attach a frog under the wolf), the dog barked again. The wolf thought that a bear might come (a picture of a bear appears), got scared and left. The dog called the bear, but he didn’t even spend a day with the dog: he appeared already (we attach his image under the bear), and the bear decided that a person would appear after him, and then he, the bear, would not be happy (attach the image of a person). At the end of the tale, the dog finally meets a true friend - a man who - for sure! - is not afraid of anyone.

So, on an illustrative panel diagram, children see all the characters in the tale, and in their connections with each other, therefore, when retelling, they can focus on the correct construction of sentences, on the reproduction in their speech of those words and expressions characteristic of the work that they retell.

An illustrative panel is simply necessary when teaching children to retell the fairy tale "Tops and Roots" (in the processing of K. D. Ushinsky). The text of the tale is clearly divided into two parts: first, a man and a bear planted and divided turnips, then they sowed wheat and also divided it. It is usually difficult for children to remember what went to whom in the first part of the tale, what - in the second. Visual panel (see Appendix 2) puts everything in its place.

At the top of the flannelograph we attach pictures depicting a man and a bear. The turnip grew - the man took the roots, and gave Misha tops (under the man I attach pictures depicting the turnip itself, under the bear - its tops). The wheat ripened - the peasant took the tops, and Misha - the roots

(next to the turnip we attach a picture with spikelets, and next to the picture with turnip tops we place an image of thin roots of an ear of wheat).

Visualization (children's diagrams, drawings, panels, conditional diagrams) can be used not only in teaching retelling and compiling descriptive stories, but also in automating sounds in coherent texts, memorizing poems.

You can easily memorize the text necessary to automate certain sounds if its sequence is visually presented to the child or if he draws the outline of the text himself. Then he can concentrate on the correct pronunciation of sounds that are difficult for him.

To automate the sound "sh" in coherent texts, I took the poem "Vasenka":

Fidget Vasenka does not sit still.

Fidget Vasenka is with us everywhere.

Vasenka has a mustache, gray hair on his mustache.

Vasenka has an arched tail and a spot on the back.

The children themselves drew a diagram of the description of the appearance of the cat in Figure 1.

1 - mustache; 2 - gray hairs; 3 - tail; 4 - spot

Rice. 1

In conclusion, speech therapist Solomennikova L. notes "the positive results of teaching children coherent speech and retelling testify to the effectiveness of the visualization techniques used."

3.2. Comparative analysis of the aesthetic education of children by means of nature

Level detection aesthetic development older preschool children.

The explanatory note to the program for preschool education notes the need to develop the following skills in children:

To see the beauty of nature, to be able to enjoy it (blue sky with white clouds, the color of butterflies is different, bright, the flowers smell good);

Perceive the beauty of sounds in nature: the babbling of a stream, the singing of birds, etc.;

Notice the change of seasons in nature: delicate greenery in spring, bright colors of flowers in summer, golden leaves in autumn, whiteness of snow in winter, etc.

The program also notes that for the proper organization of work on aesthetic education, it is advisable to outline its approximate content, to determine specific requirements corresponding to the general tasks of education for children of each age group.

Within two months, the work of teachers of two kindergartens: "No. 2" and "No. 5" from the village of Selty, on the aesthetic education of children with visual means of nature, in accordance with program requirements, was monitored.

Thus, we were faced with the task of identifying ways to improve the work on the aesthetic education of children using the visual means of nature.

At the initial stage of experimental work, we identified elementary figurative representations of the child about the world around him: animals and their habitat.

At this stage, the study aimed to determine the level of aesthetic development of preschoolers, as well as to outline ways to improve the work on the aesthetic education of children by means of nature.

The study was conducted in two older groups of kindergarten No. 2

To determine the level of aesthetic development, children of the two older groups were offered two tasks:

First task was the method of "nonsense".

Methodology "Nonsense"

“With the help of this technique, elementary figurative representations of children about the world around were evaluated: about living and inanimate nature, about the life of domestic and wild animals. With the help of the same technique, the ability of children to reason logically and express their thoughts grammatically correctly was also determined.

The procedure for carrying out the technique was as follows: first, the child was shown a picture. It has some rather ridiculous situations with animals. While looking at the picture, the child received the following instructions:

Look carefully at this picture and say if everything here is in its place and drawn correctly. If something seems wrong to you, out of place or incorrectly drawn, then point it out and explain why it is not so. Next, you must say how it really should be.

The exposure time of the picture and the execution of the task is limited to three minutes.

(see annex 6).

The second task a system of questions was used to reveal children's knowledge about wintering and migratory birds, about the external features of animals and their habitat, about deciduous and coniferous plants, about the behavior of birds and animals in winter, as well as about seasonal agricultural work.

Question system:

1. Which animal has needles? (Hedgehog)

2. Who sleeps in the forest all winter? (Bear)

Z. At what time of the year do the leaves bloom on the trees?

4. Is the lion a wild or domestic animal? (wild)

5. Name the domestic birds that can swim? (Ducks, geese)

The results of the ascertaining experiment to identify the level of aesthetic development of children of senior preschool age, obtained using the method of "nonsense" and the questions asked, are presented in table No. 1 (see Appendix 3).

As can be seen from table number 1, the level of aesthetic development of children is equally low. Many children did not do well. Both groups are at the same level of development, since the difference in scores is very small. The level of development revealed during the study is insufficient, because the work was carried out without an integrated approach, little space was given to excursions, observations and practical activities, there was no variety of methods and forms of training.

Methods of improving the work on the aesthetic education of preschoolers by means of nature.

On the basis of the results obtained, we developed a set of classes aimed at improving the work on the aesthetic education of preschool children by visual means of nature.

The main goal of the experimental work was the formation of aesthetic perception in children by means of nature. This work was aimed at achieving optimal general development preschoolers, the development of aesthetic taste, their feelings, as well as introducing children to the beauty of the world around them with the help of visual teaching aids.

The main objectives of the experimental work were the following:

1) Give children the opportunity to see and hear the world around them;

2) Give basic concepts of relationships in this world;

3) To develop the ability to distinguish shades of color and sound, to feel unity with nature;

4) Check the possibility of using the developed system of classes aimed at developing the aesthetic perception of preschoolers by means of nature.

The study was conducted in older groups of kindergarten No. 5.

In the control group, work continued along the traditional path, and in the experimental group, according to the set of classes developed by us.

To work on the aesthetic education of children by means of nature, a purposeful system of classes was developed. Each lesson includes a variety of games, techniques, experiments. A large place is given to seasonal excursions, which were held in one place.

The relationship of aesthetic education with all aspects of the educational process provides an integrated approach to the harmonious development of the younger generation, the lesson plan is presented in Appendix 4.

Lesson 19. Excursion to the winter forest "Visiting the winter-winter".

Purpose: to show children a miracle white color, see the trees in winter, a variety of tree bark. Content and methodology. The teacher, having come to the forest, draws the children's attention to the beauty of the winter forest, to the appearance of trees and bushes (there are no leaves). Invite the children to see how beautifully bare branches loom against the sky.

The teacher invites the children to listen how quiet it became in the forest.

Show the children the oak tree, what a thick trunk it has, what uneven, clumsy branches, what color the oak bark is and that it is rough. Show the children birch bark.

Draw the attention of children to the characteristic features of spruce that distinguish it from other trees. Invite the children to stroke the trunk, touch the needles, show the structure of the tree with their hands. Read a poem by O. Vygotsky - "Herringbone"

Not a leaf, not a blade of grass!

Our garden has become quiet.

And birches and aspens

Boring stand.

Only one Christmas tree

Cheerful and green.

It can be seen that the frost is not terrible for her -

Apparently she is brave. Play the "Guess" game.

Purpose: to exercise children in choosing a tree according to the principles indicated by the teacher or the child, revealing the features of the structure and behavior of this inhabitant. Game progress: a description of the tree is offered to an adult or a child, and the rest must find out what kind of tree it is, find and run up to it.

Two tasks were used to test the effectiveness of the proposed system of classes on the aesthetic education of children by means of nature.

The first task was to use the "Seasons" method, which allows you to determine the knowledge of children about seasonal changes in nature.

Method "Seasons"

The child was shown a drawing and asked, after carefully looking at it, to say what season is depicted on each part of the drawing. The time to complete the task is 2 minutes. The child must name not only the corresponding season, but also justify his opinion about it, i.e. explain why he thinks so, indicate those signs that, in his opinion, indicate that in this part of the picture it is this, and not any other time of the year.

The level of development was assessed on a 10-point scale(see annex 6).

Then the children were asked questions to test their knowledge about wintering and migratory birds, the external features of animals, about deciduous and coniferous plants. Children must clearly distinguish between vegetables and fruits and know the behavior of animals in winter.

Question system:

a) What birds wintering with us do you know? (sparrows, pigeons, bullfinches);

b) Which tree has needles like a hedgehog? (pine, spruce);

c) Which tree stays green in winter? (pine, spruce);

d) Name the vegetables that grow in the garden (potatoes, carrots, beets);

e) How does a hare prepare for winter? (changes coat).

The results of the formative experiment to identify the level of aesthetic development of older preschoolers are presented in Table No. 2 (see Appendix 5).

As can be seen from table number 2 , the experimental group is at a high level of development, which makes it possible to use the developed system of classes on aesthetic education by visual means of nature in practice.

So, on the basis of the ascertaining experiment, we can say that the level of aesthetic development of children is equally low. This is due to the fact that the work on the formation in children cognitive interest to nature was carried out without a specific system, the pedagogical process was not sufficiently equipped.

This experimental work proved the need for a systematic, purposeful influence on the aesthetic development of children using didactic principles.

Conclusion

In conclusion, let us sum up the results of our research in the field of the use of visualization in the education of preschoolers.

We set ourselves the goal: to explore the possibilities of the most effective use of visualization in the classroom. For this, the works of great teachers of the past and modern authors (J.A. Komensky, K.D. Ushinsky, L.N. Tolstoy, L.S. Vygotsky, S.N. Lysenkov, etc.) were studied. All of them are unanimous in the opinion that the use of visual aids should be carried out subject to the measure, place, gradual complication and variety of forms. The sense of proportion and place was understood by Tolstoy as the inadmissibility of overloading the lesson with artificial forms of visualization, that is, pictures, images of things, and even the things themselves, torn from their natural environment.

We studied in more detail the works of Ya.A. Comenius, because It was he who was the ancestor of the principle of visibility.

The following tasks were also performed during the work:

The role of visual aids in the versatile education of preschoolers was revealed in detail. None of the types of visual aids has absolute advantages over the other. When studying nature, for example, natural objects and images close to nature are of the greatest importance, and in grammar lessons - conditional images of relationships between words using arrows, arcs , by highlighting parts of the word with different colors. It is very important to use visual aids purposefully, not to clutter up classes with a large number of visual aids, for the ego prevents students from concentrating and thinking about the most significant issues. Such use of visualization in teaching does not bring benefits, but rather harms both the assimilation of knowledge and the development of preschoolers.

We performed a comparative analysis of the results of the work with and without visualization. By conducting formative and ascertaining experiments, it was found out that without the use of a system of didactic principles, namely visualization, children showed the worst result in aesthetic development. In solving this problem, the main methodological ways and techniques that are used in the classroom in kindergartens to work on aesthetic education by means of nature were described. We were able to make sure that in the practice of educators it is possible to use a variety of methods of work on aesthetic education.

The system of classes developed by us, methodological techniques for the versatile education of preschoolers gave positive results, which indicates the possibility of using them in kindergartens.

List of used literature

Artemov V.A. Psychology of visualization in teaching. - M.: Enlightenment, 1998.

Baranov S.P. Principles of teaching. - M., 1975.

Baranov S.P. Sensory experience of the child in primary education. - M., 1963.

Blonsky P.P. Selected psychological works. - M., 1964.

Voronov V.V. School pedagogy in a nutshell. - M, 1985.

Vygotsky L. S. Imagination and creativity in childhood. - St. Petersburg: Soyuz, 1997.

Gondarevsky V.B. Raising interest in knowledge and the need for self-education: Book. for the teacher. - M.: Enlightenment, 1985.

Davydov V.V. The theory of developmental learning. - M., 1999.

Didactic principles // Ped. encyclopedia: In 4, vol. 1. - M., 1964.

Dimenshtein L.I. Philately to help learning // Elementary school. - 1987. - No. 6. p. 48.

Preschool education. - M., 1999. - No. 4. p.54-59

Elukhina N.V. Oral teaching in the classroom, means and methods of its organization. - M.: Vekont, 1994.

Zagvyazinsky V.I. On the modern interpretation of didactic principles // Soviet Pedagogy. - 1978. - No. 10. p. 22.

Zagvyazinsky V.I. Pedagogical creativity of the teacher. - M., 1987.

Zankov L.Z. Didactics and life. - M., 1968.

Zelmanova L.M. Visibility in teaching the Russian language: A guide for the teacher. Moscow: Education, 1984.

Kalmykova Z.I. Psychological principles of developmental education. - M., 1979.

Karaeva S.A. The use of picture cards in Russian lessons: visual material. // N.Sh. - 2003. - No. 8 - p. 46.

Comenius Ya.A. Great didactics. Selected pedagogical works./ Ya.L. Komsnsky. In 2 volumes - M., 1982, v. 1., p. 384.

Kravtsova E.E. Wake up the wizard in the child: Book. For the teacher of children kindergarten and parents. – M.: Enlightenment; Educational literature, 1996.

Krupskaya N.K. About the teacher. Selected articles and speeches. - M., 1969

Lerner I.N. The learning process and its patterns. - M., 1980.

Leontiev A.11. Psychological questions of consciousness of the doctrine. - M., - 1983.-t. 1.-s. 360.

The World of Childhood: Junior Schoolboy // Ed. A.G. Khripkova. - M.: Pedagogy, 1981.

Equipment of the pedagogical process in elementary school. - M .: "Enlightenment", 1975.

Pedagogy / Ed. piddly. - M., 1999. S. 172-184.

Petrova I.A. Using the game in the educational process. // elementary School. - 1988. - No. 3. p. 23.

Potashnik M.M. How to develop pedagogical creativity. - M., 1987.

Sidorova S.A. Games and riddles in the lessons of the Russian language. // N.Sh. - 2004. - No. 10. - With. 44.

Tolstoy L. N. Full. Sobr. Works: In 90 volumes - M., 1928-1958.

Ushinsky K.D. Native word. Book for students. Collected works, - M., 1974.

APPENDIX

Appendix 1

Appendix 1

Annex 3

Table #1

The results of the ascertaining experiment to identify the level of aesthetic development of children of senior preschool age

Evaluation of results	Senior group
	Control group 20 people	Experimental group 20 people
1) 1. very high level
2. high level of development
3. average level of development
4. low level of development
2)4.correctly answered all questions
5.correctly answered 4 questions
6.correctly answered less than 4 questions

Appendix 4

Lesson plan for the aesthetic development of preschoolers

means of nature

The sequence of the classes is as follows:
Topic of the lesson	Dates
1.Excursion to the autumn forest "Colorful nature". 2. Lesson on the topic: "The sun and the magic rainbow." 3. City tour "Where do plants grow?" 4. Lesson on the topic; "Variety and Variety of Autumn Leaves". 5. Lesson on the topic: "Colorful fruits of plants." 6. Lesson on the topic: "The variety of fruits in nature." 7. Open lesson on the topic: "Autumn is a great time!" 8. Lesson on the topic: “Winter is knocking on the window” 9.Excursion to the forest "Nature is preparing for winter." 10. Lesson on the topic: "Preparing animals for winter." 11. Lesson on the topic: "How domestic animals winter." 12. Lesson on the topic: "Variety of birds in nature." 13. Lesson on the topic: "Birds in winter." 14.Excursion to the park area "Birds and Footprints". 15. Lesson on the topic: "The beauty and diversity of winter trees." 16. Lesson on the topic: “Bark. Its diversity and significance in life trees." 17. Lesson on the topic: "Green plants in winter in nature" 18. Lesson on the topic: "Indoor plants." 19. Excursion to the winter forest "Visiting winter-winter". 20. Open lesson "Hello, winter guest!" 21. Lesson on the topic: "Inhabitants of the winter forest." (1) 22. Lesson on the topic: "Inhabitants of the winter forest." (2) 23. Lesson on the topic: "Inhabitants of the winter forest." (3) 24. Lesson on the topic: "Nature is waking up." 25. Lesson on the topic; "Features of the Night Sky". 26. Lesson on the topic: "Colorful clouds in a multi-colored sky." 27. Excursion to the park zone "Colorful Sky". 28. Lesson on the theme "Earth Day". 29. Excursion to the spring forest "Spring is red." 30. Lesson on the topic: "Natural colors." 31. Lesson on the topic; "The beauty of a blossoming branch." 32. Open outdoor lesson "Colorful life around us."	September. September September September

Annex 5

Table number 2

The results of a formative experiment to identify the level of aesthetic development of older preschoolers

Evaluation of results	experimental group	control group
1. very high
2. high level
3. average level of development
4 .Low development
2) 4. answered all questions correctly
5. answered 3 questions correctly
6. Less than 2 questions answered correctly

Appendix 6

Evaluation scale for formative and stating

experiments

10 points (very high) - in the allotted time the child correctly named and connected all 8 absurdities, managed (in 3 minutes) to satisfactorily explain what was wrong and say how it really should be.

8-9 points (high) - the child noticed and noted all the available absurdities, but from one to three of them failed to fully explain how it should actually be.

4-7 points (average) - the child noticed and noted all the available absurdities, but three or four of them did not have time to fully explain and say how it should really be.

2-3 points (low) - in the allotted time, I did not have time to notice 1-4 of the 8 available absurdities, and the matter did not come to an explanation.

0-1 point (very low) - in the allotted time, the child managed to detect less than 4-8 existing absurdities.

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Educational games in ecological education ecological and humane attitude to nature

Abstract >> Ecology

Formation of elementary forms in children visually- effective and visually- figurative thinking. The teacher must create... implementation the objectives of the study, indicated the means of work used on education ecological culture of middle school children preschool ...

E.I. Tikheeva, a well-known Russian and Soviet teacher, a prominent specialist in preschool education, considers the native language and speech to be the basis of mental development and the treasury of all knowledge. She sees the main means of mental development in expanding the circle of observations and consolidating the received ideas with a word. The word, based on clear and precise ideas, enriches the child with knowledge, develops linguistic abilities, and helps the development of nascent logical thinking.

Of great importance in the development of the child's language is the environment in which he lives. The richness of the environment is only a prerequisite for the development of the child's language. It may turn out to be completely unused by the child himself. Here, just as in nature, without the guidance of an adult, the child will be lost. An idea that is not embodied in a clear, sensible word loses a significant part of its value.

The linguistic upbringing of a child should begin early and be improved in the first years of life, exclusively in one's own native language. The ability of articulate speech is one of the most significant and characteristic manifestations of the development of the human personality.

Developing speech contributes to the development of the personality as a whole, and any of the aspects of personality development contributes to the development of the language.

Being, on the one hand, a tool for expressing our ideas, thoughts, knowledge, and on the other hand, a means to enrich and expand them, to form our consciousness, the word serves the goals of all life, both ordinary, everyday, and the highest.

The relationship between language and thinking requires special attention. Language is the immediate reality of thought.

For a child in the first period of his life, words are only the second originals of reality. The first are the perceptions that enter his consciousness through the sense organs from the material world around him.

In early childhood, language is something inseparable from a person and the concrete world he comprehends. The child cannot yet distinguish the word from the thing; the word coincides with the object designated. Language develops in a visually efficient way.

Sensation and perception is the first step in the knowledge of the world, developing speech is based on the basis of sensory representations. The organs of external senses are the instrument of knowledge. The correct perception of objects is the main mental work of the child. Sensory and speech development takes place in close unity, and work on the development of speech cannot be separated from work on the development of the senses and perceptions.

First of all, you need to take care that, with the support of the word, to promote the formation of a rich and strong inner content in the minds of children, to promote accurate thinking, the emergence and strengthening of thoughts, ideas of great value, and the creative ability to combine them.

A clear thought, conditioned by exact knowledge, independently acquired by a person, will always find its verbal expression.

The development of coherent speech is the main aspect of teaching preschoolers to speak their native language. This problem is closely related to other tasks: enrichment and activation of the vocabulary, the formation of grammatically correct speech, the education of ZKR. Therefore, the development of coherent speech is central.

The leader is an integrated approach, in which a variety of tasks serve the holistic development of speech. One or another subject is brought to the lesson, well known to children and practically connected with their life. Considered, discussed. Such items can be: tableware or tea utensils; flower vases; field or garden flowers; vegetables, fruits, etc. Items are placed on the table. Children examine, compare, describe, feel, sniff and reflect their perception results in a word. Such activities facilitate the complex process of analyzing the world around children and reinforce it with a word.

In addition, in the lives of children special meaning have toys. After all, toys are reduced objects of the living environment. Toys provide an opportunity to reinforce the ideas that children have gained through experience.

The actions of certain toy characters, explained in a word, captivate children. Children show great interest in small didactically selected toys, which are stored separately and brought only to classes. These toys are selected by category: people, people's dwellings, vehicles, animals (wild and domestic), birds, vegetables, fruits, fruits, tools, etc. Didactic games with these toys are conducted mainly with children of younger and middle age.

The main goal of such games is to support and develop children's focused attention, thinking, and speech.

Nomenclature - the name of objects, their qualities, actions, etc. (chicken, white, pecks at grains, looks for a worm).

Description of the item by features (bring me a chrysalis in blue dress with two braids).

Item Comparison

(2 or 3 items are offered, considered from all sides to the smallest detail.)

These games are typical for children of 3 years of age.

Making and guessing riddles about the subject

Several toys are put on the table, a riddle is selected for each. The teacher reads one riddle, the children guess, pointing to the object-answer. You can invite children to make riddles on their own.

This game is typical for children 4-5 years old.

Making up stories

The teacher himself makes several stories on a specific topic, then invites the children to show their creativity.

Typical for children 6-7 years old.

But the most honorable place mental development child, given to paintings. Pictures expand the field of direct observation.

Looking at pictures, children pursue several goals: they exercise their ability to observe; they develop thinking, imagination, logical thinking; child's speech develops.

Starting from the age of two, the child, looking at pictures, learns to contemplate. He talks all the time, and the teacher supports his conversation with leading questions. Children show exceptional love for pictures: they remind them of what they have seen, recently experienced, awaken their imagination. Pictures should correspond to the age of children, the level of their development. It is very important to teach children to see not only what is shown in the picture, but also to think out previous and subsequent events. One and the same picture can be used several times, but at the same time, children need to be given different tasks, gradually complicating them.

You can offer children two or more already familiar paintings and give tasks: come up with a story based on any of them. It is very useful to invite children to come up with their own name for the pictures. Children should also pay attention to the background, landscape, weather conditions, etc.

With the help of the picture, the child forms the optimal level of coherent speech, develops cognitive processes, the intellectual level of development increases.

Gradually mastering all types of coherent statements, children will learn how to correctly plan their speech.