Non-traditional forms of working with children in the organization of educational activities, aimed at the implementation of the Federal State Educational Standards for preschool education

MAGAZINE Preschooler.RF

Non-traditional forms of working with children in the organization of educational activities, aimed at the implementation of the Federal State Educational Standards for preschool education

Pedagogical article

Author: Irina Viktorovna Nazarenko, Municipal Budgetary Preschool Educational Institution No. 7 “Rainbow”, Altai Territory, Kulundinsky District

teacher Kulunda 2020

Direct educational activities are based on one of the specific children's activities and are carried out jointly with the teacher. This activity is aimed at children mastering one or more educational areas or their integration using a variety of forms and methods of work.

In terms of content, the educational activity itself can be:

Classical - in the old classical form: explanation, completion of the task by children. Results of the lesson.

Combined - a combination of different types of activities or several didactic tasks that do not have logical connections with each other (after drawing there is an outdoor game).

Complex - the implementation of tasks through different types of activities with associative connections between them (a conversation about fire safety rules turns into drawing a poster on the topic). At the same time, one type of activity dominates, and the second complements it and creates an emotional mood.

Integrated – they combine knowledge from different educational fields on an equal basis, complementing each other (considering such a concept as “mood” through works of music, literature, painting), i.e. combine knowledge from several areas. This association is not arbitrary or mechanical. It is necessary to provide for the integration of knowledge in such a way that they complement and enrich each other when solving didactic problems.

Final or test.

This is the traditional classification.

A non-traditional lesson differs from a traditional one: in preparation and conduct; according to the structure of the lesson; on the relationship and distribution of responsibilities between teacher and student; on the selection of educational materials and criteria for their evaluation; according to the methodology for assessing activities.

Many teachers continue to adhere to the structure of a traditional lesson when performing any didactic task, be it the formation of new knowledge or the development of skills. This is explained by the fact that the practical skill of constructing a traditional lesson, developed by teachers over the course of decades, has become a kind of psychological barrier, which can only be overcome by realizing that presentation and consolidation are not the main goal of the teacher and that the lesson can be built on the basis of other goals, according to a different didactic scheme.

The use of non-traditional forms of classes is a powerful stimulus in learning; it is a varied and strong motivation. Through such activities, cognitive interest is activated much more actively and quickly, because the child by nature likes to play. Another reason is that there are many more motives in the game than in ordinary learning activities. Thanks to non-traditional forms of classes, tension is relieved and there is an emotional impact on children, thanks to which they develop stronger, deeper knowledge.

Conducting such classes indicates the attempts of teachers to go beyond the template in building the methodological structure of the educational lesson. Understanding the pedagogical process allows us to identify two main functions of education: the function of transmitting a message, or expressing meaning (teaching educational material according to the program); the function of communication, that is, providing understanding, motivation to action, emotional satisfaction.

Modern teachers carry out the first function relatively easily, having a foundation of special knowledge, methodological literature and recommendations. The functions of ensuring understanding, awakening to learning, and emotional satisfaction within the framework of traditional classes are poorly implemented. Therefore, non-traditional activities compensate for this deficiency.

The significance of such activities is determined, first of all, by the fact that the educational activity itself, aimed in its traditional understanding at the assimilation by the group of students as a whole of the requirements of the educational program, not adequately coupled with creative activity, can, paradoxically, lead to to inhibit the intellectual development of children. Getting used to performing standard tasks aimed at consolidating basic skills that have a single solution and, as a rule, a single predetermined path to achieve it based on some algorithm, children have practically no opportunity to act independently, effectively use and develop their own intellectual potential. On the other hand, solving typical problems alone impoverishes the child’s personality, since in this case the high self-esteem of children and the assessment of their abilities by teachers depends mainly on diligence and diligence and does not take into account the manifestation of a number of individual intellectual qualities, such as invention, quick wit, ability for creative search, logical analysis and synthesis. Thus, one of the main motives for using non-traditional activities is to increase the creative and exploratory activity of children, which is equally important both for pupils whose development corresponds to the age norm or is ahead of it (for the latter, the framework of the standard program is simply too tight), and for children requiring special correctional work, since their developmental delay and, as a consequence, reduced academic performance in most cases are associated precisely with the insufficient development of basic mental functions.

Non-traditional classes have their own order of work:

— The teacher must present the selected material in an interesting, unusual form. Rational alternation of activities involves replacing one type of activity with another. In this case, each new routine moment turns into a kind of rest, active, relieving fatigue caused by previous activity.

A variety of activities should be used in such a lesson. The tasks should be feasible for children, but not too easy.
Children should receive emotional satisfaction from the activity.
The tasks should force children to think, try, make mistakes, and finally find the correct answer.

Creative principles help to understand the main thing in a non-traditional activity:

The principle of an individual approach to students. It requires constructing a lesson taking into account the personal needs of children, creating conditions for the development of their individual inclinations, interests, and inclinations.
The principle of connection between theory and practice. Requires a closer connection between non-traditional forms of education and regular classes: theoretical and practical material receives additional confirmation.
The principle of consciousness and activity. It involves creating conditions for the student to become interested in the lesson, creative activity in its preparation and implementation, and satisfaction with its results.
The principle of selectivity. It involves the selection of forms, methods and means of conducting non-traditional classes, taking into account age and preparedness, and whether they have interests in classes.
The principle of connection between theory and practice. It involves revealing the practical significance of the knowledge, skills and abilities they acquire in the classroom.
The principle of voluntary participation in activities. It assumes that children have a specific range of interests, which allows them, among many types of activities, to choose the one that best suits their internal needs.

Guided by such principles, the teacher sets the general direction for pedagogical creativity and focuses on very specific teaching activities: rejection of the template in organizing the lesson, from routine and formalism in its implementation.

It is necessary to maximize the involvement of students in active activities in the classroom, the use of various forms of group work, support for alternativeness, plurality of opinions, and the development of the communication function - as a condition for ensuring understanding, motivation to action, and a feeling of emotional satisfaction.

Forms of conducting non-traditional training sessions:

Excursion. To the library, studio, post office, field, construction site, school, etc.
Collective creative activity: collective drawing, collective appliqué, etc.
Occupation-work: planting onions, cutting plants, planting seeds, etc.
Activity-game: “Toy store” , “Let’s arrange a room for the doll” . Option: Auction activity “Whoever tells you more about an item buys it,” etc.
Creative activity: workshop of an artist, folk craftsmen, storyteller, “Workshop of Good Deeds” (crafts made from waste, natural materials, paper crafts using TRIZ elements).
Activities-gatherings: using folklore material, against the backdrop of work, children sing, make riddles, tell fairy tales, and dance in circles.
Lesson-fairy tale: the whole lesson is based on the plot of one fairy tale, using music, visual arts, and dramatization.
The lesson is a press conference: children ask questions to the “cosmonaut” , “traveler” , “fairy tale hero” , and he answers the questions. Then the “Journalists” draw and write down what interests them.
Landing lesson: emergency assistance. (For example: during drawing, we ask children about what they can’t do or do poorly. Today we will draw it, those who are good at it will help us. Option: a joint activity for children of the older and younger groups (co-creation). Elders, k For example, they make a background, the younger ones draw what they can.
Commented teaching lesson: the whole group of children is given a task - forming the number “7” . One of the children speaks out loud how he makes up a given number, the rest silently do it; if the speaker makes a mistake, a discussion begins. Or the teacher places pictures on the board, the children comment on the image, and make up a story. There are many options you can come up with.
Lesson - journey: goal - to develop children's monologue speech. One of the children is a “tour guide” , the rest of the children ask questions. Options: travel through fairy tales, native country, city, republic, to the “Land of Fun Mathematics” , according to the “Red Book” , etc.
Lesson - experiment: this is a favorite experimental activity for children.
Activities - drawings - essays: the teacher draws, the children compose stories based on their drawings. Children write a letter - a drawing about an event in kindergarten.
The activity is a competition: like “What, where, when?” . This is a competition for dreamers, poems, and fairy tales. Sports competitions - competitions.
Activity – game – school: schools for astronauts, athletes, forest dwellers, school for young pedestrians, etc.
The activity is a concert.

Despite the variety of such classes, they all must meet some general requirements, the observance of which helps to increase the effectiveness of teaching: the teacher must clearly formulate the topic and purpose of the lesson, each lesson must be teaching, developing and educating, the lesson must be a combination of collective and individual work of students . It is necessary to select the most appropriate teaching methods, taking into account the level of preparedness of children, and also take into account the fact that the learning of educational material must be carried out in the classroom using health-saving technologies.

Thus, non-traditional classes are classes that differ in the organization of activities, in the structure of content, in their use in training

In recent years, interest in non-traditional forms of conducting preschool education classes has increased significantly. This is due to various transformations, the active implementation of various pedagogical innovations, proprietary programs and methodological recommendations into practice.

So, non-traditional activities are extraordinary approaches to learning; these are always holidays when all children are active, when everyone has the opportunity to express themselves in an atmosphere of success. These classes include a wide variety of forms and methods, especially such as problem-based learning, search activities, interdisciplinary and intradisciplinary connections. Tension is relieved, thinking is enlivened, interest in the educational program as a whole is excited and increased.

Next >

Non-traditional forms of working with children

Non-traditional forms of classes in institutions

additional education for children.

Additional education aimed at the diversified development of a child’s personality presupposes, in particular, the need for a harmonious combination of educational activities, within the framework of which basic knowledge, abilities and skills are formed, with creative activities associated with the development of individual inclinations of students, their cognitive activity, the ability to independently solve non-standard problems. tasks, etc. A wide range of directions and spheres of educational and social activity, diverse forms and methods used in the educational process make it possible to satisfy the diverse needs of students and give them the opportunity to express themselves in various types of creative and social activities.

Why do children today have no deep interest in learning? There are many reasons. This is a flow of information on television and radio, which provides unstable knowledge. This is the atmosphere of society, which makes us and our children indifferent. This is simply the reluctance of children to learn. How to ensure that educational work is not forced, that it is a need and desire to acquire knowledge. This question is also relevant because in our time it is necessary to be competitive. Currently, our children are offered ample opportunities to occupy their leisure time. And teachers of additional education need to make sure that the children come to them (and not just come), but remain in the association for the entire period of study. And this is possible if the teacher’s eyes sparkle, if he is constantly looking for something new and interesting, if he moves away from ordinary standard classes and invites students into the world of additional education using new, non-traditional forms of their organization.

The use of non-traditional forms of classes is a powerful stimulus in learning; it is a varied and strong motivation. Through such activities, cognitive interest is aroused much more actively and quickly, partly because a person by nature likes to play, another reason is that there are much more motives in the game than in ordinary educational activities. Thanks to non-traditional forms of classes, tension is relieved and there is an emotional impact on children, thanks to which they develop stronger, deeper knowledge. Conducting such classes indicates the attempts of teachers to go beyond the template in building the methodological structure of the educational lesson. Understanding the pedagogical process of a preschool educational institution allows us to identify two main functions of education: the function of transmitting a message, or expressing meaning (teaching educational material according to the program); the function of communication, that is, providing understanding, motivation to action, emotional satisfaction.

Modern teachers carry out the first function relatively easily, having a foundation of special knowledge acquired in pedagogical universities. The functions of ensuring understanding (beyond the real differentiation of the educational process depending on the educational capabilities of students), awakening to study (low level of motivation), emotional satisfaction (boredom, fear of an undesirable assessment) are poorly implemented within the framework of traditional classes. Non-traditional activities compensate for this deficiency.

The significance of these activities in the general educational process is determined, first of all, by the fact that the educational activity itself, aimed in its traditional understanding at the assimilation by the group of students as a whole of the requirements of the basic educational program, not adequately associated with creative activity, is capable of , paradoxically, lead to inhibition of the intellectual development of children. Getting used to performing standard tasks aimed at consolidating basic skills that have a single solution and, as a rule, a single predetermined path to achieve it based on some algorithm, children have practically no opportunity to act independently, effectively use and develop their own intellectual potential. On the other hand, solving standard problems alone impoverishes the child’s personality, since in this case the high self-esteem of students and the assessment of their abilities by teachers depends mainly on diligence and diligence and does not take into account the manifestation of a number of individual intellectual qualities, such as invention, quick wit, ability for creative search, logical analysis and synthesis. Thus, one of the main motives for using non-traditional activities in additional education is to increase the creative and exploratory activity of children, which is equally important for students whose development corresponds to the age norm or is ahead of it (for the latter, the framework of the standard program is simply too tight), and for children requiring special correctional work, since their developmental delay and, as a consequence, decreased academic performance in most cases are associated precisely with the insufficient development of basic mental functions.

By introducing non-traditional activities into the educational process, the additional education teacher pursues the following goal: creating conditions for the development of cognitive activity of students in classes in creative associations.

Achieving this goal is facilitated by solving the following tasks:

— Studying the literature on this issue, analyzing the state of this problem in science;

— Study of this problem in the system of additional education;

— Development of conditions that allow intensifying the cognitive activity of students in creative associations;

— Development of students’ creative abilities.

Non-traditional classes have their own order of work according to some types:

— The teacher must present the selected material in an interesting, unusual form. Rational alternation of activity involves replacing one type of activity with another, fundamentally different in the nature of the impact on the body. In this case, each new routine moment turns into a kind of rest, active, relieving fatigue caused by previous activity. (I.M. Sechenov).

— In such a lesson, a variety of student activities should be used. The tasks should be feasible for children, but not too easy.

— Children should receive emotional satisfaction from the activity.

—Tasks should force children to think, try, make mistakes, and finally find the correct answer.

According to the goals and content of training, the position of the teacher in the educational process, and the nature of his activities, principles, methods and forms of teaching change. In non-traditional teaching, the teacher’s activity changes radically. Now the main task of the teacher is not to “convey”, “present”, “explain” and “show” to students, but to organize a joint search for a solution to the problem that has arisen before them. The teacher begins to act as the director of a mini-play, which is born directly in the process of activity. New learning conditions require the teacher to be able to listen to everyone on every question, without rejecting a single answer, to take the position of each respondent, understand the logic of his reasoning and find a way out of the constantly changing educational situation, analyze the answers, proposals of children and quietly lead them to a solution Problems.

Creative principles help to understand the main thing in a non-traditional activity:

— The principle of an individual approach to students. It requires constructing a lesson taking into account the personal needs of children, creating conditions for the development of their individual inclinations, interests, and inclinations.

— The principle of connection between theory and practice. Requires a closer connection between non-traditional forms of education and regular classes: theoretical and practical material receives additional confirmation.

— The principle of consciousness and activity. It involves creating conditions for the student to become interested in the lesson, creative activity in its preparation and implementation, and satisfaction with its results.

— The principle of selectivity. It involves the selection of forms, methods and means of conducting non-traditional classes, taking into account the age and preparedness of students, and whether they have interests in classes.

— The principle of connection between theory and practice. It involves revealing to children the role of labor and technology in various spheres of human life, the practical significance of the knowledge, skills and abilities they acquire in the classroom.

— The principle of voluntary participation in activities. It assumes that children have a specific range of interests, which allows them, among many types of activities, to choose the one that best suits their internal needs.

— The principle of entertainment. Requires the use of a variety of forms, methods and means of teaching:

Guided by these principles, the teacher sets the general direction for pedagogical creativity, focuses on very specific learning activities: rejection of the template in organizing the lesson, from routine and formalism in its conduct, maximum involvement of students in active activities in the lesson, use of various forms of group work, support for alternatives , plurality of opinions, development of the communication function in the classroom as a condition for ensuring understanding, motivation to action, feeling of emotional satisfaction, “hidden” differentiation of students according to capabilities, interests, abilities and inclinations, the use of assessment as a formative (and not just a resultant) tool.

Among the main factors that awaken a child to activity are: cognitive interest (leading factor); the creative nature of the activity (a powerful stimulus for knowledge); competitiveness (stimulating factor); playful character; emotional impact.

Preparing and conducting a lesson in any non-traditional form consists of four stages: concept, organization, conduct, analysis.

The idea is the most difficult and responsible stage. It includes the following components: determining the time frame; topic definition; determining the type of activity; choice of non-traditional form; the choice of forms of educational educational work, the choice of which depends on several factors, the main of which are: the specifics of the course and group being studied, the characteristics of the topic (material), the age characteristics of students. In practice, it is advisable to do the following: first determine the topic and type of lesson, based on the listed factors, choose a specific non-traditional form. When choosing forms of educational work, two main factors should be taken into account: the features and capabilities of the chosen form; characteristics of the group (including what forms of educational work - individual, collective, frontal - and how often they were used in this group).

The organization of preparation for a non-traditional lesson consists of substages: distribution of responsibilities (between the teacher and students); writing a lesson script (indicating specific goals); selection of tasks and criteria for their assessment, lesson methods and teaching aids; development of criteria for assessing student activity.

Then comes the immediate stage of conducting a non-traditional lesson.

The final stage is an analysis, evaluation of the past lesson, answers to questions: what worked and what didn’t; what are the reasons for failures, assessment of all the work done; a look “backward” that helps to draw conclusions for the future, you need to pay attention to the following important points

The forms of conducting non-traditional educational classes in preschool educational institutions are selected by the teacher, taking into account the age-related psychological characteristics of children, the goals and objectives of the educational program of additional education, the specifics of the subject and other factors. The most common forms in additional education can be the following: - For preschoolers, conversation with game elements; fairy tale; role-playing game; travel game; simulation game; quizzes, competitions, contests, competitions, etc.

- Activities based on imitation of activities during social and cultural events: correspondence excursion, excursion into the past, travel game, walks, etc. - Activities based on children’s imagination: activity - fairy tale, activity - surprise, etc. .

Despite the variety of types of classes, they all must meet some general requirements, the observance of which helps to increase the effectiveness of teaching: the teacher must clearly formulate the topic and purpose of the lesson, each lesson must be teaching, developing and educating, the lesson must be a combination of collective and individual work of students . It is necessary to select the most appropriate teaching methods, taking into account the level of preparedness of children, and also take into account the fact that the learning of educational material must be carried out in the classroom using health-saving technologies.

Thus, non-traditional classes are classes that differ in the organization of activities, in the structure of content, in the use of teaching aids in preparation, as well as in the nature of the teacher-student relationship. A non-traditional lesson differs from a traditional one: in preparation and conduct; according to the structure of the lesson; on the relationship and distribution of responsibilities between the teacher and students; on the selection of educational materials and criteria for their evaluation; according to the methodology for assessing activities.

But, despite all the advantages, many teachers continue to adhere to the structure of a traditional lesson when performing any didactic task, be it the formation of new knowledge or the development of skills. This is explained by the fact that the practical skill of constructing a traditional lesson, developed by teachers over the course of decades, has become a kind of psychological barrier, which can only be overcome by realizing that presentation and consolidation are not the main goal of the teacher and that the lesson can be built on the basis of other goals according to another didactic scheme.

So, non-traditional classes are extraordinary approaches to teaching an academic discipline; these are always holidays when all students are active, when everyone has the opportunity to express themselves in an atmosphere of success. These classes include a wide variety of forms and methods, especially such as problem-based learning, search activities, interdisciplinary and intrasubject connections, reference signals, notes, etc. Tension is relieved, thinking is enlivened, interest in the educational program as a whole is excited and increased.

And it is additional education that has great opportunities for introducing non-traditional forms of learning into the educational process, which contribute not only to the development of students’ cognitive activity, but also to the formation of children’s interest in creativity.

Development of classical and non-standard classes in preschool educational institutions

Definition 1
A lesson in a preschool educational institution is an organized type of training and a time period of the learning process that reflects all its structural components, namely: the general pedagogical goal, didactic tasks, content, methods and means of teaching.

The following main features of the occupation are distinguished:

lesson as the main unit of the didactic cycle and a form of organization of training;
time period of the lesson – 10-15 minutes in younger preschool age and up to 35 minutes in older preschool age;
the lesson can be integrated, that is, devoted not to one type of cognitive activity, but to several;
the activity can be classic, traditional or non-standard.

Are you an expert in this subject area? We invite you to become the author of the Directory Working Conditions

There are several types of non-traditional activities:

competition classes - based on competition between children, for example, who can name, find, identify, notice, etc. faster;
KVN - children are divided into teams, and a mathematical or literary quiz game is held;
theatrical performance - micro-scenes are played out that contain educational information for children;
role-playing games - the teacher in the game is an equal partner, suggesting the storyline of the game and solving learning problems;
consultations – children learn “horizontally”, consulting with other children;
mutual learning - children - “consultants” teach other children to design, draw, make appliqués;
auctions – held in the form of board games;
search for truth - children's research activity;
trips;
binary activities - composing stories based on the use of two objects, changes in the position of which determine changes in the plot and content of the story, etc.

Feedback with students will be much better if the teacher uses non-standard forms of education and new digital technologies of education, determined by the requirements of a modern developing society.

Finished works on a similar topic

Course work Types of non-standard classes in preschool educational institutions 460 ₽ Abstract Types of non-standard classes in preschool educational institutions 280 ₽ Examination Types of non-standard classes in preschool educational institutions 250 ₽

Receive completed work or specialist advice on your educational project Find out the cost

In the modern world, information technologies provide the opportunity for most teachers to show creativity and search for new non-traditional forms and methods of educational activities.

Non-traditional methods of child development in kindergarten

“Non-traditional forms of working with children in accordance with the Federal State Educational Standard for Education”

Direct educational activities are based on one of the specific children's activities, and are carried out jointly with adults. This activity is aimed at children mastering one or more educational areas, or their integration using a variety of forms and methods of work.

In terms of content, the educational activity itself can be:

Classical - in the old classical form: explanation, completion of the task by children. Results of the lesson.

Combined - a combination of different types of activities or several didactic tasks that do not have logical connections with each other (after drawing there is an outdoor game).

Complex - the implementation of tasks through different types of activities with associative connections between them (a conversation about fire safety rules turns into drawing a poster on the topic). At the same time, one type of activity dominates, and the second complements it and creates an emotional mood.

Integrated – they combine knowledge from different educational fields on an equal basis, complementing each other (considering such a concept as “mood” through works of music, literature, painting). those. combine knowledge from several areas. This association is not arbitrary or mechanical. It is necessary to provide for the integration of knowledge in such a way that they complement and enrich each other when solving didactic problems.

Final or test

This is the traditional classification.

A non-traditional lesson differs from a traditional one: in preparation and conduct; according to the structure of the lesson; on the relationship and distribution of responsibilities between teacher and student; on the selection of educational materials and criteria for their evaluation; according to the methodology for assessing activities.