Social system of development in preschool age. Criteria for social development of preschool children and indicators of social development of preschool children with moderate mental retardation

Each person is a separate person with his own beliefs, interests, and values. But he does not live in isolation, but in society - in direct relationships with other people, determined, in turn, by common living conditions, moral standards and cultural traditions.

The socialization of a child begins from the first days of his life and is realized through communication with his parents. Mom’s touch, word, and smile teach the baby to trust the world around him and to learn basic rules of behavior. In the future, other family members, outside adults and peers are involved in this process. By the age of one year, the child masters such necessary social skills as: establishing eye contact, openly express emotions, ask for someone else’s toy, share your own, say hello, say goodbye, and more.

Children learn the basics of communication in kindergarten

The role of kindergarten in the social development of preschoolers

By the age of two, a new stage begins in the child’s life, caused by an important event - he begins to go to school. kindergarten.

Preschool educational institution(DOW) is one of the most important institutions of socialization. If before this process social development While the child’s education was more situational and spontaneous, within the preschool educational institution it becomes purposeful and systematic.

The goal of a child’s social development in a preschool institution is to form a full-fledged personality with experience in interacting with other members of society within the framework of acceptable norms and rules of behavior.

Social Development - Definition

Implemented through tasks:

1. Give the child the necessary knowledge: introduce the acceptable rules of behavior in a preschool institution and group;
2. Teach the child to behave in accordance with generally accepted norms;
3. Help the child to self-determinate within a given society;
4. Help your child gain positive experience interacting in the garden with children and adults

The assigned tasks are performed as follows:

1. Favorable conditions are created for the preschooler to be involved in social interaction;
2. Special methods and techniques of work are used:

• observation;
• survey;
• conversation, explanation;
• training, training;
• individual correctional work;
• creating educational situations;
• emotional impact, encouragement.

Joint activities helps parents and children socialize

Main directions and types of work on social development in a preschool institution

Kindergarten provides an opportunity for the socialization of a child both in the process of his daily communication and interaction with teachers and peers, and within the framework of specially organized classes through specific methods, forms and types of work:

• Involvement in socially useful activities (occupational therapy).
• Listening to music (music therapy).
• Drawing, looking at illustrations and reproductions of paintings (art therapy).
• Reading pedagogical literature (fairy tales, children's poems, stories).
• Role-playing games.

Matinee in the garden - one of the types of art therapy

Art therapy – effective method formation of a preschooler's worldview, social self-determination, and adequate self-esteem. It is used primarily at the diagnostic stage: children's drawing can be determined psychological climate in the family, asocial and antisocial tendencies. For example, the image of a criminal or a policeman is a sign of a deviation in the social development of a child.

At a further stage, through visual activities, the preschooler gets rid of hidden negative factors, increases self-esteem, resolves intrapersonal and interpersonal conflicts.

The teacher's job is as follows:

• Creating a trusting and psychologically comfortable environment for conducting classes.
• Analysis of children's work (all corrections are made only in words and in the correct form).
• Setting before the child feasible tasks to complete, providing the necessary assistance.
• Organizing exhibitions of children's work in the garden.

Parents can be involved in these activities to increase their effectiveness.

Basic concepts of social development

Joint art therapy will help to establish interpersonal relationships and solve existing or emerging problems in the family.

Fairytale therapy in social development is a method of psychological influence on a child through reading and analysis of fairy tales. The uniqueness and effectiveness of this method are due to bright, memorable characters, clear examples of the heroes’ behavior patterns.

The fairy tale shows a close connection between the social and the moral: a clear distinction between good and evil, what is good and what is bad, how one can act and how one cannot.

Fairytale therapy - children's favorite activities

A sample list of fairy tales for preschool reading: “Kolobok”, “Turnip”, “Teremok”, “Cat, Rooster and Fox”, “Two Greedy Little Bears”, “Swan Geese”, “Zayushkina’s Hut”, “Fox with a Rolling Pin”, “Cuckoo”, “Ayoga”, “Winged, shaggy, oily” (arranged by A. Tolstoy), “Bragging Hare”, “Sister Fox and the Wolf”, “Twelve Months” (arranged by S. Marshak), “ The Ugly Duckling" by H.H. Andersen.

Role-playing game is one of the main and most significant tools for the social development of preschool children.

At its core, it is a modeling of social relationships in which there are participants who perform specific joint actions within the framework of established rules to achieve certain goals.

This unique type of activity allows the child to gain a positive experience of social interaction on two levels: between the participants in the game and between its characters.

Role-playing game “In the hospital”

While playing, a preschooler:

• Masters the norms of social behavior and communication skills.
• Learns to get out of one or another life situation (modeled in a game form).
• Realizes his need for self-determination within the framework of the children's society.
• Increases the level of self-esteem.

Systematic role-playing play activities in preschool educational institutions are the key to successful socialization of a child at school and in the future. adult life.

Approximate themes of the games: “At a doctor’s appointment”, “We’re going on the bus”, “We’re going to visit”, “Mothers and daughters”, “At the hairdresser”, “In the store” and more.

Interaction between preschool institutions and parents in the implementation of the child’s social development

To increase the efficiency of the process of social development of a preschooler, coordinated work between the kindergarten and the family based on mutual trust is necessary.

Parents and children working together is a good method of social education

As part of this interaction, the following is provided:

• Joint assistance to the child during the period of adaptation to a preschool institution: adherence to uniform routine moments, creation of the most favorable psychological environment in the family.
• Individual work with parents of a child who has difficulties in successfully mastering the norms of social behavior.
• In difficult pedagogical cases, involve a psychologist in this work.
• Stand design with useful information: recommended list of children's and pedagogical literature, topics role-playing games and joint creative activity in family.
• Involving parents in participating in leisure activities: quizzes, games, relay races, matinees.
• Organizing the receipt of active feedback.

The ability to live in society is one of the most important components of a full-fledged, harmoniously developed personality.

The preschool has unique opportunity carry out both natural and specially organized process social development of their pupils. Through classes, using pedagogical methods and types of work, the child develops a model of positive and productive interaction with other members of society, formed in the conditions of the kindergarten. Successful mastery of this model in preschool age is the key to a future interesting, bright and happy life child.

Social and personal development

The full development of children largely depends on the specifics of the social environment, the conditions of their upbringing, and the personal characteristics of their parents. The closest environment of a child is considered to be his parents and close relatives, i.e. his family. It is here that the initial experience of interaction with others is acquired, during which the child develops social stereotypes. It is these that the child then transfers into communication with a wide circle (neighbors, passers-by, children in the yard and in child care institutions, professional workers). A child’s mastery of social norms and patterns of role behavior is usually called socialization, which is considered by well-known researchers as a process of social development through the system various types relationships - communication, play, cognition.

The social processes taking place in modern society create the prerequisites for the development of new goals of education, the center of which becomes the individual and his inner world. The foundations that determine the success of personal formation and development are laid in the preschool period. This important stage of life makes children full-fledged individuals and gives rise to qualities that help a person decide in life and find his rightful place in it.

It should be noted that, along with the focus on the acquisition of knowledge, a characteristic feature of the education of preschool children was its pronounced social orientation.

Social development, being the main task of education, begins during the period of primary socialization in infancy and early childhood. At this time, the child receives the necessary life skills to communicate with others.

Subsequently, cultural experience is acquired, aimed at the child’s reproduction of historically formed abilities, methods of activity and behavior, enshrined in the culture of each society, and acquired by him on the basis of cooperation with adults.

As children master social reality and accumulate social experience, they become a subject. However, in the early ontogenetic stages, the priority goal of a child’s development is the formation of his inner world, his self-valued personality.

The behavior of children in one way or another correlates with his ideas about himself and what he should or would like to be. A child’s positive perception of his own “I” directly affects the success of his activities, the ability to make friends, and the ability to see their positive qualities in communication situations.

In the process of interacting with the outside world, the child is actively involved in the world, cognizes it, and at the same time cognizes himself. Through self-knowledge, a child comes to a certain knowledge about himself and the world around him.

The direct teaching and upbringing of a preschooler occurs through the formation of an elementary system of knowledge and the organization of disparate information and ideas. The social world is not only a source of knowledge, but also of comprehensive development - mental, emotional, moral, aesthetic. With proper organization pedagogical activity in this direction the child’s perception, thinking, memory and speech develop.

At this age, the child comprehends the world through familiarity with the main aesthetic categories that are in opposition: truth-false, courage-cowardice, generosity-greed, etc. To become familiar with these categories, he needs a variety of material to study; this material is contained in fairy tales , folklore and literary works, in everyday life events. By participating in the discussion of various problem situations, listening to stories, fairy tales, performing game exercises, the child begins to better understand the surrounding reality, learn to evaluate his own and others’ actions, choose his own line of behavior and interaction with others.

Morality, ethics, and rules of behavior in society, unfortunately, are not embedded in a child at birth. The environment is not particularly conducive to their acquisition. Therefore, targeted, systematic work with the child to organize his personal experience, where he will naturally develop in the types of activities available to him:

Moral consciousness - as a system of elementary moral ideas, concepts, judgments, knowledge about moral norms, rules accepted in society (cognitive component);

Moral feelings - feelings and attitudes that these norms evoke in a child (emotional component);

The moral orientation of behavior is the child’s actual behavior, which corresponds to the moral standards accepted by others (behavioral component).

When playing, a child is always at the junction of the real and game worlds, occupying two positions simultaneously: the real one of the child and the conditional one of the adult. This is the main achievement of the game. It leaves behind a plowed field in which the fruits of theoretical activity - art and science - can grow.

Children's play is a type of activity of children, which consists in reproducing the actions of adults and the relationships between them, aimed at orientation and knowledge of objective activity, one of the means of physical, mental, mental and moral education of children.

Through the children's subculture, the most important social needs of the child are satisfied:

The need for isolation from adults, closeness with other people outside the family;

The need for independence and participation in social change.

When working with children, I suggest using fairy tales of a social nature, in the process of telling which children learn that they need to find friends, that being alone can be boring and sad (the fairy tale “How a Truck Was Looking for a Friend”); that you need to be polite, be able to communicate using not only verbal, but also non-verbal means of communication (“The Tale of the Ill-mannered Mouse”).

And the didactic game acts as a means of comprehensive education of the child’s personality. With the help of didactic games, the teacher teaches children to think independently, to use the acquired knowledge in different conditions in accordance with the task.

Many didactic games set children the task of rationally using existing knowledge in mental operations: finding characteristic features in objects and phenomena of the surrounding world; compare, group, classify objects according to certain criteria, do correct conclusions, generalizations. The activity of children's thinking is the main prerequisite for a conscious attitude towards acquiring solid, deep knowledge and establishing reasonable relationships in a team.

Literature:

1. Bondarenko A.K.

Didactic games in kindergarten: Book. for a kindergarten teacher garden - 2nd ed., revised. -M. : Education, 1991.-160p. : ill.

2. Gromova O. E., Solomatina G. N., Kabushko A. Yu.

Introducing preschoolers to the social world. - M.: TC Sferv, 2012. – 224 p. (Modules of the Preschool Education Program).

3. Arushanova A. G., Rychagova E. S.

Games-activities with sounding words: A book for preschool teachers. – M.: TC Sfera, 2012.- 192 p. (Modules of the Preschool Education Program)

4. Educational tales for children 4-7 years old. Toolkit/ Comp. L. N. Vakhrusheva. – M.: TC Sfera, 2011.-80 p.

5. Korepanova M.V., Kharlampova E.V. Knowing myself. Methodological recommendations for the program of social and personal development of preschool children. – M.: Balass, Publishing house. House of RAO, 2004. – 160 p.

6. Nedospasova V. A.

Growing up while playing: Avg. And Art. doshk. age: A manual for teachers and parents / V. A. Nedospasova. – 2nd ed. – M.: Education, 2003. – 94 p.

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Social development of preschool children

Social development of preschool children is the awareness and perception of certain values, culture and traditions of their people. The main source of social development is communication. It doesn’t matter at all with whom this communication occurs - with adults or with peers.

In the process of communication, the child learns to live according to certain rules and absorbs existing norms of behavior.

What influences the social development of preschool children?

The social development of preschool children is strongly influenced by the environment, namely the street, house and people who are grouped according to a certain system of norms and rules. Each person brings something new into the child’s life and influences his behavior in a certain way.

An adult serves as a standard for a child. The preschooler tries to copy all actions and deeds from him.

Personal development occurs only in society. To become a full-fledged person, a child needs contact with the people around him.

The main source of development of a child’s personality is the family. She is a guide who offers the child knowledge, experience, teaches and helps to adapt to harsh living conditions. A favorable home atmosphere, trust and mutual understanding, respect and love are the key to success proper development personality.

Help in the social development of preschool children

The most convenient and effective form of social development of children is the play form. Until the age of seven, play is the main activity of every child. And communication is an integral part of the game.

During play, the child develops both emotionally and socially. He tries to behave like an adult, “models” the behavior of his parents, and learns to take an active part in social life. In the game, children analyze different ways to resolve conflicts and learn to interact with the world around them.

However, in addition to play, preschoolers need conversations, exercises, reading, studying, observation and discussion. Parents should encourage their child's moral actions. All this helps the child in social development.

The child is very receptive to everything: he feels beauty, you can go to the movies, museums, and theaters with him.

It must be remembered that if an adult is not feeling well or is in a bad mood, then you should not organize joint events with baby. After all, he feels insincerity and falsehood. And therefore can copy this behavior.

Material www.happy-giraffe.ru

FEATURES OF SOCIO-MORAL EDUCATION OF PRESCHOOL CHILDREN - VII Student Scientific Forum - 2015

Like Social and moral education is an active, purposeful process of a child entering into social environment When moral norms and values ​​are assimilated, the child’s moral consciousness is formed, moral feelings and behavioral habits develop.

Raising ethical standards of behavior in a child is a moral problem that has not only social, but also pedagogical significance. The development of children's ideas about morality is simultaneously influenced by family, kindergarten, and the surrounding reality. Therefore, teachers and parents are faced with the task of raising a highly educated and well-mannered young generation who owns all the achievements of the created human culture.

Social and moral education in preschool age is determined by the fact that the child forms the very first moral assessments and judgments, he begins to understand what a moral norm is and forms his attitude towards it, which, however, does not always ensure compliance with it in real actions. The social and moral education of children occurs throughout their lives, and the environment in which he develops and grows plays a decisive role in the development of a child’s morality.

Solving problems of social moral development contributes to the organization educational process based on a personality-oriented model, which provides for close interaction between children and a teacher who allows and takes into account preschoolers’ own judgments, suggestions, and disagreements. Communication in such conditions takes on the character of dialogue, joint discussion and development of common decisions.

The theoretical foundations of the social and moral education of preschoolers were laid by R. S. Bure, E. Yu. Demurova, A. V. Zaporozhets and others. They identified the following stages of personality formation in the process of moral education:

Stage 1 - formation of social emotions and moral feelings;

Stage 2 - accumulation of knowledge and formation of moral ideas;

Stage 3 - the transition of knowledge into beliefs and the formation on this basis of a worldview and value orientations;

Stage 4 - translating beliefs into concrete behavior, which can be called moral.

In accordance with the stages, they are distinguished next tasks social and moral education:

Formation moral consciousness;

Social emotions, moral feelings and attitudes towards different aspects of the social environment;

Moral qualities and the activity of their manifestation in activities and actions;

Friendly relationships, the beginnings of collectivism and the collectivist orientation of the preschooler’s personality;

Developing useful skills and behavioral habits.

To solve the problems of moral education, it is necessary to organize activities in such a way as to create maximum conditions conducive to the realization of the possibilities contained in it. Only in appropriate conditions, in the process of independent various activities, does a child learn to use the rules known to him as a means of regulating relationships with peers.

The conditions for social and moral education in kindergarten must be correlated with the conditions for the implementation of other areas of children's development, since it is pivotal for the organization of the entire educational process: for example, the integration of the lines of social, moral and socio-ecological education of preschoolers.

These components are formed and folded into unified system during the following stages of work (according to S. A. Kozlova):

preliminary,

artistic and educational

emotionally effective.

There are several classifications of methods of social and moral education.

For example, the classification of V. I. Loginova, based on the activation of the mechanism of moral development in the process of education:

Methods of stimulating feelings and relationships (example of adults, encouragement, punishment, requirement).

Formation of moral behavior (training, exercise, management of activities).

Formation of moral consciousness (persuasion in the form of explanation, suggestion, ethical conversations).

B. T Likhachev’s classification is based on the logic of the process of moral education itself and includes:

Methods of trusting interaction (respect, pedagogical requirements, persuasion, discussion of conflict situations).

Educational influence (clarification, stress relief, actualization of dreams, appeal to consciousness, feeling, will, action).

Organization and self-organization of the educational team in the future (games, competitions, uniform requirements).

As methods aimed at making a child aware of the meaning and fairness of moral rules, researchers suggest: reading literature in which the meaning of the rules is revealed by influencing the consciousness and feelings of a preschooler (E. Yu. Demurova, L. P. Strelkova, A. M. Vinogradova ) ; conversations using comparisons of positive and negative images of characters (L.

P. Knyazeva); solving problem situations (R. S. Bure); discussing with children acceptable and unacceptable ways of behavior towards others; examination of plot pictures (A. D. Kosheleva); organization of exercise games (S.

A. Ulitko), dramatization games.

The means of social and moral education are:

Introducing children to different sides social environment, communication with children and adults;

Organization of children's activities - games, work, etc.,

Inclusion of children in subject-based practical activities, organization of collective creative activities;

Communication with nature;

Artistic media: folklore, music, cinema and filmstrips, fiction, fine arts, etc.

Thus, the content of the educational process may change depending on the direction of social and moral education (from the formation of the foundations of life safety, social and labor education to patriotic, civil and spiritual and moral). At the same time, the uniqueness of the process of social and moral education of preschool children lies in the decisive role of the environment and education in the development of the child, in the absence of the principle of interchangeability in the process of moral education and flexibility of educational influences.

Bibliography:

Bure R.S., Social and moral education of preschool children. Toolkit. - M., 2011.

Miklyaeva N. V. Social and moral education of preschool children. - M.: TC Sfera, 2013.

Features of the development of preschool children

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The childhood of any child consists of a certain amount different periods, some of them are very easy and some are quite difficult. Children learn something new all the time, the world. Over the course of several years, a child will have to overcome a lot of important stages, each of which becomes decisive in the child’s worldview.

Features of the development of preschool children are that this is the period when the formation of a successful and mature personality occurs. Preschool development of children lasts several years, during this period the child needs caring parents and competent teachers, only then will the child receive all the necessary knowledge and skills.

In preschool age, a child enriches his vocabulary, develops socialization skills, and also develops logical and analytical abilities.

The development of children in preschool age covers the period from 3 to 6 years; each subsequent year you must take into account the characteristics of the child’s psychology, as well as methods of getting to know the environment.

The preschool development of a child is always directly related to the child’s play activity. For the development of personality, story-based games are necessary; they involve unobtrusive learning of the child with the people around him in different life situations. Also, the tasks of preschool development of children are that children need to be helped to understand their role in the whole world, they need to be motivated to succeed and taught to easily endure all failures.

In the development of preschool children, it is necessary to take into account many aspects, of which five main ones stand out, they need to be smoothly and harmoniously developed throughout the entire path of preparing the child for school, and for the rest of his life.

Five basic elements of development of preschool children

Mental development of preschool children.

This is development nervous system child and his reflex activity, as well as certain hereditary characteristics. On this type Development is influenced primarily by heredity and the baby’s close environment.

If you are interested in harmonious development your child, then pay close attention for special trainings that help parents better understand their baby and learn to interact with him as effectively as possible. Thanks to such trainings, the child easily goes through preschool development and grows up to be a very successful and self-confident person.

Emotional development.

On this type development is influenced by absolutely everything that surrounds the baby, from music to observation of people who are in the child’s close environment. Also on emotional development Preschool children are greatly influenced by games and their stories, the child’s place in these games and the emotional side of the game.

Cognitive development.

Cognitive development is the process of processing information, as a result of which disparate facts are combined into a single store of knowledge. Preschool education of children is very important and requires taking into account all stages of this process, namely: what information the child will receive and how he will be able to process it and apply it in practice. For harmonious and successful development preschoolers need to select information that will:

• Submitted from a reputable source by the right people;
• Meet all cognitive abilities;
• Opened and properly processed and analyzed.

Thanks to the preschool development of children in specialized centers your child will receive the most necessary information, which will have a very positive impact on his general development, as well as the development of logical thinking and social skills. In addition, your baby will replenish his knowledge base and rise to another level in his development.

Psychological development of preschool children.

This type of development includes all aspects that are associated with age-related characteristics of perception. At the age of three years, the child begins the process of self-knowledge, thinking develops and activity awakens. In any center, teachers will help the child cope with psychological problems in development, which will contribute to the rapid socialization of the child.

Speech development.

Speech development is individual for each child individually. Parents, as well as teachers, are obliged to help the child develop his speech, expand his vocabulary and develop clear diction. The development of children in preschool age will help the child master oral and written speech, the baby will learn to feel his native language and will be able to easily use complex speech techniques, and will also develop the necessary communication skills.

Don't leave your child's development to chance. You must help your child become a full-fledged person; this is your direct responsibility as parents.

If you feel that you cannot provide all the necessary skills and abilities to your own child, be sure to contact specialists at the preschool children's development center. Thanks to experienced teachers, the child will learn to speak, write, draw and behave in society correctly.

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Social and personal development of preschool children

Mental development

The development of a child in society means that he understands the traditions, values ​​and culture of the society in which he is brought up. A child gains his first social development skills from communicating with his parents and close relatives, then from communicating with peers and adults. He constantly develops as a person, learns what can and cannot be done, takes into account his personal interests and the interests of others, how to behave in this or that place and environment.

Social and personal development of preschool children - Features

The social development of preschool children plays a significant role in the development of personality. Helps the child become a full-fledged person with his own interests, principles, foundations and desires, which should not be ignored by his environment.

In order for social development to occur evenly and correctly, every child needs communication, love, trust and attention, first of all, from parents. It is mom and dad who can give their baby experience, knowledge, family values, and teach them the ability to adapt to any conditions in life.

From the first days, newborn babies learn to communicate with their mother: to capture her voice, mood, facial expressions, some movements, and also try to show what they want at a certain point in time. From 6 months to about 2 years, the baby can already communicate with his parents more consciously, can ask for help or do something with them.

The need to be surrounded by peers arises around the age of 3. Children learn to interact and communicate with each other.

Development of children in society from 3 to 5 years. This is the age of “whys”. Precisely because many questions arise about what surrounds the child, why it is happening this way, why this is happening and what will happen if... Children begin to diligently study the world around them and what is happening in it.

Learning occurs not only by examining, feeling, tasting, but also by speaking. It is with its help that a child can receive information that is interesting to him and share it with the children and adults around him.

Children of preschool age, 6-7 years old, when communication is personal. The child begins to be interested in the essence of man. At this age, children always need to be given answers to their questions; they need the support and understanding of their parents.

Because close people are their main role models.

Social and personal development

Social and personal development of children occurs in several directions:

• gaining social skills;
• communication with children of the same age;
• teaching a child to have a good attitude towards himself;
• development during the game.

In order for a child to feel good about himself, it is necessary to create certain conditions that help him understand his importance and value to others. It is important for children to find themselves in situations where they will be the center of attention; they always strive for this themselves.

Also, every child needs praise for their actions. For example, collect all the drawings made by children in the garden or at home, and then family holidays show to guests or other children. On a child's birthday, all attention should be paid to the birthday boy.

Parents should always see their child’s experiences, be able to sympathize with him, be happy or sad together, and provide the necessary help in case of difficulties.

Social factors in the development of a child’s personality

The development of children in society is influenced by certain aspects that play a significant role in the formation of a full-fledged personality. Social factors in child development are divided into several types:

• microfactors are family, close environment, schools, kindergartens, peers. What most often surrounds a child in everyday life, where he develops and communicates. Such an environment is also called a microsociety;
• mesofactors are the place and living conditions of the child, region, type of settlement, methods of communication of surrounding people;
• macro factors are the influence of the country, state, society, political, economic, demographic and environmental processes as a whole on the child.

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All these conditions simultaneously involve preschoolers in intensive cognitive and creative activities, which ensure their social development, form communication skills and the formation of their socially significant personal characteristics.

It will not be easy for a child who does not attend kindergarten to organize a combination of all of the above developmental factors.

Development of social skills

Development of social skills in preschoolers has a positive effect on their activities in life. General good manners, manifested in graceful manners, easy communication with people, the ability to be attentive to people, try to understand them, sympathize, help - the most important indicators development of social skills. Also important is the ability to talk about one’s own needs, set goals correctly and achieve them. In order to direct the upbringing of a preschooler in the right direction of successful socialization, we suggest following aspects of the development of social skills:

1. Show your child social skills. In the case of babies: smile at the baby - he will answer you the same. This will be the first social interaction.
2. Talk to your baby. Respond to the sounds made by the baby with words and phrases. This way you will establish contact with the baby and soon teach him to speak.
3. Teach your child to be attentive. You should not raise an egoist: more often let your child understand that other people also have their own needs, desires, and concerns.
4. When raising, be gentle. In education, stand your ground, but without shouting, but with love.
5. Teach your child respect. Explain that items have their value and should be treated with care. Especially if it's someone else's things.
6. Teach to share toys. This will help him make friends faster.
7. Create a social circle for your baby. Strive to organize your child’s communication with peers in the yard, at home, or in a child care facility.
8. Praise good behavior. The child is smiling, obedient, kind, gentle, not greedy: what is not a reason to praise him? It will reinforce your understanding of how to behave better and acquire the necessary social skills.
9. Talk to your child. Teach preschoolers to communicate, share experiences, and analyze actions.
10. Encourage mutual assistance and attention to children. Discuss situations in your child’s life more often: this way he will learn the basics of morality.

Social adaptation of children

Social adaptation– a prerequisite and result of the successful socialization of a preschooler.

It happens in three areas:

• activity
• consciousness
• communication.

Field of activity implies a variety and complexity of activities, good mastery of each type, its understanding and mastery of it, the ability to carry out activities in various forms.

Indicators of developed spheres of communication are characterized by expanding the child’s social circle, deepening the quality of its content, mastery of generally accepted norms and rules of behavior, and the ability to use its different forms and types suitable for the child’s social environment and in society.

Developed sphere of consciousness characterized by work to form the image of one’s own “I” as a subject of activity, understanding one’s social role, and forming self-esteem.

During socialization, the child, along with the desire to do everything as everyone else does (mastering generally accepted rules and norms of behavior), manifests a desire to stand out, to show individuality (development of independence, one’s own opinion). Thus, the social development of a preschooler occurs in harmoniously existing directions:

• socialization
• individualization.

In the case when, during socialization, a balance is established between socialization and individualization, an integrated process occurs aimed at the successful entry of the child into society. This is social adaptation.

Social maladjustment

If, when a child enters a certain group of peers, there is no conflict between generally accepted standards and the child’s individual qualities, then it is considered that he has adapted to the environment. If such harmony is disturbed, the child may develop self-doubt, isolation, depressed mood, reluctance to communicate, and even autism. Some Les Miserables social group Children can be aggressive, non-communicative, and have inadequate self-esteem.

It happens that a child’s socialization is complicated or slowed down for physical or mental reasons, as well as as a result negative influence the environment in which it grows. The result of such cases is the emergence of antisocial children, when the child does not fit into social relations. Such children need psychological help or social rehabilitation (depending on the degree of difficulty) in order to properly organize the process of their adaptation to society.

conclusions

If you try to take into account all aspects of the harmonious upbringing of a child, create favorable conditions for all-round development, preserve friendly relations and contribute to the disclosure of his creative potential, then the process of social development of the preschooler will be successful. Such a child will feel confident, which means he will be successful.

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Source paidagogos.com

teacher MBDOU No. 139

Features of the ethnocultural development of preschool children.

Oral folk art, musical folklore, folk arts and crafts should be more reflected in the content of education and upbringing of the younger generation now that examples of mass culture from other countries are actively being introduced into the life, everyday life, and worldview of children. And if we talk about the possibility of the younger generation choosing their life ideals, aesthetic values, ideas, then we must also talk about giving children the opportunity to know the origins national culture and art.

The didactic game as a sociocultural phenomenon has its own history and is passed on from generation to generation. Didactic games were and are being created by adults for the development of children, taking into account their needs, interests and capabilities. Children receive the content of the game in finished form and master it as an element of culture.

The key point in assessing the success of a preschooler’s development is the concept of preserving the ideals of national culture and language, which is the basis of ethnic psychology and ethnic pedagogy, its structural component, humanistic orientation through the traditions of educating the modern generation.

Job objectives:

1. Provide an analysis of priority approaches to ethnoculture as a psychological and pedagogical phenomenon;

2. Identify the specifics of the forms of ethnoculture of preschool children;

3. Study the educational and developmental functions of didactic games;

4. Conduct an experimental study on the formation of the ethnoculture of preschool children through didactic games.

There will be social comfort in society if the need for one’s native language and culture is satisfied. Ethnoculture - from the words “ethnos”, which means “people”, and culture (lat.) is a set of material and spiritual values ​​created by human society and characterizing a certain level of development of society, distinguishes between material and spiritual culture: in a narrower sense, the term “culture” belong to the sphere of people's spiritual life.

Currently great attention began to focus on education folk traditions, dissemination of the ideas of ethnopedagogy, introducing children to the treasures of folk cultures with the aim of revival, preservation and development inexhaustible source the wisdom and historical experience of the people, the formation of the national self-awareness of children and youth - worthy representatives of their ethnic group, bearers of their national culture.

Public education is public education. Throughout history, man has been and remains the object and subject of education.

The experience of education accumulated over centuries, combined with empirical knowledge tested in practice, forms the core of folk pedagogy. It should, however, be taken into account that the pedagogical view of the people, formed without professional pedagogical training, on the basis of only empirical knowledge, was to a certain extent spontaneous in nature.

The process of upbringing itself, everyday pedagogical contact with children, was not always conscious. Under these conditions, what is striking is the people’s ability to select, bit by bit, all that is best, reasonable, and appropriate. the people's ideal in raising a real person.

Satisfaction of a particular need occurs in the process of activity. The development of a child is non-linear and simultaneously in all directions.

Non-linearly due to various reasons, but largely due to the child’s lack or lack of knowledge and skills in the relevant area of ​​self-improvement. The purposeful activity of the educator, which can be organized systematically, will help you feel and understand the importance of observing ethical rules and determining your moral position.

Need directs this activity, literally looking for opportunities (objects and methods) for its satisfaction. It is in these processes of satisfying needs that the appropriation of activity experience occurs - socialization, self-development of the individual. Self-development processes occur spontaneously, spontaneously (accidentally). And self-education is the second, internal part of the process - the child’s subjective mental activity; it occurs at the intrapersonal level and represents the perception, certain processing and appropriation by the individual of external influences.

In preschool age, it is necessary to organize such a dominant in the formation of the foundations of socialization in the formation and development of the child’s personality. And at the moment, in our opinion, the ethnocultural education of preschool children will be dominant, since a teacher, an adult, who has missed this moment in education, will become in adulthood a person who has no beginnings, no basis for his nature.

We need to teach youth about culture interethnic relations, relying on knowledge, showing wisdom and tact, and in this folk pedagogy can provide invaluable assistance, everything progressive, advanced in folk pedagogy crosses its national borders, becomes the property of other nations, thereby the pedagogical treasures of each nation are increasingly enriched by creations that acquire an international character.

Therefore, already from early age we need to lay the foundations ethnocultural education in the formation and development of the child’s personality.

SOCIAL EDUCATION OF PRESCHOOL CHILDREN

Social education of a preschooler is based on data from psychological research in the aspect of the cultural-historical theory of L.S. Vygotsky, on the basis of which, the origin of human consciousness is connected with his social nature. Consciousness is impossible outside of society. The specifically human path of ontogenesis consists in the assimilation of socio-historical experience in the process of training and education - socially developed ways of transmitting human experience. “The social situation of development,” writes L.S. Vygotsky, is nothing other than a system of relationships between a child of this age and social reality"

The social aspect of education was proposed by psychologist A.N. Leontyev, who believed that a person is born with a certain innate organization of species behavior. But this hereditary organization is not decisive in mental development human, since the decisive role in it is played by the appropriation by an individual of the historical experience of people, the most important part of which is their socially developed psychological characteristics, objectified in material and spiritual culture. Mental abilities that are formed in people in the process of their historical development are crystallized and consolidated not in bodily, morphological and inherited formations, but in inorganic form - in cultural products. Thus, according to Leontiev A.N. education is a means social organization appropriation by an individual of historically developed abilities, modes of behavior, and culture.

According to D.B. Elkonin, the essence of social education is that a child, with the help of adults and in interaction with them, masters all human ways of satisfying his organic and spiritual needs, necessary for him in a particular age period. Having carried out an in-depth analysis of the origin of children's games and toys, the scientist proved the social nature of the game, which helps the child enter society.

E.V. Goncharova notes in her research that social education is based on artistic perception the world of a child, and its reproduction in terms of play.

The way to introduce children to social reality, according to N.A. Vetlugina, lies through the development of aesthetic feelings? when perceiving beauty through the immediate environment: nature, everyday life, art, culture, environment, various means of expression.

In the studies of E.A. Bogatyreva noted that children’s knowledge of the social values ​​of the world around them occurs through various types of children’s activities.

D.B. Zaporozhets notes the role of the child’s cooperation with the people around him in his assimilation of the achievements of social experience, mastery of moral norms and rules of behavior.

M.I. Lisina noted that socialization is inseparable from the development of a child’s communication with peers and adults.

In the works of T.A. Repina shows that the kindergarten group acts as an important socializing agent that contributes to the development of social behavior and the formation of the child’s personality.

According to T.V. Antonova, social education in preschool age is the formation of the child’s social competence as a basic characteristic of the individual, reflecting achievements in the development of relationships with other people. In the process of cooperation, the adult helps the child in mastering the cultural and historical experience of communication, where the leading socializing role belongs to the teacher-educator.

E.I. Tikheyeva notes that one of the indicators of the social education of a preschool child is the native language - the basis for the formation of national identity, the most important condition for introducing a child to the cultural values ​​of society.

A.G. Arushanova believes that the social education of a child is carried out in three directions: the formation of ideas about the world around him (the world of things and people) and about himself; mastering the language and the rules of operating it; formation of communication.

V.A. Petrovsky noted that the social education of preschool children is facilitated by the construction of a developmental environment in children's institutions, based on specific regional features culture, arts and crafts with folklore elements historically associated with this region. This contributes to the formation in children of ideas about their “small homeland” and a feeling of love for it.

Researchers R.M. Egorova and R.I. Kulichenko developed the concept of the activities of a preschool institution as an open socio-pedagogical system in a microsociety in order to facilitate the implementation of social education of preschoolers. Maximum “linking” of the pedagogical activities of preschool educational institutions to the conditions of the regional society contributes to the creation in it educational potential by interacting with social institutions environment.

E.S. Babunova notes that the social education of a child is, first of all, the upbringing of a child in a family. The educational influence of adult family members contributes to the preservation of traditions and customs in the family, helping children to realize their role as heirs national values, introducing children to their spiritual roots.

In the study by O.V. Dybina-Artamonova considers social education as a child’s mastery of the objective environment, which carries knowledge about the products of an adult’s creative activity and gives impetus to mastering the “world of objects”, which is of great importance for the development of the child’s motivational and personal sphere, creative attitude to the objective world. The child’s need for play activity is satisfied through different types of toys (conventional, realistic, substitute objects), the need for labor activity- through tools. Natural needs - through items necessary for life: dishes, furniture, clothing, shoes, personal hygiene items, etc. Musical instruments, paintings, books, folk arts and crafts, etc. - all this helps to satisfy the spiritual and intellectual needs of the child. Thus, the scientist comes to the conclusion that the objective world performs an informative, emotional and regulatory function, which creates conditions for the formation in children of an idea of ​​objects as products of the creative activity of adults, an understanding of the “person-object” connection and knowledge of social reality.

V.A. Petrovsky, the essence of the social education of a preschooler according to the personality-oriented approach is entering the natural world, the world of objects of human culture, and introducing significant others (family) to the world.

“Rainbow” program (T.N. Doronova and others) for preschool educational institutions social aspect education is emphasized in the sections: “A child learns about the world”, “Visual activities”, “Development of musicality”.

The Development program (L.A. Wenger and others) is aimed at a personality-oriented model of education. The basis of social education is the relationship of cooperation and partnership between adults and children.

The task of social education is noted in the “Childhood” program (V.I. Loginova and others) in the social and personal development of the child. This work is reflected in the sections: “We develop through play, learn about the world, communicate,” “Surrounding objects and the child,” “The child discovers the natural world.” The entire content of the program is united around four main blocks: “Cognition” - mastering the surrounding world in a variety of accessible ways; " Humane treatment" - orients children towards friendly, caring, caring attitude to the world; “Creation” - helps children master various methods of activity: work, play, art, etc.; " Healthy image life" - creating conditions for full physical and mental health child in kindergarten. The program reflects the sensory-emotional side of a child’s life, and much attention is paid to raising a child in the world of people and objects.

In the basic development program for preschoolers “Origins” (authors T.I. Alieva, T.V. Antonova, E.P. Arnautova, etc.) a section “Social development” is presented. As the basis for social development, the authors of the program consider the child’s communication with adults (parents and teachers in kindergarten and family) and peers, which takes on unique forms at each age stage. Communication and various children's activities act as the main condition for the child to assimilate moral, universal values, national traditions, citizenship, love for his family and Motherland. The section “Knowledge of the surrounding world” is based on the child’s knowledge of the past and present of his homeland through the formation of his sense of belonging to a certain culture, respect for the cultures of other peoples and involvement in the events taking place in the city, country, world.

Partial program “I am a Man” is a program for introducing a child to the social world (author S.A. Kozlova). The goal of the program is to help the teacher reveal to the child the world around him, to form his idea of ​​himself as a representative of the human race; about people, their feelings, actions, various activities; on the basis of cognition, develop a creative, free personality with a feeling self-esteem and respect for people. The program includes four large sections: “What I know about myself”, “Who are adults”, “Man is a creator”, “The Earth is our common home”.

In general, the program is aimed at consistently introducing the child into the social world, where much depends on the nature of the social experience accumulated by the child, on the gender of the child, and on the characteristics of the development of the emotional and cognitive spheres.

The “Children of Man” program (R.I. Bobysheva, E.P. Bobrysheva, T.G. Oleshkevich, etc.) defines the goal of social education, which is the formation of a holistic, humane personality, focused on the reproduction of the values ​​of universal and national culture in creative life.

The “Together” program (Rybak E.V.) aims to provide practical assistance to children in social adaptation. A number of tasks are put forward to help the child master the sociocultural environment: to develop a sense of self-confidence in children; create opportunities for the child to have full contacts with the outside world; teach to demonstrate skills and knowledge of universal norms and rules of communication, etc. In class and outside of class, it is proposed to create conditions that would help the child more fully master the surrounding reality. Moreover, many types of activities of a preschooler are related to the exploration of the world through art.

The cultural-ecological program “Semitsvetik” for preschool children (Ashikov V.I., Ashikova S.G.) reveals the essence of social education, according to the authors, through the disclosure and development of the perception of Beauty. Beauty is seen by the authors in three main forms: Beauty in Nature, Beauty in man-made works of human genius - in Art, and, finally, Beauty in Man himself, his spiritual and emotional world, in one of his highest manifestations - asceticism and heroism in the name of the common good .

In the work of the authors E.M. Torshilova and T.V. Morozova "Development aesthetic abilities children 3-7 years old,” the authors put forward two trends: the adoption and development of the content of social norms of behavior that need to be instilled in the child as “the values ​​of a person of the world” and to determine ways of education in this direction.

Social education in the program of L.G. Savenkova " art and environment" includes acquaintance with traditional life, object environment, folk arts and crafts, which involves addressing different types folk art(song, spoken word, dance, theater, etc.). Interesting descriptions of the morals and customs of the people, their rituals and holidays, the nature of the organization of housing, the uniqueness of folk characteristics in the development of the adjacent space, the natural environment - forests, fields, mountains, water and air space.

The program “The World around us and the Museum” (T.N. Pankratova and T.V. Chumalova) social education can be traced across all proposed topics. This is a mention of “home”, its understanding as a form of organization of the environment in which the life of a family with its traditions arises and develops. Both the surrounding nature and its “cultivation” by man. The topic “My Genealogy” tells children about family heirlooms and things that reflect the history of the family and its traditions. Theme dedicated to folk crafts and others.

In the United States, the socialization of children begins at an early age. George Herbert Mead and Ross Snyder believe that the main way to help a child in his development and socialization is to understand his personal existence.

American scientist June McPhee, author of one of the comprehensive programs of which the social education of children is part. Considers the socialization of preschool children through art classes, and not so much through the perception of works of art, but through the child’s own creative practice.

In the Japanese system of social education, the priority is the creation of a cultural space from the birth of a child. According to Inui Takashi, in the social education of children, the leading role of the teacher is to create and organize an environment for natural development and raising a child. The leading direction is to understand the specific features of the Japanese worldview, due to a completely different centuries-old Eastern cultural tradition from the European one.

The Waldorf school of R. Steiner proposes to use the influence of the social environment on the formation of a child’s free personality. In the programs of Waldorf pedagogy in social education, the emphasis is on the education of universal human values ​​(truth, goodness, beauty, freedom, etc.). Children alternately draw, listen to stories about nature and the seasons, and study the world around them and their native land. Local history is one of the leading subjects of the Waldorf school. The social development of children is visible through emotional perception through artistic subjects: music, dance, drawing, modeling, etc. The world of language and the living word are considered by teachers of the Waldorf school as one of the methods of education, development of the ability to joy, compassion, empathy, which are based on socially significant values.

The most widespread in the practice of modern preschool education in Germany is the model of the kindergarten as an open social and pedagogical system. Its orientation is everyday social reality. Turning to the microenvironment leads to an understanding of the kindergarten as an “open life world”, in varied exposure to which the child develops his business and social qualities, learns “autonomous organization” own life" It is characterized by the ideas of open planning, learning based on real life connections, the unity of free play and learning of children, the multi-age organization of children's lives in kindergarten, a close connection with the neighborhood, treating parents as employees, and a new professional understanding of the role of the educator.

The child's social-emotional development program “I-YOU-WE” was developed by Dutch specialists for children from 4 to 10 years old and is aimed at developing their emotional sphere and the formation of healthy and adequate behavior in society.

Thus, the social education of preschool children has been considered throughout the existence of preschool pedagogy. The directions of social education of preschool children in different scientific studies have different priorities. The basis is taken as a sociocultural, cultural approach, artistic and creative activity, the foundations of family pedagogy and other aspects of social education.

Within the framework of our research, it will be considered a priority to form the child’s personality in the family and society, in the interaction of all elements of the educational space of both preschool educational institutions and the immediate social environment, through interaction with social institutions. Using the example of mastering the traditions of preschool educational institutions and the cultural and historical space of the region, expressed in the creative activities of children.

Table 1

Criteria for social development of preschool children	Indicators of the elementary level of social development of children with moderate mental retardation	Indicators of the initial level of social development of children with moderate mental retardation	Indicators of the initial level of social development of children with moderate mental retardation
Form of communication between a child and an adult	Emotional-personal form of communication (+-)	Situational business with elements of emotional and personal communication (+-)	Situational business form of communication (+-)
Means of communication between a child and an adult	Expressive-facial (+-)	Expressive-facial and object-active (prevail) (+-)	Subject-based with elements of speech means of communication (+-)
The child’s self-image development	Responds to own name (+-)	Responds to his own name, points to himself with his hand (+-)	Responds to his own name, recognizes his reflection in the mirror, in photographs; highlights parts of its body (+-)
Formation of ideas about other people	Selects a close adult (mother, grandmother, etc.) from the people around him (+-)	Selects a close adult and addresses him (+-)	Addresses a close adult, a peer, an unfamiliar adult
Formation of ideas about the surrounding world, adequacy of the use of environmental objects	Shows interest in toys, objects and actions with them suggested by the teacher (+-)	Fixes the gaze on a toy, an object being played out by the teacher (+-)	Manipulates with toys and objects; performs object and object-game actions with a toy (+-)
Ways to assimilate social experience	The child’s readiness to act together with an adult (+-)	Availability of joint actions (+-)	Imitating the actions of an adult, having a pointing gesture (+-)
Adequacy of behavior in everyday life	Adequate behavior in new situation only with close adults (+-)	Adequate behavior in a new situation only in collaboration with another adult (teacher) in the presence of parents (+-)	Adequate behavior in a new situation in activities organized by an adult (parent or teacher) (+-)
Formation of social and everyday skills	Does not possess neatness and household skills (+-)	Does not have the skill of neatness; performs some household skills (+-)	Does not have the skill of neatness; performs household, cultural and hygienic skills (+-)

Appendix 8

Basic sign-symbolic means used by children

Preschool age, and indicators of their formation

In preschool children with moderate mental retardation

table 2

Sign-symbolic means	Indicators of the elementary level of social development of children	Indicators of the initial level of social development of children	Indicators of the initial level of social development of children
Gestures	There is a grasping action (+-)	Holds an item (+-)	There is a pointing gesture (gestures of farewell, greeting; requests or DR-N+-)
Speech	Partially understands the addressed speech in a specific situation (+-)	Partially understands spoken speech in a specific situation; uses individual sounds, babbling words (+-)	Partially understands spoken speech, uses words, simple phrases (+-)
Drawing	There are manipulative actions with a pencil (without orientation on a sheet of paper) (+-)	There is interest in the picture (+-)	Random scribbling with a pencil on a sheet of paper (+-)

Appendix 9

An example of an individual program for the education, training and development of a preschool child with moderate mental retardation

Lena K. (4 years 2 months)

1. Conditions of education Health: maintain the child’s health and follow a strict daily routine. Subject development environment.

The child should have two sets of toys and aids: the first for everyday game(doll, cubes, cars, sets of dishes, soft toys, etc.); the second set for training, this set is given to the child only for classes with an adult:

for story games: wooden set “Builder” (cubes, cones and other modules of various shapes and sizes); a set of children's dishes (different from the set for everyday play); children's furniture items; sets of vegetables and fruits; children's scales for playing shop; a set of machines of different sizes (3-4 pcs.);

for games that develop cognitive activity: middle pyramid (5 rings); 4 pyramids of different colors (4 rings); matryoshka - 5 places (medium); “Seguin board” - you can different types(with shapes, colors, object pictures, images of animals, etc.); fabrics different textures and colors: silk, flannel, flannel, large corduroy, velvet, nylon, faux fur, wool (coarse);

for the formation of play activities and productive activities: dolls with clothes; soft toys - bear, hare, squirrel, cars (large, small), etc.;

for drawing: easel, finger paints, set of crayons, colored pencils, brushes (large and medium); a set of paper (you can use wallpaper);

for sculpting: plasticine (dough, clay), board for work, stack;

for application: scissors, a set of colored paper, pencil glue;

for games that develop fine motor skills: beads, jars with bulk material (peas, lentils, beans, etc.);

for speech development: sets of subject pictures (vegetables, fruits, clothes, animals, etc.), lotto, story pictures, books with children's poems (for example, A. Barto);

to develop self-care skills: towel, sets (one for the doll, the other for Lena) - comb, brush, toothbrush, mirror; tableware items - spoon, cup, plate (for a doll), various types of children's clothing with different fasteners: buttons, snaps, Velcro, zippers.

General requirements: All adults must comply with the same requirements for Lena's education.

Social development

The objectives of this section are aimed at developing in the girl socially accepted norms of behavior in everyday life and in the classroom (listening to an adult, carefully performing actions related to self-care skills; saying hello when meeting (shake hands) with an adult, looking into the eyes, saying goodbye with a “bye” gesture) ; use a napkin while eating, hold a spoon correctly, etc.; listen to an adult during activities and games, do not spin around in your chair, do not grab toys or aids without permission, etc.).

Tasks

Continue to form Lena’s emotional reaction to the affectionate address of a familiar adult to her.

Establish positive emotional connections with adults (exercises and games: “Look at me”, “Blink your eyes”, games - “Peek-a-boo”, “Blow a breeze”).

Learn to respond to your name.

Form a positive emotional response to the appearance of close adults. Games - “Give me a pen”, “Hide your eyes”, “Blow on a ball”, “Trita-carcass - three-ta-ta” (rhythmic bodily shaking), “Blow, blow, breeze”, “Swing” (joint swinging of the arms from side to side, accompanied by the words “kach-kach”), “Clock” (joint rocking back and forth, accompanied by the words “tick-tock” with a change of two rhythms); imitation game “Clap-clap, you’re a little palm” (clap the child’s palm on yours, and vice versa).

To teach understanding and reproduction of the pointing gesture with the hand and forefinger

finger, point to parts of the body and face; certain objects (show where the eyes, mouth, nose, hands are; “where is the watch?”, “where is the light?”, “where is the cat?”, “where is the dog?”).

Encourage them to eat from a spoon, drink from a cup, and chew solid food.

Develop a positive attitude towards performing cultural and hygienic skills (washing, etc.).

Strengthen ideas about yourself, learn to say your name, gender (“I am a girl”, “I am Lena”); point at yourself with your hand and say: “I am Lena!”

Form Lena’s ideas about her body and face parts, their purpose, clarify her idea of ​​​​the purposes of the mouth and nose.

Form ideas about your desires and needs: “I’m thirsty,” “I’m tired, I want to sleep,” “I don’t want to drink,” “I want to play,” etc.

Draw Lena’s attention to other people’s requests: “Anya wants to play with a doll,” “Mania wants to play ball with you,” “Mom is tired, she wants to sleep,” etc.

Continue to develop ways of interacting with other adults: say hello, ask questions when meeting, ask “How are you?”, “What’s your name?” “Who are you?”, “Let’s play”, etc.

Physical development

This section is aimed at developing basic motor skills in the girl:

Conduct games to develop the skills of catching, holding, and throwing a ball at a target (in the direction of an adult);

Learn to climb up and down stairs independently;

Jump on a trampoline;

Learn to jump over a “stream, ditch”;

Learn to crawl on a bench, crawl on a carpet to a certain goal;

Learn to walk on toes and heels;

Learn to ride a bike;

Continue learning to swim.

4. Development of cognitive activity
ness

Sensory education:

Form orientation on the bike
rank, shape, color, holistic perception
items.

Size:

Learn by word and tactilely highlight
one or two items in size: large -
small, then medium and smallest
cue, etc. At the same time, the question is asked: which
object in hand - large or small
etc.

Form:

Learn to identify a ball, cube, brick, roof (one or two objects out of two or three) and name them by word, answer questions;

Learn to use the trial method when solving sensory problems:

lower various shapes into the slots;

distinguish different forms from others: “collect all the bricks for the path”; “let's build towers”, “choose all the roofs”;

learn to take different shapes out of a bag according to the word (balls, cubes, bricks, roofs);

teach by word to take out objects from a bag that are different in shape, material, size (houses, Christmas trees, hats, ribbons, sponges, brushes, etc.).

Color:

Learn to identify primary colors (first yellow, then red, green, blue);

Learn to name colors in relation to different objects: the sun is yellow, the chicken is yellow, etc. For example, teach to find an object and comment: this is a chicken, it is yellow, which chicken?

Holistic perception:

Learn to assemble prefabricated games
Rushki from 2-4 parts (typewriter, pyramids
ku, matryoshka, etc.).

Tactile-motor perception:

To form an orientation towards the properties and qualities of objects through tactile perception: (hard - soft, cold - warm, prickly - smooth, light - heavy; iron, wood, fabric, fur, silk, etc.);

Learn to distinguish by touch objects and food products (vegetables, fruits) of different shapes: “What did (the child’s name) take - an apple or a carrot?”, “What lies there - an orange or a carrot?” etc.;

Learn by word to get objects out of
bag or from your hands: “get the cold one,”
“get a soft toy”, “get a hard toy”
blowing a toy" (choice of two), etc. and you
pick up toys by word (choose from
two or three): “take the ring”, “take
fish”, “take a duck”, etc.

Auditory perception:

Learning to navigate by sound in a familiar space: what sounds? (bell, drum, etc.);

Distinguish between animals and birds by onomatopoeia: “Who is screaming?” (lamb, pig, cuckoo, crow, sparrow), choose the appropriate toy (picture).

Formation of visually effective thinking:

Attach Lena's gun actions
viya (use a spoon for its intended purpose,
stick, string, etc.).

Formation of quantitative ideas:

Learn to distinguish the meaning of words empty- full; use these words in speech;

Learn to highlight one, two, many objects from the group by imitation, model;

Correlate the number 1,2 with the number of fingers, answer the question How many?;

Learn to find a given number of homogeneous objects one, two, many in the environment;

Learn to compose a set of objects equal in quantity, to correlate with each object of one group only one object of another group, using the techniques of application and pairing; understand the expression as much as...(For example: “How many Christmas trees, so many mushrooms”; “How many trailers, so many nesting dolls”; where there is more, where there is less);

Learn to compare the numbers of sets perceived by different analyzers, without recalculating within two (for example, clap your hands as many times as there are nesting dolls on the table; teach Lena to make only one clap in front of each object).

Getting to know your surroundings:

- introduce toys and objects
home furniture and its purpose;

Learn to recognize familiar furniture in other rooms; introduce utensils;

Learn to highlight by word: toys, furniture, dishes, etc.;

Fix the names of individual items in general groups: toys, furniture, dishes, etc. Learn to call these groups in one word - toys, furniture, etc.;

Form ideas about natural phenomena: autumn - the leaves are yellow, red, they are falling, it is raining - it has become cold, you put on a hat, jacket; snow falls - it’s cold, you put on a fur coat, hat, scarf; and etc.

Formation of activities

IN During classes, all exercises must be performed together with the child in a position behind the back, then next to or opposite (see Appendix 11).

Teach Lena to examine objects, while her hands should be in the hands of an adult.

Tasks

Learn to perform object-based and object-game actions (all actions are accompanied by comments from an adult):

Take and hold toys in hand;

Transfer from one hand to another;

Throw and collect balls (chestnuts) into a basin;

Fill up the toys and look for them in bulk material (lentils, peas, beans are used);

Remove the rings from the pyramid;

Develop correlative actions (together): string pyramid rings onto a rod (from 3 to 5 rings);

Cover pots and boxes with lids;

Spoon lentils (peas) from one vessel to another;

Develop small, precise movements of the fingers: lower the beans into a transparent bottle; "play the piano; "call on the phone; turn on the light bulb;

Perform object-game actions with toys: bear - “top-top”; bunny - “jump-jump”; little train - “too-too”; and etc.;

String beads on a stick or rope;

Catch balls (heavy ones) in a basin of water.

Speech development

Development of understanding of addressed speech:

Learn to perform actions according to words
Noah instructions: “Where is mom? Here she is!",
“Where are the eyes? Here they are!”, “Where are the pens? Here
they, clap-clap!”, game of “okay”; give
doll, cup, spoon, etc.

Formation of active speech:

Sing funny, calm songs with onomatopoeia, read poetry, looking at the child and the toy;

Learn to blow - on a candle, on a pipe, on a butterfly, etc. Massage of the face and articulatory apparatus is also carried out;

To form a subject vocabulary in the girl (ball, doll, cube, etc.) and introduce the names of new words in the process of subject and subject-game actions: Misha, Dasha, Petya, Anya, stop, catch, don’t fall, dance, sing, walk , drink, here, there, so, etc.;

Learn to express your needs in a simple phrase (2-3 words) specific situation: “Auntie, give me something to drink”, “Kolya, let’s go to the ball”, “let’s go for a walk”, “let’s go to bed”;

Learn to pronounce elementary phrases, paying attention to the endings of words (work on a verb dictionary): “Let's play”, “We will draw”, “We will build”, “We are preparing dinner”, “Lena was drawing”, “Lala (the doll) woke up” , “Raise Lala”, etc.;

Enrich your vocabulary by including new nouns, verbs, adjectives, and numerals;

Learn to coordinate a noun with a verb and an adjective;

Learn to use (reflectively and independently) nouns in various cases;

Introduce familiar properties and qualities of objects into active speech (for example: “The ball is round, rubber; the scarf is long, soft; tangerine is sweet, juicy);

To form in Lena the need to express her desires in speech: “What are we going to do - sculpt or draw?” “I want to draw”; “What will we play - lotto or dominoes?”; “Who came?”, “Who arrived?”, “Who’s going there?”, “What’s the name of this girl?” etc.);

Learn to reflect in speech the results of observations in nature and in everyday life (“Where was Lena? - Walking on the street”; “What did you see there?”

l a? “It’s cold there, there’s a lot of snow”; “Who did you walk with? Who did you see?");

Learn to perform certain actions when reciting nursery rhymes, poems, counting rhymes to adults, learn finger games with speech accompaniment with Lena;

Learn to answer simple questions adult to demonstrate objects and pictures: “What is this? “This is home”; "What is this? - This is a ball,” etc.;

Learn to answer the teacher’s questions, describe actions by demonstrating them and by pictures depicting the actions (constructing a phrase of two or three words, for example: “What is the girl doing? - The girl is riding. The girl is riding a bicycle”; “What is the boy doing? - The boy draws. The boy draws a picture”; “The bird is sitting in the nest”, “The fish swims in the water”, “The boy goes to school”, etc.;

Learn, together with an adult, using illustrations, to tell familiar fairy tales: “Who Said Meow,” “Kolobok,” “Teremok,” “Three Bears,” and participate in the dramatization of these fairy tales;

Encourage the girl to ask questions on her own: “Auntie, what is this?”, “What’s in your bag? ", "What's in your bag? " etc.

7. Formation of gaming activities:

Learn to play a chain of games
main actions (2-3 actions): feeding,
bathing the doll, putting the doll to sleep;
construction games- load the cubes,
unloading, building, etc.

8. Formation of productive species
activities

Intact to form a child’s interest in productive activities. Modeling:

Learn to divide plasticine into 2 parts; roll out the plasticine with straight, circular movements, flatten the plasticine;

Learn to sculpt together (“Baranki”, “Kolobok”, etc.).

Drawing:

To arouse interest in drawing: an adult, together with a child, draws simple elements - straight lines, circular lines, various visual means(paints, felt-tip pens, pencils), depicting: a ball, “It’s snowing,” “There are needles on the Christmas tree,” paths, etc.;

Encourage independent drawing.

Design:

Learn to build together using
speech instructions, crafts from two or three
details (table, chair, turret, path, behind
boron, etc.).

An adult plays with the buildings.

Part 2

Related information.

Tasmila Butaeva
Social development of children in preschool educational institutions

The social development of preschool children in preschool educational institutions is becoming one of the pressing problems of pedagogy. Parents and teachers are concerned about what needs to be done to ensure that the child entering this world becomes confident, happy, smart, kind and successful. It depends on how the child adapts to the human world, whether he can find his place in life and realize his life potential.

When entering a preschool environment, a child develops life experience: he becomes familiar with age-related norms of behavior, learns to get out of difficult situations in certain ways, learns the boundaries of what is permitted, learns to influence others, has fun, gets to know the world, himself and those around him, acquires skills of independence and affirmation of his social “I”.

In addition, the child learns gender identity - largely thanks to other children.

At the same time, the children's community creates a “psychological shelter” for each child, i.e. protection from the adverse influences of the adult world and performs a cultural preservation function, forms life experience, promotes knowledge of the world, oneself and the people around them. Forms the image of a schoolchild who has a range of important responsibilities and rights, who occupies a different, special position in society, which is expressed in the child’s attitude to school, educational activities, teachers, and himself.

Therefore, adults are required to have special pedagogical tact, respect and acceptance of the child, and the creation of a favorable environment. Excessive directiveness, over-organization and pickiness of a teacher can “kill the wonderful childishness”...

The main tasks of social development of preschool children have the following content:

formation of knowledge, skills and habits of interaction with the environment

creating conditions for the child to acquire such qualities as independence, activity, and social confidence.

To solve these problems, various forms of work are used:

traditional, during which there is an acquaintance with the phenomena of social life and the subject environment;

creation of a subject environment;

working with parents.

How to develop a child's sense of responsibility

Advice from a social educator.

Responsibility is not given to a person from birth. Being responsible means making your own decisions and recognizing the need for action. Discipline and responsibility are different but interrelated qualities of the human personality. Without discipline there is no responsibility. Discipline implies “learning.” In essence, this is training in correct, effective life activities. Children need to be taught to be disciplined and responsible.

Components of responsibility

1. Understanding the task - knowing what needs to be done.

For example, we say: “clean up your room.” And the child solves this problem in his own way. To be clear, parent and child need to clean the child's room together.

2. To agree with the task, the child must have a choice.

Offer your child an alternative more often: “Will you collect the toys or sort out the books on the table?” “Will you help me vacuum or will you wipe the dust?”

If there is a choice, then a sense of responsibility will manifest itself in practice.

3. The ability to independently motivate your actions.

To do this, you can use praise, and as you grow older, teach “delayed” rewards, develop a bonus system, etc.

Conditions for developing a sense of responsibility

Developing responsibility is a long process. Parents should allow the child to be independent and help him develop his abilities. And to be independent means to make choices of your own free will, make your own decisions and be responsible for them.

When teaching responsibility in children, take into account the fact that each child is unique. You must determine what is most important and acceptable to him.

For this:

understand the nature of your claims, define your goals;

take into account age characteristics child;

take character traits into account;

evaluate the child’s experience, do not ask what he was not taught.

Publications on the topic:

Social partnership between the preschool educational institution and the surrounding community For preschool educational institutions in modern conditions development of our society is assigned very responsible social tasks.

Social partnership as one of the conditions for the formation of ideas about the native land among preschool children Municipal preschool educational institution kindergarten No. 8 “Zvezdochka”, Kondopoga, Republic of Karelia Festival of teachers.

Social development of children of primary preschool age based on folklore works Folklore (the term was first introduced into scientific use in 1846 by the English scientist William Toms) is defined as artistic creativity.

Social partnership between the preschool educational institution and the surrounding community“Interaction with society as a resource for the implementation of the Federal State Educational Standard for preschool education” Modern tendencies development of the education system in Russia.

Description of work experience “Social education of children with disabilities” Description of work experience