Card file of problem situations for children of senior preschool age. Pedagogical advice for educators “Use of problem situations in classes with preschool children

To contribute to increasing the level of professional knowledge among teachers on the use of problem situations in the organization of direct educational activities

1. Reveal the essence of using problem situations in organizing the educational process;

2. Teach how to use problem-based learning methods using the example of problem situations;

3. To arouse among the participants of the master class an interest in the technology of problem-based learning and a desire to use it in their activities.

4. Develop the creative activity of the teaching staff.

Equipment: Saucer, glasses, spoons, bowl, cereal - peas, chips.

1. Dear colleagues!

In the Federal state requirements for the structure of the basic general education program preschool education one of points 3.5. the planned results of children's mastering the Basic General Education Program of preschool education are described; these are the integrative qualities of a child that he can acquire as a result of mastering the Program, i.e., a portrait of a kindergarten graduate.

Here are some of them:

Curious, active. He is interested in the new, unknown in the world around him (the world of objects and things, in the world of relationships and his inner world). Asks questions to adults, likes to experiment. Able to act independently (in Everyday life, V various types children's activities). If you have any difficulties, seek help from an adult. Takes a lively and interested part in educational process;

Capable of solving intellectual and personal problems (problems appropriate to age. The child can apply independently acquired knowledge and methods of activity to solve new problems (problems posed by both adults and himself; regardless of the situation, he can transform ways of solving problems (problems). The child is able to propose his own idea and translate it into a building, drawing, story, etc.

The question arises:

"How to raise a child today as a human being tomorrow? What knowledge should I give him on the road? "

Understanding this issue should occur through awareness of a dramatically changed social order: yesterday a performer was needed, and today a creative person with an active life position, with his own logical thinking.

The main element, the structural unit of key competence is skill, i.e., a method of performing actions mastered by a child, provided by the totality of acquired knowledge. It makes it possible to perform actions not only in familiar, but also in changed conditions. In my opinion, problem-based learning technology, aimed primarily at ensuring that the child independently obtains knowledge and learns to independently apply it in solving new cognitive problems, allows such skills to be effectively developed.

Rubenstein S.L. said that “Thinking usually begins with a problem or question, with a contradiction. The problem situation determines the involvement of the individual in the thinking process. There are unknown, seemingly unfilled places in the problem. To fill them, to transform the unknown into the known, appropriate knowledge and methods of activity are required, which a person initially lacks.”

So what is the problem?

A problem is a real difficulty on the way to achieving and performing any activity. A problematic situation is a state of mental difficulty in children caused by the insufficiency of their previously acquired knowledge and methods of activity to solve a cognitive task, task or educational problem. In other words, a problem situation is a situation in which a subject wants to solve problems that are difficult for him, but he lacks data and must look for it himself.

A problematic situation in its psychological structure has not only an objective-substantive, but also a motivational, personal side (the interests of the child, his desires, needs, opportunities, etc.).

What didactic objectives are pursued by the creation of problematic situations in the educational process of preschoolers? You can point to the following:

attract the child’s attention, arouse his cognitive interest and other motives for mental activity;

put him before such a cognitive difficulty, the continuation of which would intensify mental activity;

help him identify the main problem in a cognitive task, question, task and outline a plan for finding ways out of the difficulty;

encourage the child to actively search, experimental activities;

help him identify and indicate the direction of searching for the most rational way out of a difficult situation.

Characteristic signs of a problematic educational situation:

A state of intellectual difficulty arises;

A contradictory situation arises;

There is an awareness of what the child knows and can do, and what he needs to learn to solve the problem.

There are four levels of learning problems:

1) the teacher himself poses the problem (task) and solves it himself with active listening and discussion by the children.

2) the teacher poses a problem, the children independently or under his guidance find a solution. The teacher directs the child to independently search for solutions (partial search method).

3) the child poses the problem himself, the teacher helps to solve it. The child develops the ability to independently formulate a problem.

4) the child poses the problem himself and solves it himself. The teacher does not even point out the problem: the child must see it on his own, and having seen it, formulate and explore the possibilities and ways of solving it.

Techniques, methods and means of creating a problem situation:

bring children to a contradiction and invite them to find a way to resolve it themselves;

presentation of different points of view on the same issue;

encouraging children to make comparisons, generalizations, conclusions from the situation, comparison of facts;

asking specific questions (for generalization, justification, specification, logic of reasoning);

formulation of problematic tasks.

Stages of the problem solving process

situations:

1) searching for means of analyzing the conditions of the problem using leading questions with the updating of previous knowledge: “what do we need to remember to solve our question?”, “what can we use from what we know to solve the problem?”

2) the process of solving a problem. It consists in the discovery of new, previously unknown connections and relationships between the elements of the problem, i.e. putting forward hypotheses, searching for a key, an idea for a solution. The child looks for solutions “in external conditions”, in various sources of knowledge.

3) proof and testing of the hypothesis, implementation of the ideas of the solution found. This means performing some operations related to practical activities.

The teacher does not seek to convince the child and impose new knowledge (this is the fundamental difference between problem-based learning).

He listens carefully to all objections

Encourages independent judgment and active discussion, which is very important: listens to all the children’s assumptions, thanks them for their active participation and gradually leads them to the thought “What can be done to make sure of this?”

2. GCD fragment

The teacher shows me a bowl of peas and asks: “How can I find out how many peas are there?” Most often, children offer to weigh. “That’s right,” says the teacher, “but I don’t have scales. How else can you find out? There is a glass, cup, spoon and saucer on the table. I point to them: “Maybe these items will help us?” Most likely, children will say that you can measure peas with a glass, cup, or spoon.

I explain: “I’ll show you how to do it. Let's try measuring peas with a glass. But first we need to agree on how we will pour it.” I show that the glass can be filled halfway, to the brim, with a “heap”. Children choose one of the options, for example full to the brim. I show this glass of peas and say: “This is our measure - a glass full to the brim. Today, when we measure, we must make sure that the glass is full to the brim, because we agreed so.”

Then I pour the peas from the glass into an empty bowl or plate, preferably transparent. And in order not to lose count, I suggest that children, every time we pour peas out of a glass, put down objects for memory.

After all the peas are measured, I ask if it is possible to find out how many full cups of peas were in the bowl. Children offer to count the objects that they put aside when measuring. After counting them, it turns out that there are five glasses in the bowl.

To demonstrate the measurement, it is best to use transparent dishes so that you can see how the amount of peas (water) decreases in one container and increases in another.

Before measuring, I draw the children’s attention to the fact that it is necessary to agree on the completeness of the measure, i.e. its fullness. I emphasize that you can choose any filling (up to a strip, with a “heap”, half a glass). Once the completeness of the measure has been determined (we have agreed on how we will fill the glass or spoon), this condition must be strictly followed.

“Today in class we agreed to pour half a glass. Half a glass is our measure; we took half a glass as a unit of measurement. When measuring, we can only pour this way.” (I demonstrate the completeness of the measure and attach a ribbon that will allow the completeness of the measure to be observed.)

To prevent children from getting the wrong idea that cereals (or liquids) can only be measured with a glass, I show the children other objects: a cup, a saucer, a spoon - and suggest they try measuring with these measures.

3. Simulation

Dear colleagues! And now I suggest you come up with problem situations Topic: “Transport” (For example, animals in Africa ask Aibolit for help, but Aibolit doesn’t know how to get to them)

Topic: “Houses”, “Properties of Materials”

(The piglets want to build a strong house to hide from the wolf and do not know what material to make it from.)

Topic: “Mushrooms” (Dunno calls the children into the forest to pick mushrooms, but does not know which mushrooms are edible and which are not.)

5.Conclusion

Dear colleagues, I showed you the organization of problem-based learning through solving problem situations with older children preschool age.

Problem-based learning is aimed at developing preschoolers’ thinking and communication skills in children, so this technology is based on children’s communication with each other and with adults.

Advantages of problem-based learning:

The teacher is an equal partner;

Children are independent and proactive;

Children themselves discover new knowledge and ways of acting;

Children discuss the problem, find ways to solve it;

Children negotiate and communicate

The use of problem-based learning contributes to the realization of children's need for cognition, as well as the formation of communication skills in preschoolers.

Upon completion of the master class, participants receive booklets and reminders.

Solving problem situations

Situations of interaction between an adult and a child can be resolved in both conflict and non-conflict ways. Which of them can be considered constructive in a particular situation? Let's find out now.

(The material for modeling parental behavior can be the parents’ own experience, options for problem situations prepared by the teacher (Appendix 3).)

Let's play out the stated situation, while we will explain the motives of the child's behavior and correlate them with the appropriateness of the methods chosen by the parents to respond to it.

(In each situation, you should analyze the opinions “for” and “against”; propose a model of parental behavior in this situation; determine the model that can be considered a role model in raising children.

This part of the meeting can also be carried out in the form of an exercise “What to do if...” or “Pedagogical kitchen”.)

V. Summing up the meeting

At the end of our meeting, I would like to introduce you to the parable of the inverted stone. One wandering seeker of truth saw a large stone on which was written: “Turn over and read.” He turned it over with difficulty and read on the other side: “Why are you looking for new knowledge if you don’t pay attention to what you already know?”

This parable is perfectly suited to today's conversation about our children. Often the problems are in their behavior, their difficulties are in ourselves: in our dictatorship and connivance, in our lies and double-dealing, in our selfishness and selfishness. It is necessary to look at the problem through the eyes of a child, and then the military actions that you are waging with the child will cease to be necessary, and peace will reign in the soul.

The most correct answer to the most difficult question will always be associated with awareness parental love to the child. The most important words that you need to say to your child today are: “I love you, we are close, we are together, and we will overcome everything.”

“Loving a child does not mean possessing him or living next to him, but rather feeling, guessing what he needs, and trusting him. Trust is always associated with risk. But education based on trust will bring disproportionately more positive results and joy for both children and parents" (A. Gavrilova).

We have prepared reminders for you with useful tips, which will help you in family education.

(As a decision of the meeting, parents are given reminders (Appendix 4).)

Reflection

(Parents are asked to rate the result of the meeting on a five-point scale: usefulness of the meeting; relevance of the situations discussed; atmosphere of the meeting.)

Exercise “Wishes”

(Participants stand in a circle and, passing each other a symbolic object (for example, a lit candle), complete the sentences: “I wish for myself...”, “I wish for you...”)

For the crisis to pass safely, love your child.

Loved you for no reason

For being a grandson, for being a son,

For being a baby, for growing up,

Because he looks like mom and dad.

And this love until the end of your days

It will remain your main support.

V. Berestov

Annex 1. Round table

(Sample questions for discussion.)

- What is characteristic of a child of the fourth year of life?

First of all, physical development, rapid growth. Children 3-4 years old have a great need for movement, and sometimes parents complain about their excessive activity. Children find it difficult to sit still; it is easier for them to do something than to do nothing.

- What qualities are characteristic of primary preschool children?
age?

Young children are impulsive. Their feelings prevail over reason; they often act under the influence of momentary feelings and desires, which is why they so often violate the rules of behavior.

Children are sincere and spontaneous; it is difficult for them to keep secrets. They can say unnecessary things to strangers, so adults are not recommended to talk in the presence of children about what they would like to hide from others. For example, a mother shows her child a gift for his grandmother and says that it is a secret. The child, as soon as he sees his grandmother, declares joyfully: “Grandma, we have a gift for you, only it’s a secret!”

What quality of the child is manifested in this situation?
Children of the fourth year of life are inquisitive; they ask many questions to adults.

What questions do your children ask?

How do you answer them?

What do your children like to do at home?

Do you watch children play?

At this age, the ability to act independently increases. Children love to play, draw, sculpt, design, and listen to fairy tales.

Tips for parents

You need to give your child a place convenient for playing.

How do you understand the expression “difficult child”?

Make a verbal portrait of a difficult child.

(Parents name characteristic words, the teacher writes them on a piece of whatman paper.)

What could be the cause of a child's behavior problems?
(What reasons lead to the fact that a child becomes
"difficult"?)

Unite in mini-groups and make a list of reasons why children violate norms of behavior.

(Parents work for 5 minutes.)

How to resolve the expression of growing up without conflict?

Have you probably noticed your children’s desire for independence and the emergence of new interests? If yes, then how do they manifest themselves? What is your child's favorite phrase?

Appendix 2. “Seven-star symptoms” characteristic of a child’s behavior during a crisis period of 3 years

1. Negativism. This is not just a reluctance to follow some instructions from an adult, not just disobedience, but a desire to do the opposite, not to obey in any way the will of an adult. For example, a boy loves to ride a bicycle. He is always allowed, but today they say: “Go ride.” But he answers: “I won’t go.” The fact is that he detected commanding notes in his mother’s voice. Children not only protest at every step against what they consider to be excessive care, but also deliberately do what they are forbidden to do.

2. Stubbornness. This is “a reaction of a child when he insists on something not because he really wants it, but because he demanded it, that he wanted it so much” (L. Vygotsky), i.e. this is “a reaction not to proposal, but your own decision" | L/. Ermolaeva). For example, a child, when he has already woken up, his mother asks get out of bed, but for a long time he does not agree to get up, although he has long been tired of lying in bed or wants to play with toys. However, the child declares: “I said I won’t get up, so I won’t get up!”

3. Obstinacy. This is constant dissatisfaction with everything that an adult offers. The child does not like anything that he did before; he seems to deny the lifestyle that he developed before he was three years old.

4. Self-will. The child wants to do everything himself, even if he doesn’t know how, and fights for his independence.

5. Protest is a rebellion against others. It manifests itself in the fact that the child’s entire behavior is of a protesting nature, as if he is in a state of severe conflict with all people, constantly quarrels with them, and behaves very aggressively.

6. The child’s devaluation of the personality of loved ones. The child’s old attachments to things, to people, to rules of behavior are devalued.

7. Despotic suppression of others. The whole family must satisfy every desire of the little tyrant, in otherwise Hysterics and tears await her. The child wants to become the master of the situation.

Thus...

• 
  The crisis of 3 years is “a rebellion against authoritarian upbringing, it is a protest of a child demanding independence, having outgrown the norms and forms of guardianship that developed at an early age.”
• 
  The child’s independence and activity increase, the child’s attitude towards both his own “I” and other people around him changes, and the process of the child’s emancipation continues.
• 
  The manifestation of these symptoms can result in internal and external conflicts, neurotic manifestations (enuresis, night terrors, stuttering, etc.).
• 
  The crisis of 3 years is primarily a “crisis social relations child, it occurs along the axis of restructuring the social relationships of the child’s personality and the people around him.”
• 
  The crisis is acute only if adults do not notice or do not want to notice the child’s desire for independence, when they try at all costs to maintain the same type of relationship,
  suits them when they restrain the child’s independence and activity. If adults react to the changes occurring in the child, if they replace the authoritarian style of interaction with the child, overprotection with partner communication with him, provide him with independence (within reasonable limits), conflicts between them and communication difficulties may not arise or they will be temporary, transitory nature.

Appendix 3. Variants of problem situations

How would you, dear parents, act in the following situation?

1. Three-year-old Natasha fills the apartment with loud screams: “I want to go outside! Walk again! I want to jump over a rope!” She clings to her coat, trying to prevent it from being taken off, and does not hear her mother’s entreaties that it is time for dinner and bed, that all the children have also gone home. The girl throws herself on the floor with a squeal, kicking her feet.

It seemed that mom was about to lose patience, but she restrained herself, went into the room, tightly closed the door behind her, and Natasha remained in the hallway. Soon the screaming stops. But as soon as mom opens the door, the screams resume with a vengeance. Mom returns to the room again and watches her daughter through the slightly open door. She, despite her excitement, in turn watches her mother: why doesn’t she pick up her Natusya? Why doesn't he persuade? Why doesn't he pay attention to her at all? The screams fade away.

Mom says in a calm tone, as if reasoning out loud:

Now I'll clean up the hallway. It's dirty there, the dust hasn't been wiped off yet today.

Hearing this, Natasha immediately sits down: after all, she is wearing a new dress, which she put on for the first time! Still sobbing, she asks through tears:

Can the dress be washed?

Mom is calmly silent, continuing to pretend that she is busy with two things. Natasha again:

Can it be washed?

Can. Only after washing it will no longer be new and so beautiful,” my mother says calmly.

Natasha hastily gets up from the floor, brushes herself off and, looking at the dress, runs to her mother:

With them...

That's right! Let's change our dress, wash our hands and face
and we'll have lunch. It is time.

Issues for discussion

How can you evaluate a child's behavior?

Many parents say in such cases: nervous child, and begin to console and persuade him in every possible way. Are they doing the right thing?

What would you do in a similar case?

Analyze the methods used in raising a child in the situation described. What is their pedagogical value?

Give examples of such manifestations in your child (if they happened). What techniques pedagogical impact did you use it?
2. Mother came to playground with their two children - four-year-old Sasha and two-year-old Igor. Here Sasha poured a pile of sand and calls his mother to look at the “volcano”; the mother only glances in the direction of her son for a second. Sasha goes to his brother and pours sand from his bucket, which falls
in the baby's eyes. He starts to cry. Mother sternly scolds
the eldest son, grabs him by the hand and pulls him aside.

Exercise. Suggest your way of parental behavior in this situation.

3. An angry child noisily slams the door of his room in front of his mother (father), shouting irritably: “Go away, you are bad (bad)!”

Exercise. React to your child's behavior as you see fit.

4. All the toys the child played with were left scattered on the floor. You feel your dissatisfaction and irritation intensifying.

Exercise. Depict your usual reaction and the most constructive one, in your opinion (perhaps it will be the same thing).

5. The scowling child resentfully reprimands his mother: “Yes, mommy, you say that you love me, but you don’t allow me to do what I want...” Tears appear in the baby’s eyes, he is about to burst into tears from resentment.

Exercise. Describe your reaction in this situation.

6. The girl Tanya says during lunch: “I don’t want soup.” She constantly expresses her dissatisfaction with her grandmother that the soup is warm, “there is foam in it,” etc. The grandmother follows her lead: she offers other dishes, tries to interest her granddaughter, tells a fairy tale, etc. - everything is useless. The girl was left hungry, so she cannot fall asleep after lunch, gets overtired, and poisons the evening for herself and the adults.

Issues for discussion

1What manifests itself more in this situation—stubbornness or caprice? Justify your answer.

2.What are the reasons for this child’s behavior?

3.Have you ever had similar situations?

4.How did you get out of them?

Appendix 4. Reminders for parents

How should parents of a child behave during a 3-year-old crisis?

1. By who the crisis of a 3-year-old child is “directed” towards, one can judge his affections. As a rule, the mother is at the center of events. And the main responsibility for the correct way out of this crisis rests with her.

2.Remember that the baby suffers from the crisis himself. But the crisis of 3 years is an important stage in mental development child, marking the transition to a new stage of childhood. Therefore, if you see that your pet has changed very dramatically, and not in better side, try to work out the right line behavior, become more flexible in educational activities, expand the rights and responsibilities of the baby and, within reason, give him more independence so that he can enjoy it. Know that the child does not just disagree with you, he tests your character and finds weak points in it in order to influence them while asserting his independence. He double-checks several times a day whether what you forbid him is really prohibited. And if there is even the slightest opportunity, then the child achieves his goal not from you, but from dad, grandparents. Don't be angry with him for this. After all, we have taught him that any of his desires is like an order. And suddenly for some reason something is impossible, something is forbidden, something is denied to him. We have changed the system of requirements, and it is difficult for a child to understand why. And he tells you “no” in retaliation. Don't be offended by him for this. After all, this is your usual word when you raise him. And he, considering himself independent, imitates you. Therefore, when the baby’s desires far exceed real possibilities, find a way out role-playing game, which from the age of 3 becomes the child’s leading activity. For example, your child does not want to eat (even though he is hungry). Don't beg him. Set the table and place a bear on the chair. Pretend that the bear has come for lunch and is asking the baby, like an adult, to try to see if the soup is too hot and, if possible, to feed him. The big child sits down next to the toy and, unnoticed by himself, while playing with the bear, eats his lunch completely. At 3 years old, a child’s self-confidence is flattered if you call him personally on the phone, send letters from another city, ask for his advice, etc.

For normal development It is desirable during the crisis of 3 years for the child to feel that all the adults in the house know that it is not a baby with them, but an equal comrade and friend.

How parents of a child should NOT behave during a 3-year-old crisis

1. There is no need to constantly scold and punish your child for all manifestations of his independence that are unpleasant for you.

2. Don’t say “yes” when a firm “no” is needed.

3. There is no need to try to smooth out the crisis by any means, remembering that in the future the child’s sense of responsibility may increase.

4. There is no need to accustom your child to easy victories, giving him a reason for self-praise, because then any defeat will become a tragedy for him. And at the same time, do not emphasize your strength and superiority over him, opposing him in everything - this will later lead either to indifference to everything, or to different types veiled revenge on the sly.

How to love your child

Rule one. Be able to listen to your child always and everywhere, giving yourself over to this listening entirely and completely, without interrupting the child, without brushing him off like an annoying fly, showing patience and tact.

Rule two. Be able to speak to your child the way you would like to be spoken to, showing gentleness and respect, excluding edifying, rudeness and rudeness.

Rule three. Punish without humiliating, but preserving the child’s dignity, instilling hope for correction.

Rule four. Success in parenting can only be achieved when parents are role models every day.

Rule five. Admit your mistakes, ask for forgiveness for wrong actions and deeds, be fair in assessing yourself and others.

Appendix No. 5

Pedagogical run " Healthy image life - in every family"

Target: Increasing the level of pedagogical literacy of parents in organizing a health-saving lifestyle for preschool children.

The meeting is led by 2 teachers.

Presenter 1: (slide 1) Good evening, Dear friends and dear guests! Today we are holding a meeting, which we dedicate to one of important topics our days - Healthy lifestyle!

Human health is the main value in life. You can't buy it for any money! (slide 2)

Being sick, you will not be able to make your dreams come true, you will not be able to devote your strength to overcoming life’s challenges, you will not be able to be fully realized in your life. modern world, and also you will not be able to raise your children healthy and cheerful . (slide 3)

Therefore, our meeting today will be held under the motto “We are for a healthy lifestyle!” ( slide 1)

Presenter 2: Attention! Attention! We are very glad to meet you. (slide 4)

And only today, and only now, will parents remember their childhood and will be not only spectators, but also participants in our game “A healthy lifestyle is the key to longevity.”

Presenter 1: (slide 5) A person is born into the world to create, to dare. And to leave a mark in life...

Presenter 2: A person is born into the world….. For what? Everyone is looking for their own answer!

Presenter 1: Man is also nature. There is a sunset and a sunrise in his life...

Presenter 2: The problem is in the 21st century - how to save people on earth?

Presenter 1: If you don’t have health, money can’t buy it, but you can greatly strengthen it in the gym. ( Slides 6, 7, 8)

(Warm-up. Exercises. Conducted by the supervisor physical culture)

Presenter 2: And now we will try to prove to each other and to ourselves that “It’s great to be healthy.”

There are 2 teams participating in the game, we welcome the participants: team...BOGATYRI... (slide 9)

Motto: “When we are united, we are invincible.”

Team...HEALIES... (slide 10) Motto: “Don’t be discouraged, go through everything and find out everything.”

Our competition will be monitored by a strict jury consisting of....... (slides 11,12,13)

Head of kindergarten……………

Senior teacher……………..

Physical education instructor………………….

Nurse …………………………………

We will reveal six secrets,

Carrying out all the secrets,

We will live without diseases

Presenter 1: And so, let's start the game: block 1 “Health”.( slides 14,15,16,17,18)

In the morning you harden yourself,

Douse yourself with cold water.
You will always be healthy.
There is no need for unnecessary words here.

Teams are given cards with unfinished proverbs about health. Task: complete the proverbs.

Cleanliness – (key to health)

Health is more valuable (gold)

To live cleanly - (to be healthy)

Health is fine – (thanks to exercise)

If you want to be healthy - (temper yourself)

In a healthy body healthy mind) (slide 19)

Presenter 2: Block 2 “Healthy eating” (slides 20-25)

It takes a lot of effort to look healthy.

Exercise more often, sleep and eat right.
Eat vegetables and fruits, they have so many vitamins.
What is good for health and necessary for strength.
Don't forget about parsley, it will only decorate the dish.
What will you tell your girlfriend if you suddenly feel bad?
Who will help the body, is it really medicine?
Only healthy eating- that's what you need.

Assignment: you need to determine which food products contain vitamins A, B, C, D - we offer you pictures of food products that need to be put into bags. (slides 26-29)

Presenter 1: Block 3 “Sports”. (slides 30-32)

To develop successfully

Need to play sports
From physical education
You will have a slim figure

Crossword. Riddles about sports are asked to each team in turn; a representative from the team fills out a crossword puzzle.

1. Get up earlier in the morning Jump, run, do push-ups, For health, for order People all need... (Charging) 2. He always watches the field, It was a fair game! (Judge) 3. Do you want to break the record? This will help you... (Sports) 4. He is with you and with me Walked in steppe stitches. A hiking friend behind your back On straps with fasteners. (Backpack)

5. The mesh is tightly stretched, The goalkeeper is standing nearby, What kind of place is this? Where is the blow directed? (Gates) 6. On a clear morning along the road Dew glistens on the grass. Feet are moving along the road And two wheels run. The riddle has an answer: This is my... (Bicycle) 7. Who will catch up with me on the ice? We're running a race And it’s not the horses that carry me, And the shiny ones... (Skates) 8. To become a great athlete, There is a lot to know. will help you there's skill here And, of course... (training)

The key word is HEALTH! (slide 40,41)

Block 4 medical

The block is scored 1 point per correct answer. Each team is asked a question in turn. (slide43)

1. Is cough familiar to Eskimos? (no, there are no bacilli in the Arctic Circle)

2.Who brother cough? (runny nose)

3.Is shyness a disease? (No)

4. The disease of dirty hands. (dysentery, hepatitis (jaundice), tuberculosis, gastrointestinal diseases)

5.What diseases are hidden in a sip of water from a river or lake? (cholera, dysentery, hepatitis, helminths)

6.How to avoid sunstroke? (wear a hat, drink plenty of fluids, spend less time in the sun)

7.Notes that only a pharmacist can understand. (recipe)

8. Conversational doctor (speech therapist)

9. Aibolit's specialty. (vet)

10. Whose blood pressure is always high? (hypertensive)

Presenter 1: (slide44, 45,46) Game "Black Box". The box contains a hygiene item that is very useful to us. Each team names hygiene items, without repeating, in turn, and then let’s see who managed to guess the item, that team receives an additional 2 points.

Presenter 2: (slide47) Block 5 practical “Playing with children”

The block is graded using a 3-point system.

Task: Remember the outdoor games that you play with your children or played in childhood and you need to play one of them. Name the game and the rules.

Presenter 1: (slides 48-52) Unit 6 practical " Ambulance green pharmacy."

Green pharmacy.

Everything is at your fingertips here.
Live card index:
Chamomile, clover, sweet clover,
And horsetail and strawberries,
And tansy and nettle,
Wormwood, oregano, vetch,
Birch, linden, willow...
Growing near the garden
Thyme, fireweed and mint...
Volga nature
So rich in gifts.
For pain and colds,
For nerves and aches -
From all sorts of ailments
We'll select something here.

Let's brew on a rainy day

Tea collected with love.
And the grass has a wonderful spirit
Will give strength and health.

We invite each team to brew tea from herbs. Give it a name, describe the recipe, explain why it is useful.

Summing up the game. (video recording of children)

Presenter 2:(slide 53, 54,55) A man was born, stood on his feet and walked!

I made friends with the wind and the sun so that I could breathe well!

Presenter 1: He accustomed himself to order; he got up early in the morning.

He vigorously did exercises and took a cold shower.

Presenter 2: Every day he ran, jumped, swam a lot, played ball,

He gained strength for life, and he did not whine or get sick.

Presenter 1: Get up early in the morning, take a cool shower,

Get some exercise and eat some porridge and butter!

In modern conditions, a person is required not only to possess knowledge, but also to be able to obtain this knowledge himself, and therefore the use of problem-based learning becomes promising. How often do we encounter the constraint of children's thinking, the desire to think according to ready-made schemes, and to receive these schemes from an adult. Children are afraid to make mistakes when performing a particular task.

We hypothesized that the use of problem-based learning in working with preschoolers will have a positive effect on the development of children's creative thinking, cognitive skills and abilities. Rubinstein S.L.: “Thinking usually begins with a problem or question, with a contradiction. This problematic situation determines the involvement of the individual in the thinking process. There are unknown, seemingly unfilled places in the problem. To fill them, to transform the unknown into the known, appropriate knowledge and methods of activity are required, which a person initially lacks.”

A problematic situation is a state of mental difficulty in children caused by the insufficiency of their previously acquired knowledge and methods of activity to solve a cognitive task, task or educational problem. In other words, a problem situation is a situation in which a subject wants to solve problems that are difficult for him, but he lacks data and must look for it himself.

Characteristic signs of problem-based learning:

• a state of intellectual difficulty arises;
• a contradictory situation arises;
• there is an awareness of what the child knows and can do and what he needs to learn to solve the problem;
• a problematic situation can arise at the stage of solving a problem, and sometimes at the very beginning of the solution.

A problematic situation does not always become a problem for a child. We can talk about this phenomenon only if children have shown interest in this problem. It depends on the skill of the teacher whether the children will be interested in new material, presented as a problem, or not. The goal of the teacher is to encourage the child to search the right decision the problem posed.

There are four levels of learning problems:

1. The teacher himself poses the problem (task) and solves it himself with active listening and discussion by the children.
2. The teacher poses a problem, the children independently or under his guidance find a solution. The teacher directs the child to independently search for solutions (partial search method).
3. The child poses a problem, the teacher helps to solve it. The child develops the ability to independently formulate a problem.
4. The child poses the problem himself and solves it himself. The teacher does not even point out the problem: the child must see it on his own, and when he sees it, formulate and explore the possibilities and ways to solve it. (Research method)

As a result, the ability to independently analyze a problem situation and independently find the correct answer is developed.

In one case, the teacher can conduct the search himself with the help of the children. Having posed the problem, the teacher reveals the way to solve it, reasons with the children, makes assumptions, discusses them with the children.

In another case, the role of the teacher may be minimal - he gives children the opportunity to completely independently look for ways to solve problems.

The teaching method associated with children’s independent search and discovery of certain truths is called problem-heuristic methods.

Solving problem situations in the classroom has become widespread in working with children in our group.

The problem situation is created by the teacher using certain techniques, methods and means. When creating and solving problem situations, we use the following: methodological techniques:

– we bring children to a contradiction and invite them to find a way to resolve it themselves;
– we present different points of view on the same issue;
– we encourage children to make comparisons, generalizations, conclusions from the situation, and compare facts;
– we pose specific questions (for generalization, justification, specification, logic of reasoning), heuristic questions;
– we identify problematic theoretical and practical tasks (for example, research);
– we pose problematic tasks.

The first stage of the problem solving process is the search for means of analyzing the conditions of the problem, updating previous knowledge and methods of action using leading questions: “What do we need to remember to solve our question?”, “What can we use from what we know to find the unknown?” A.M. Matyushkin, - this stage is characterized by the confusion of the child, who has exhausted all known ways to solve the problem and has not found the right way. There comes a rejection of known solutions.

At the second stage, the process of solving the problem occurs. It consists of discovering new, previously unknown connections and relationships between elements of the problem, i.e. putting forward hypotheses, searching for a “key”, ideas for a solution. At the second stage of the solution, the child searches “in external conditions”, in various sources of knowledge.

The third stage of solving a problem is proving and testing the hypothesis, implementing the solution found. In practice, this means performing certain operations related to practical activities, performing calculations, and building a system of evidence to justify a decision.

In an effort to maintain children's interest in new topic, we are creating a new problematic situation. By creating problematic situations, we encourage children to put forward hypotheses, draw conclusions, and teach them not to be afraid to make mistakes. According to A.M. Matyushkin, the fear of making a mistake fetters the child’s initiative in posing and solving intellectual problems. “Afraid of making a mistake, he will not solve the problem himself - he will strive to get help from an all-knowing adult.” It is very important that the child gets a taste for receiving new, unexpected information about the objects and phenomena around him.

Lesson on speech development using problem-based learning technology

Subject:"Familiar Stranger"

Program content:

• Continue to teach children to come up with riddles with elements of description, comparison and description.
• Introduce children to a new way of word formation in the process of solving a problem situation.
• To consolidate children's knowledge of word formation methods: by adding a noun with a noun, using augmentative, diminutive, diminutive suffixes.
• Exercise in the selection of definitions, synonyms, in the coordination of adjectives and nouns, develop interest in the etymology of the word.
• Develop intonation expressiveness of speech.

PROGRESS OF THE CLASS

A chest is brought into the group.

Educator:

– Do you want to know what’s in the chest? We need to come up with a clear saying:

Chok-chok-chok-open... (chest)

The chest opens and the children discover autumn leaves.

- Guys, autumn left autumn leaves as a reminder of itself. What are they? (Multi-colored, motley, crimson...)
– What else has autumn pleased us with? (Beauty, leaf fall, vegetables, fruits, mushrooms, i.e. harvest).
“Guys, there’s still something in the chest.” This letter. Who wrote this letter to us? Let's open it and read it: “Hello, guys! I want to tell you a story. One day the boys Misha and Kostya went to the forest and found a lot of mushrooms in the birch forest. Misha picked a mushroom and was delighted: “What a find! How many birch mushrooms!”
“No, this is a birch tree,” said Kostya. The boys began to argue which of them was right. Misha claims that he is right, that the mushroom is called “birch”. And Kostya says that he is right, that the mushroom should be called “birch tree”. They argued and argued that they even quarreled. They still didn’t understand which of them was right, what exactly and correctly this mushroom is called. Maybe you can figure this story out?
Your old friend is the Sorceress Autumn.”

Heuristic questions:

- Guys, what did you hear now?
– When did this story happen? Where?
– What did the boys name the same mushroom? (Birch, birch)
– What happened between the boys? Why? (They have a problem: they don’t know the name of the mushroom)
– Can we help them? Will we be able to reconcile them?
– How can we solve the problem that has arisen between Misha and Kostya?
- How to do this, in what way? (You need to find out the exact and correct name of the mushroom that grows in the birch forest).
- Let's look into this problem and help the boys. After all, the problem of boys is now our problem.
– First, let's look at the diagram.
– What do we know about the formation of words?
– How are words formed?
- From what word can we form the word we need - the name of a mushroom if it grows in a birch forest?
Search: (scheme is used)

– Let’s talk about what this mushroom is more accurately and correctly called.
– Have you ever thought about where mushrooms got their names from?
– It turns out that chanterelles look like a sister chanterelle, and saffron milk caps got their name because both the cap and the stem of this mushroom are bright red.
Honey fungus got its name because it grows on stumps and the word “honey agaric” was formed from the word “stump”, “stump”.

Finger gymnastics “This finger”

This finger went into the forest
This finger found a mushroom
I began to clean this finger,
This finger began to fry,
This finger ate everything
That's why I got fat.

- Now let's get back to our mushroom.
– Where does the mushroom grow in relation to the birch? (Show picture)
- Near the birch, near the birch, under the birch.

– What word can we form using the particle “about” and the word? (Okoloberezovik)
Similarly: uberezovik, boletus.
- Guys, we made a discovery - it turns out that words can still be formed using particles in front of the word. You and I are discoverers.
– We got three names for the mushroom. Which one is correct? Who can tell us? How can we know? (Adults, vocabulary)

Dictionary check: boletus.

“The mushroom that grows under the birch tree is boletus. The boletus tree is similar to the “slender” birch tree, like the white-trunked birch tree. They say about him: “This fungus is the son of a birch tree.” The trunk of the beautiful birch is decorated with black dots, and the boletus has a white leg painted with dark scales.” (Show picture)
- Guys, did we help the boys? Have we solved their problem?
“We will definitely inform them of our decision.”

Physical education session with elements of relaxation

Calm, quiet music is turned on.

– Friendship not only in our group, but also among plants is also highly valued.
For example, mushrooms and trees are very friendly with each other. Let's imagine ourselves as little boletus mushrooms that are about to appear under the birch trees. A warm ray fell to the ground and warmed the small mushroom. A mushroom basks in the sun, exposing first one side, then the other. And from a small mushroom a beautiful, proud boletus grew, looking like an open umbrella.

Purely speaking:

Shu-shu-shu -
I rustle the leaves.
Su-su-su -
There are mushrooms in the forest under the leaves.

Game "Magic Paths"

Exercise: Clap your hands once if you hear words that match the word “boletus” and twice if you hear words that
suitable for the word "birch".

- What boletus?
-What birch tree?

Exercise: Write a sentence using these words.

(Under a slender, white-trunked birch tree grows a tasty, healthy, appetizing boletus)

– Do you like to solve riddles?
-Who comes up with them?
– Do you want to come up with a riddle about the boletus?
– Let’s remember what words we came up with for the word “boletus.”
-What is he like?
– Where does it grow?
– What special does he have?
-What does it look like?
– Let’s make a riddle with the negation “but not”:

What is this? (Boletus mushroom)

Lesson summary

IN The teacher and the children place their new discovery in the discovery corner.

Larisa Shishatskaya
Solving problem situations as a method of increasing cognitive activity child

Modern children live in the era of information civilization and new computer technologies. The development of the ability to think independently is of particular value today and is especially important for teachers. question: “How to raise a child today? What knowledge should I give him on the road?” Understanding this issue should occur through the realization that today we need a creative person with active life position, with his own logical thinking. Therefore, it is necessary to “teach a child to doubt.” The child must be taught to doubt the truth of knowledge and the means of obtaining it. A child may hear and not remember, or he may observe, compare, ask, make a suggestion.

Remember the famous Chinese saying:

What I heard, I forgot.

I remember what I saw.

What I did, I KNOW.

Everything is assimilated firmly and for a long time when the child hears, sees and does it himself.

Completing any task requires targeted efforts from the child, which must be developed and formed long before school. Since the success of learning is determined not by the stock of concepts acquired by children in the preschool period (knowledge of letters, ability to read, count, etc.), but by the level of development of mental operations, the child’s experience of independent problem resolution.

IN practice we use various methods for increasing children's cognitive activity: problematic issues, educational games, etc., but not always created search situation, not given the opportunity to open up to kid, and children remain passive observers, therefore, there is a need to use solutions to problem situations.

Usage problem situations in working with preschoolers has a positive effect on development creative thinking, And increasing the child’s cognitive activity.

Rubenstein S.L. said: “Thinking usually begins with problem or question, with contradictions. Problem situation the involvement of the individual in the thought process is determined. IN there are unknowns to the problem, as if unfilled places. To fill them, to transform the unknown into the known, appropriate knowledge and methods of activity are needed, which a person initially lacks.”

Problem situation- a state of mental difficulty in children caused by the insufficiency of their previously acquired knowledge and methods of activity for solving a cognitive problem, assignments or educational Problems. In other words, a problem situation is a situation like this, in which the subject wants to solve problems that are difficult for him, but he lacks data and must look for it himself.

A problematic situation arises when a teacher deliberately confronts children’s life ideas (or the level they have reached) With scientific facts, which they cannot explain, arises difficulty: lack of knowledge, life experience.

Already encounters with difficulty, the impossibility of completing the proposed task using existing knowledge and methods gives rise to the need for new knowledge. This need is the main condition for the emergence problematic situation and one of its main components.

Each new knowledge reveals little-known aspects to the child cognizable object, arouses interest in a question, a guess. Activity thinking and the preschooler’s interest in the issue being studied arises in problematic situation, even the teacher poses the problem. Such situations are created by the teacher using certain techniques, methods and means. When creating and solving problem situations we apply the following methodological techniques:

– we bring children to a contradiction and invite them to find a way to solve it themselves

permissions;

– we present different points of view on the same issue;

– we encourage children to make comparisons, generalizations, conclusions from situations,

compare facts;

– we pose specific questions (for generalization, justification, specification, logic of reasoning, heuristic questions;

– we define problematic theoretical and practical tasks(For example,

research);

- we put problematic tasks.

Sometimes you can make a mistake - let the children notice the mistake and correct it. Important

instill in children an interest in other people's opinions. And don't forget about joke: she

activates thought, puzzles children. Unexpected entertaining tricks awaken them to think. Especially, such techniques are needed for children with insufficient working capacity. (restless): they mobilize their attention and volitional efforts.

The first stage of the process problem solving considered a search for analysis tools Problems with updating previous knowledge and methods actions: “What do we need to remember for solution to our issue?» , “What can we use that we know to find the unknown?” A. M. Matyushkin, - this stage is characterized by the confusion of the child, who has exhausted all the methods known to him problem solving and not finding the right way. Known methods are abandoned solutions.

At the second stage the process takes place problem solving. It consists in the discovery of new, previously unknown connections and relationships of elements Problems, i.e. putting forward hypotheses, searching "key", ideas solutions. At the second stage the child is looking for solutions"in external conditions", in various sources of knowledge.

Third stage problem solving– proof and testing of the hypothesis, implementation of what was found solutions. Practically this means performing some operations related to practical activities, with performing calculations, with building a system of evidence justifying solution.

Let's give an example: How to bring water to sieve? To do this, the teacher organizes a series of experiments with water, demonstrating how it turns into steam or ice. Children conclude that in the form of ice, water cannot pour out of the container. Problem situation can be used at the beginning of a lesson as a question or in the middle.

In an effort to maintain children's interest in a new topic, we create problematic situation. Creating problematic situations, we encourage children to put forward hypotheses, draw conclusions, teach them not to be afraid to make mistakes, because the fear of making a mistake fetters the child’s initiative in setting up and solving intellectual problems. Afraid of making a mistake, he will not solve the problem himself. problem– he will strive to get help from an all-knowing adult. It is very important that the child gets a taste for receiving new, unexpected information about the objects and phenomena around him.

Publications on the topic:

Experimentation in project activities as a method of developing independence and cognitive activity Message from work experience: “Experimenting in project activities as a method for developing independence and cognitive activity.”

Card index of game problem situations“Your friend is sad. How can I get him back? good mood? “You had a fight with a friend before your birthday.

Consultation for teachers “Children’s experimentation as a means of increasing cognitive activity in preschoolers” Consultation for teachers " Children's experimentation, as a means of increasing cognitive activity in preschool children.” Tell -.

The issue of developing cognitive activity worries many parents. How can we stimulate cognitive activity?

Methodological recommendations “Organization of problem situations during sensitive moments” Topic: “Mushrooms” Dunno calls the children into the forest to pick mushrooms, but does not know which mushrooms are edible and which are not. Topic: “Transport” Animals of Africa.

OD on cognitive development using problem situations “How to make salt dough” Joint activities on cognitive development using problem situations: “How to do salty dough? Goal: to teach children.

OD on cognitive development using problem situations “The Power of Magic” OD on cognitive development using problem situations “The Power of Magic” Goal: Formation of a subjective position in children through.

Game as a method for developing cognitive activity of older preschool children in the process of experimental activities“Game as a method for developing cognitive activity of older preschoolers in the process of experimental activities” Relevance Today.

Project “Use of problem situations in kindergarten” Prepared by: teacher Maslova N. Yu “Use of problematic situations in kindergarten". The relevance of this problem. In modern.

Development of cognitive activity of a preschool child in the process of experimentation St. Petersburg Academy of Postgraduate Pedagogical Education Institute of Childhood Department of Preschool Education Graduation.

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