The second feature is that in teaching the word should be based on the child’s direct perception of reality, his sensory experience.

Teaching preschoolers should also touch the child’s emotions, evoke emotional attitude, promote children’s activity in acquiring knowledge.

Another feature of teaching children preschool age is that it is organized by an adult and takes place under his direct supervision.

Thus, each type of activity contributes to the process of socialization of the individual in accordance with its specifics and is therefore important both in itself and in conjunction with other types organized into a single pedagogical process.

Topic V. MEANS OF AWARENESSING CHILDREN WITH SOCIAL REALITY

The effectiveness of the process of introducing children to social reality largely depends on what means the teacher uses. Let's consider these tools from the point of view of their diversity, potential for solving pedagogical problems and the specifics of use in working with preschool children.

It is known that in pedagogy there are differences between means of education and means of teaching. When it comes to introducing children to social reality, these two categories - education and training - cannot be considered in isolation from each other, since they are interconnected.

The first, most voluminous and significant means is social reality itself. It is not only an object of study, but also a means that influences the child, nourishes his mind and flyuryj

However, social reality as an objective reality can only be, but is by no means always, a means of educating and teaching preschool children. It becomes such if the subjects, objects, facts, events that the child encounters are understandable to him, accessible, and personally significant for him. For example, one year old child may be in the midst of social events, intense relationships, vivid facts. Is the social world a means of raising a child? Does it have a significant impact on the socialization of the individual? Perhaps, but only through indirect influence, through close people, through their emotional condition. And the actual knowledge of social reality will occur through the child’s actions with objects, through communication directed at him directly. The rest of the world does not seem to exist for a child of this age, and therefore cannot be used as a means of education.

The teacher’s task is to ensure that children receive most of the reliable information from the first two sources, and, if necessary, timely correct the information received from the sources of the third group.

Topic VI. METHODS OF FAMILIARIZING CHILDREN WITH SOCIAL REALITY

The method as a way of transmitting information and influencing the formation of personality has important. It determines the effectiveness of introducing children to social reality. Therefore, the teacher needs to consciously approach the selection of methods, correlating them with the purpose and objectives of education and training.

Remember what a method is as a pedagogical category, how it differs from a pedagogical technique.

IN national pedagogy There are several classifications of methods. Each classification has its own justification, that is, it satisfies the implementation of a specific goal. There are two large groups of methods - education methods and teaching methods. Let's take a closer look at the group of teaching methods, since they are aimed at cognition. These methods, in turn, are classified according to the main sources of transmission and perception of information (A. P. Usova, D. O. Lordkipanidze). And then these are verbal, visual, practical methods.

You can base the classification on the logic of knowledge acquisition (N.A. Danilov), and then these will be inductive and deductive methods.

If the classification is based on types cognitive activity(M.N. Skatkin, I.Ya. Lerner), then these will be reproductive, problem-game, search, and research methods.

What other classifications of methods do you know?

Particular importance must be attached to the classification and selection of knowledge when introducing children to the social world. This is due to the fact that children are not only given knowledge. At the same time, the child develops an attitude towards himself, other people, and events. social life; conditions are created for his active involvement in social reality; The personal significance for a growing person of what is happening around increases. During the learning process, knowledge is clarified, assessments are adjusted and formed, approaches to a generalized system of views and beliefs are developed, i.e. the foundations of worldview and worldview are laid.

for educators

“AWARENESS FOR PRESCHOOL CHILDREN

AGE WITH SOCIAL ACTUALITY"

(senior teacher Revina N.P.)

Iseminar: ACTIVITY AS A CONDITION FOR CHILDREN’S COGNITION

SOCIAL REALITY.
Activity is both a condition and a means that provides the child with the opportunity to learn the world and become part of this world yourself. Activities enable the child to acquire knowledge, express his attitude towards what he has learned, and acquire practical skills for interacting with the outside world. Since each type of activity activates different sides personality, then the educational effect is achieved when used in pedagogical process a set of activities logically related to each other.

Activities, especially joint ones, are a kind of school of re-

giving social experience. Not in words, but in deeds, the child sees and understands

how people interact with each other, what rules and norms make this interaction most favorable. The child has the opportunity, in the process of joint activities with adults and peers, to observe them in natural conditions. Activities enable the child to be independent in understanding the social world.

The activity also provides conditions for the formation of many personal qualities, which characterize the child as a higher, social being.

And finally, the activity serves as a kind of school of feelings. The child learns empathy, experience, masters the ability to express his attitude and reflect it in different accessible forms (age) and products of activity.

An important condition is that the activity must contain

telny. In other words, its content should provide the child with some developmental information and be interesting for him.

Activities that stimulate creativity are also helpful.

Three pedagogical tasks can be identified that are solved through targeted organized activities children:

consolidation of formative assessments, deepening knowledge, nurturing personality traits;

the child’s acquisition of life experience among people of the same age and adults; awareness of the importance and necessity of mastering the norms and rules of interactions and activities;

satisfying the child’s desire for the adult lifestyle and to participate in it.

Taking into account these tasks, all types of activities can be combined into two groups. The first group includes those types of activities that allow the child to “enter” the social world in an imaginary way. The content and motive of such activities are always associated with the realization of the child’s need to do what is in real life not available to him. This activity is the result of cognition, which is carried out during observation, listening, viewing, etc.

The first group includes games and visual activities. The game gives the child accessible ways to model the life around him, which make it possible to master the reality that is inaccessible to him. The play role determines by its content the child’s actions not only in relation to the object, but also in relation to other participants in the game. The role should be full of actions that characterize a positive attitude towards other people, things, events, i.e. it is necessary to be enriched with content that has educational potential. A child’s games reflect the most significant events; from them one can trace what worries society, what ideals are being formed in the younger generation. By reflecting the events of the surrounding world in the game, the child, as it were, becomes a participant in them, gets acquainted with the world, acting actively. He sincerely experiences everything he imagines in the game. It is in the sincerity of the child’s experiences that the power of the educational impact of the game lies.

The creative processing of impressions that a child receives from the surrounding life is facilitated by visual activity. Visual activity becomes a source of manifestation of social emotions, but they are generated not by visual activity as such, but by social reality. From how the child perceived social phenomena What kind of attitude he has towards them will depend on the nature of the image of these phenomena, the choice of color, the arrangement of objects, their relationship, etc.

“Reflection activity” allows the child, with the help of work and fantasy, to get used to the world of adults and get to know it, but it does not give him the opportunity to actually participate in social life.

The second group includes those types of activities that give the child the opportunity to join the world of people in real life. This group includes subject activity, labor, and observations.

Objective activity includes the ability to cognize the immediate environment with the help of the entire group of sensory senses. By manipulating with objects, the child learns about their properties, qualities, and then their purpose and functions, and masters operational actions. At a certain period of a child’s development, object-based activities satisfy his cognitive interests and help him navigate the world around him.

The child’s social experience is enriched by mastering work activities.

The child begins to pay attention to the work actions of adults early.

The child begins to imitate adults not only in play, but also in real life, making attempts to wash, sweep, do laundry, etc.

The value of work activity for the socialization of a child’s personality can be viewed from several perspectives. Firstly, mastering labor skills and work activities allow the child to independently ensure vital functioning. As the child acquires labor skills, he becomes emancipated from the adult and gains a sense of confidence. Secondly, work activity promotes the development of strong-willed qualities, the formation of the ability to make efforts to achieve a goal. Labor activity contributes to the development of creativity not only at the level of imagination, as happens in play, but also at the level of obtaining material results of creativity.

Observation occupies a special place in a child’s knowledge of the social world. Often observation is carried out by children unconsciously. However, a preschooler can also observe events, specific manifestations of a person (his activities, relationships with other people) consciously. Observation enriches children's social experience. Observation stimulates the development of cognitive interests, gives rise to and consolidates social feelings, and prepares the ground for actions.

Communication as an activity takes on a significant burden in the child’s social personality. Communication unites an adult and a child, helps the adult convey social experience to the child, and helps the child accept this experience, which is presented to him in a simplified form, taking into account his level of development. Communication can satisfy a child’s various needs: for emotional closeness with an adult, for his support and evaluation, for cognition, etc.

In preschool age, educational activity begins, which is also important for understanding the social world. In the process of learning in the classroom, a child has the opportunity to acquire knowledge under the guidance of an adult, who organizes the communication of knowledge, monitors its assimilation by children, and makes the necessary correction.

Awareness of assimilation is helped precisely by the fact that the teacher relies on the process of formation educational activities and takes into account the peculiarities of teaching preschool children.

Four characteristic features of teaching preschoolers are identified.

The first feature is teaching with words. Here, the teacher’s speech, its imagery, specificity, and clarity of formulation of thoughts are of great importance.

The second feature is that in teaching the word should be based on the child’s direct perception of reality, his sensory experience.

Teaching preschoolers should also touch the child’s emotions, evoke an emotional attitude, and promote children’s activity in acquiring knowledge.

Another feature of the education of preschool children is that it is organized by an adult and takes place under his direct supervision

IIseminar: MEANS AND METHODS OF FAMILIARIZING CHILDREN WITH SOCIAL REALITY.
The effectiveness of the process of introducing children to social reality largely depends on what means the teacher uses.

The first, most voluminous and significant means is social reality itself. It is not only an object of study, but also a means

acting on the child, feeding his mind and soul.

Not any object of the social world is a means of education, but

only that part of it that can be understood and perceived by a child of a certain age and a certain level of development and subject to adequate methodology.

Therefore, important pedagogical tasks are the analysis and selection from the social environment of such content that carries developmental potential and can become a means of introducing the child to the social world.

The teacher draws up a “social portrait” of the environment in which he is social institution. “Such a social portrait” includes: a description of social objects in the immediate environment (school, store, library, etc.); a list of streets, squares, indicating the names and a brief description of the content of the names, indicating significant dates that will be celebrated by the city this year (city day, Maslenitsa, etc.) and in which children will be able to take part; list of events that will take place in the preschool educational institution and the group (birthday of the preschool, landscaping of the site, etc.)

Then the teacher highlights for each item what is accessible and pedagogically appropriate for children of his age, and puts the corresponding work into the long-term plan.

In addition, the teacher thinks through how, using real life,

You can introduce children to the activities of people and their relationships.

A means of introducing children to the social world can be

objects of the man-made world with which the child constantly acts or

which he sees in his immediate environment.

But not every object becomes a means of understanding the social world, even if it is in the field of view of children. A child may not notice the object, not be interested in it until an adult points to it and creates conditions for the child to act with the object. Only in this case will the subject, subjectively, for a given child, become a means of understanding the world.

The objective, material world has a great influence on the formation of needs little man, serves as a kind of support for him in communicating with other people. A toy occupies a special place in the objective world for a child. Through it, the child learns the diversity of life in its properties and qualities; the toy reflects the level of technical and social development society.

A technical toy helps a child get acquainted with the achievements of technical thought, with methods of controlling objects, and gives an idea of ​​a person’s ability to influence the world around him. The toy is story-driven and enriches children’s understanding of the world of adults and their activities.

A folk toy helps to introduce a child to his national roots, to his people, which is also very important for the socialization of the individual. A special place among toys is given to the doll, because it stimulates the development of social feelings. Play a major role in introducing children to social reality. artistic media: literature, fine arts, music.

Fiction is both a source of knowledge and a source of feelings. In order for literature to become a means of introducing children to the social world, it is necessary to correctly determine the reading range of preschoolers. It is important to select literary works different genres: fairy tales, short stories, epics, poems and different contents - educational. humorous, on moral themes. The perception of text by preschoolers is closely related to, and often depends on, illustrations. Pictures in a book can also become a means of introducing children to the social world...

Fine art clarifies and expands children's understanding of the world. When we talk about fine art as a means of understanding the social world, we mean art, and not pictures and paintings that the teacher uses in didactic purposes. The works of great artists touch the soul even small child and are capable not only of “informing” about some objects or phenomena, but also of evoking high moral feelings. The selection of works is carried out on the basis of taking into account the child’s age, his interests, and the level of development of perception of visual creativity.

Thus, the child becomes acquainted with the social world through a variety of means. All means as sources of obtaining information can be divided into three groups. The first group is sources from which obtaining information is completely controlled and managed by an adult.

The second group is sources that can be partially controlled by adults (fiction, visual arts, music), while the influence of an adult - a teacher, a parent - on the source itself, as a rule, is absent. Only means are selected from the standpoint of their pedagogical expediency. And finally, the third group includes those sources that an adult practically cannot control (random “information” that a child can receive from communication with peers, older children, from his own observations of the surrounding reality."

The teacher’s task is to ensure that children receive most of the reliable information from the first two sources and, if necessary, timely correct the information received from the sources of the third group.

METHODS.

The method as a way of transmitting information and influencing the formation of personality is important. It determines the effectiveness of introducing children to social reality. Therefore, the teacher needs to consciously approach the selection of methods, correlating them with the purpose and objectives of education and training. There are two large groups of methods - education methods and teaching methods. A group of teaching methods is aimed at cognition. These methods are classified according to the main sources of transmission and perception of information (these are verbal, visual, practical methods.)

You can base the classification on the logic of knowledge acquisition, and then these will be inductive and deductive methods.

If the classification is based on types of cognitive activity, then these will be reproductive, problem-game, search, and research methods.

Particular importance must be attached to the classification and selection of knowledge when introducing children to the social world. This is due to the fact that children are not only imparted knowledge. At the same time, the child develops an attitude towards himself, other people, and events in social life; conditions are created for his active involvement in social reality; the personal significance for a growing person of what is happening around increases...

Preschool children are able to consciously perceive social phenomena. However, this ability manifests itself to a small extent when the process of acquiring knowledge is organized in such a way that stimulates the child to show curiosity, creativity, express feelings, and be active.

To solve such a triune task, methods for introducing children to social reality can be presented in four groups: methods that increase cognitive activity; methods that increase emotional activity; methods that facilitate the establishment of connections between different activities; correction methods, clarifying children's ideas about the social world.

Let's consider each group of methods separately.

METHODS THAT INCREASE COGNITIVE ACTIVITY.

Under cognitive activity Preschool children should understand the activity that arises regarding cognition and in its process.

Methods of this group: ELEMENTARY AND CAUSAL ANALYSIS.

The ability to implement helps to assimilate knowledge consciously. In the process of elementary analysis, children understand external signs, as it were, dissect the phenomenon being studied into visible components. The synthesis corresponding to such an analysis, also as a method of cognition, helps to present an object or phenomenon as a whole. For example, children look at a picture of a builder with a working tool against the background of a house under construction. The teacher asks to name the signs by which the children determined the profession of this person. Such elementary analysis is the necessary starting point for more complex CAUSAL analysis. This analysis allows for causal connections and dependencies between the characteristics identified in the elementary analysis. The synthesis corresponding to such an analysis helps the child understand significant, meaningful connections and relationships. So, continuing to consider the above picture, the teacher offers the children a

mother, why does a builder need a trowel that he holds in his hand, why is the crane so high, why build such a big house, who can be pleased with the work of a builder, etc. With the help of such questions, the child begins to delve into the essence of phenomena, learns to think about internal relationships, as if to see what is not depicted in the picture, and acquires the ability to draw independent conclusions.

The method of analysis and synthesis is closely related to the METHOD, or methodological technique, of COMPARISON.

The classes include tasks for comparison by contrast and similarity. Children can compare a person and an animal (how they are similar, how they are different), games, actions, etc. In all cases, comparison helps the formation of specific, vivid ideas and feelings, the process of forming an evaluative attitude towards oneself and surrounding people, towards events becomes more effective and conscious and phenomena of the social world. The technique of comparison that children have mastered helps children complete grouping and classification tasks. For example: “Distribute the pictures into two groups - in one, select everything that a cook needs for his work, and in the other, everything that a doctor needs for his work,” etc.

Manifestations of independence, creativity, and invention are facilitated by the METHOD OF MODELING and CONSTRUCTION. This method is necessary when introducing a child to the social world. It is advisable to teach children to make a plan - a map. This could be a plan - a map of a street, a road to a kindergarten, a school site, etc. Children learn to place objects in space, correlate them, and “read” a map. Modeling and construction develops thinking, imagination and prepares the child to perceive a world map and globe.

QUESTION METHOD: asking children questions and developing the ability and need to ask questions, formulate them competently and clearly.

Children should be encouraged to pose questions in class with direct sentences (“Do you want to know anything else about the North Pole? Ask, I’ll try to answer.”). At the end of the lesson, you can leave 2-3 minutes for children’s questions. The teacher’s task is to quickly and intelligently respond to questions: answer one immediately (if it relates to the topic of today’s lesson), say about others that this is the topic of the next lesson and the child will hear the answer later, offer to answer the third one of the children or assign for the child to look for the answer in the illustrations of the book, and then tell everyone. Teaching your child to independently search for answers to his questions is very important. But the teacher is required to have tact and a sense of proportion so as not to extinguish the desire to ask questions to adults.

REPEAT METHOD.

Repetition is the most important didactic principle, without the use of which it is impossible to talk about the strength of knowledge acquisition and the education of feelings. There are three possible forms of organizing repetition in classes to familiarize yourself with social reality.

DIRECT REPEAT - children are required to repeat what they have learned. Repetition occurs at the level of reproduction in the form and in those formulations that were given during the initial perception of the material... This type of repetition does not involve creative attitude to digestible material, so it is used along with other types.

APPLICATION OF KNOWLEDGE IN A SIMILAR SITUATION. This form of repetition is based on associative connections that arise during the perception of new material, new objects, items. “What is this object like? What fairy tale of the Russian people does the Ukrainian fairy tale “The Mitten” remind you of? This form of repetition leads to the manifestation of generalizations, promotes independent formulation of conclusions, and increases cognitive activity.

REPETITION AT AN INTERMEDIATE LEVEL is the third form of repetition. The child returns to previously acquired knowledge in a new situation, when it is necessary to rely not on specific examples, and on the generalizations and conclusions made earlier.

METHODS AIMED AT INCREASING CHILDREN'S EMOTIONAL ACTIVITY WHEN LEARNING KNOWLEDGE ABOUT THE SOCIAL WORLD.

Emotional activity is an interested perception of cognitive material, empathy, compassion, a desire to take part in an event, to evaluate it. Emotional activity can manifest itself in expressive speech, facial expressions, gestures, and movements.

The emotional potential of an activity to familiarize children with social reality depends on the adult. A teacher who does not know how to “infect” children with his emotions will not be able to provoke their emotional activity, yes

using social techniques for this. Therefore, it is so important to understand that the teacher’s ability to convey his attitude to the content of knowledge is a necessary condition influence on emotional sphere child; and special methods and techniques only help the teacher to intensify this process.

SOME METHODOLOGICAL TECHNIQUES .

GAME TECHNIQUES increase the quality of assimilation of cognitive material and contribute to the consolidation of feelings. One of these techniques could be an IMAGINARY SITUATION: an imaginary journey, a meeting with imaginary characters, etc. The game “as if...” liberates children, removes the obligation to study and makes this process natural and interesting. For example, the teacher suggests: “Let's mentally imagine that we have flown to another planet. No one there knows what kind of people live on Earth. What will we tell them about us and our planet?” Or: “It’s as if a person came to us who had never been here. What will we show him, where will we take him?...”

The technique of INVENTING FAIRY TALES is close to this technique.

Dramatization games, which can be included in classes, help increase emotional activity.

SURPRISE MOMENTS AND ELEMENTS OF NOVELTY emotionally prepare the child for learning, heighten the desire to unravel the secret, solve the riddle and simply be happy and surprised. It is very important that classes are interesting and emotional. Then children immediately have a desire to find out. The surprise may be the presentation new toy, slide show, appearance of a child or adult in an unusual image, and many others.

The form and location of the lesson and, of course, its content can create novelty for children. The variety of shapes makes the activities attractive to children. So, you can conduct final classes in different ways in the form of a tour of the group’s premises or the whole kindergarten, drawing up a concert program, selecting paintings for an exhibition, coming up with a collective story.

Methods and techniques for increasing the emotionality of learning include HUMOR AND JOKE. The teacher should always be ready to smile at the child, laugh and joke with him. A cheerful, positive attitude not only attracts children to the teacher, but also to what he proposes to do. It is only important that the jokes are friendly and do not offend children. It is necessary to teach the child to accept and understand jokes without offense and to use them himself in communication with peers and adults.

METHODS AND TECHNIQUES FOR ESTABLISHING

CONNECTIONS BETWEEN DIFFERENT ACTIVITIES
The educational and developmental effects of knowledge about the social world increase when they are assimilated in different types activities, provided that these types are meaningfully and logically related to each other. In order to establish connections between different types of activities, “didactic bridges” are needed. Already in the process of classes, the teacher uses the PROPOSAL and TEACHING method to establish connections between different types of activities. It is important that the child understands the meaning and need to establish such connections, then he responds to the teacher’s offer to learn how to establish connections. Thus, during a lesson on familiarization with technology, the teacher not only emotionally talks about human creativity, but also makes children want to try their hand at inventing themselves, expresses confidence in their capabilities, and offers to teach and help. Learning no longer happens in the classroom; for example, in the process of labor, visual activity.

PERSPECTIVE PLANNING plays an effective role.

Its essence is that children are asked to think about where, why and how this or that skill, this or that knowledge can be useful. For example, the teacher says: “Children today we learned how to sculpt vegetables and fruits. Where do you think we can use them? And when will the ability to sculpt well be useful to you? When discussing the possibilities of transferring skills or using the results of activities, children at the same time see the prospect of developing another activities-games to the store, making gifts for someone, etc.

A CONVERSATION with children about how they can play “this”, what can be made from drawings, rugs, etc. can serve as a connecting link, a “didactic bridge.”

METHODS FOR CORRECTING AND CLARIFYING CHILDREN'S CONCEPTS ABOUT THE SOCIAL WORLD.

In the process of observation, assimilation of knowledge about the social world, children form assessments and ideas about people, their relationships and activities, social phenomena and events, and about themselves.

All work with children in this area can be divided into two

large blocks: clarification of ideas about objective phenomena of the social world that do not personally affect the child, and clarification and correction of inadequate assessments and ideas about phenomena, events, facts directly related to the life of the child and his personal development.

Work in the first block is work in class and in everyday life.

The leading methods here are REPETITION, EXERCISE, EXPERIMENTATION and EXPERIMENTS i.e. everything that allows you to find out what and how children understood in the content of the knowledge communicated to them, and help in correct understanding. For example, during a lesson, children were told about technology created by human hands, and the child did not understand what a lever is and how “a simple stick becomes a technique.”

After class, the teacher invites the child to conduct an experiment using a lever, answer his own question and explain the answer to the teacher.

The point of such work is to find out in time what children did not learn, what turned out to be difficult for them, and to find methods and techniques that will make the material accessible to their understanding. At the same time, it is very important that the teacher knows well that this is the kind of knowledge the child needs, and accepts the reason for not mastering it. In some cases, when the teacher is obviously sure that the children cannot understand the essence of the question, and they don’t need it yet, he uses the METHOD OF SWITCHING TO ANOTHER ACTIVITY or the METHOD OF GENERAL ANSWER to the question. A similar situation arises, for example, when children themselves try to explain the process of human birth or the origin of life on Earth. The teacher resorts to EXPLANATION and CLARIFICATION, but takes the children away from unnecessary details that are difficult for preschoolers to understand.

Helps clarify ideas REPEATED PERFORMANCE OF THE TASK (“Draw again, but more precisely...., tell me again... do it again, etc.”)

Children’s ideas are also clarified in situations of CHOICE: “What would you do?... Why do you think that the boy did something bad?...”, etc.

Periodically, once every three months, the teacher conducts control subgroup and individual classes, the purpose of which is to clarify the children’s ideas and the dynamics of their development.

The second block is aimed at correcting and clarifying ideas,

acquired by children when spontaneously receiving information (the child’s own observations of people’s relationships, their activities, events, etc.) As a rule, adults are unable to control the content of such information and influence children’s assessment of it, and therefore it remains to further identify such ideas and, if possible, correct them. It is advisable to clarify or change children's ideas in an INDIVIDUAL CONVERSATION. Comparative analysis, assessment, clarification, imaginary situation, joint search for a way out of the situation, discussion of the method of action - all these methods and methodological techniques used when necessary in the work of a teacher. This part of the teacher’s activity is the most difficult, as it is associated with a source of negative information, which can be people close to the child. Therefore, to achieve real success, it is important to work with parents.

Methods of introducing children to social reality are used by the teacher in different forms pedagogical work, in different types of activities. They increase the educational potential of excursions, observations, and classes.

Last time great attention is devoted to the child’s social development program. The main task of this program is to show children the social world “from the inside” and help the child understand his place in this world as its member, participant in events, transformer. But social reality becomes a means of education and learning only if the facts and events that the child encounters are understandable and accessible. And one’s own knowledge of social reality will occur through actions with objects, through communication. Therefore, an important pedagogical task is to analyze and select that content from the social environment that carries developmental potential and can become a means of introducing the child to the social world.
Objects are of great importance for the development and socialization of a child. They surround him from the moment of birth and accompany him throughout his life. The subject materializes the experience of humanity accumulated over many centuries.
Even before the child begins to act with objects, they already enter his life, ensure his survival, and help him adapt to the new social environment into which the baby finds himself from the moment of birth.
This life support function is implemented continuously in the future. Adults wrap the child in a diaper, feed him through a pacifier, put on clothes, put a spoon in his hand, etc. Thus, objects help to keep warm, eat, move, i.e., they make up the environment that provides a person, as a biological being, with life.
As the child learns about the objective world, he masters the ability to distinguish between objects that are dangerous and safe for him, to highlight what is useful and interesting, masters ways of working with them, and the ability to navigate in the world of objects. Through the object, the baby learns that the world has different properties and qualities: it is warm, and cold, and rough, and smooth, and sweet, and salty...
The child masters ways of acting with objects, and this helps him acquire “power” over the world in which he lives. This circumstance, in turn, gives rise to a feeling of confidence, calmness, and a desire to explore the world. The subject introduces the child into the world of adults, “informs” him about this world, enriches the content of social experience and influences all-round development.
Thus, the orienting function is the main one in the process of socialization of the individual.
I made a diagram of the objective world, combining objects into three groups:
Items that the child cannot use.
Items that he constantly uses.
Items that he is able to transform and adapt to meet his needs.
A child does not immediately learn about the world of objects. This process consists of three stages.
Spontaneous and exploratory.
There is a first acquaintance with the subject. The object comes into the baby’s field of vision, and the child, taking it in his hands and “tasting it on his tongue,” learns about its properties and qualities, of course, still unconsciously. The teacher’s task at this stage is to organize subject environment so that it contains objects different in shape, color, material, sound.
An important task of the first stage of mastering the objective world is to familiarize children with the purpose of objects. The child must understand why this item is needed, what and how it can be done (a spoon is needed to eat with it, not to knock).
Variable.
The second stage is characterized by children’s assimilation of the idea of ​​variability in the use of objects. The child learns that the same object can be used in different ways: they dig with a stick, take out objects, eat... This leads to the appearance of substitute objects, to the emergence role-playing game. This stage promotes the development of imagination and creative abilities.
Transformative.
The third stage in a child’s mastery of the objective world is spontaneous, exploratory and transformative. Children want to study objects, find out how they work, what properties they have, and what purpose they can serve. The child develops visual-figurative and logical thinking, the ability to evaluate the activities of another person, further development of “manual skill” occurs, and a desire for transformative types arises creative activity. In order to make children’s lives diverse, meaningful, and to introduce them to the social world, I created my own didactic games.
D\i “Radio”
Goal: To consolidate the ability to compose descriptive story about a child who got lost. Develop speech memory.
The teacher writes a descriptive story about the child, the children guess who is lost. Children play the role of leader.
D\i “Craftswoman”.
Goal: To develop creativity, imagination, and the ability to paint doll outfits.
Children decorate ready-made clothing stencils.
Children draw clothes and cut them out.
Children sort clothes by season.

Activities as children’s knowledge of social reality

Activity is both a condition and a means that provides the child with the opportunity to actively explore the world around him and become a part of this world himself. Activities give the child the opportunity to assimilate knowledge, express his attitude to what he has learned, and acquire practical skills for interacting with the outside world. Since each type of activity activates different aspects of the personality, the educational effect is achieved when using in the pedagogical process a set of activities that are logically connected with each other.

Review the concept of activity and the concept of leading activity in the psychology course.

Let us consider activity as an important condition for a child’s involvement in social reality.

Activities, especially joint ones, are a kind of school for the transfer of social experience. Not in words, but in deeds, the child sees and understands how people interact with each other, what rules and norms make this interaction the most favorable. The child has the opportunity, in the process of joint activities with adults and peers, to observe them in natural conditions. Important characteristic activity is its characteristic feature. The activity contributes to the fact that in it the child is not only an object of education and influence. He becomes a subject of this process, capable of actively participating both in the transformation of the environment and in self-education. The theories of T. Parsons and other American sociologists of the 40-60s, who considered socialization as a process social adaptation, adaptation of the individual to the environment by assimilating the norms and rules set by society, were characterized by an underestimation of the individual’s own activity at all stages of its development. In the process of socialization, individuals, as we said earlier, not only adapt to the environment, but also manifest themselves in specific meaningful activities as active independent transformers. It is this understanding of the role of activity in the development and socialization of a child’s personality that is accepted and developed in Russian pedagogy and psychology today. Activities give the child the opportunity to be independent in understanding the social world. Try to do something more or less difficult for a child - he will cry. He wants it himself... And whoever does more and thinks for himself from a young age later becomes more reliable, stronger, smarter. (V. M. Shukshin).

Activities also provide conditions for the formation of many personal qualities that characterize the child as a higher, social being.

And finally, the activity serves as a kind of school of feelings. The child learns empathy, experience, masters the ability to express his attitude and reflect it in various age-appropriate forms and products of activity.

These objective characteristics can be realized under certain conditions: socialization is facilitated by those activities that are specific to childhood and to each period of the child’s development. So, for a baby of the first year of life it is communication and objective activity, and for a five-year-old child it is play. And if the teacher does not take this feature into account, then he either delays the child in some activity, or strives to get ahead of the development of an activity for which he is not yet ready. Here it is useful to recall the law of developmental amplification, which A. V. Zaporozhets spoke about. In both cases, an adult - a teacher, a parent - harms the normal course of socialization.

An important condition is that the activity must be meaningful. In other words, its content should provide the child with some developmental information and be interesting for him.

Activities that stimulate creativity are also helpful.

We can distinguish at least three pedagogical tasks that are solved through purposeful, organized activities of children:

consolidation of emerging assessments, deepening knowledge, nurturing personality qualities;

the child’s acquisition of life experience among people - peers, adults; awareness of the importance and necessity of mastering the norms and rules of interaction and activity;

satisfying the child’s desire for the adult lifestyle and to participate in it.

Each type of activity - communication, subject activity, play, work, learning, artistic activity - contains potential pedagogical opportunities. It is important to know these possibilities and remember them in the process of raising a child.

Taking into account the above tasks, all types of child activities can be combined into two groups. The first group includes those types of activities that allow the child to enter the social world in an imaginary way. The content and motive of such activities are always related to the fulfillment of the child’s need to do something that is inaccessible to him in real life. This activity, as a rule, is the result of cognition, which is carried out during observation, listening, viewing, etc. The baby reflects acquired impressions in it. And although the activity we are talking about is largely a product of fantasy and imagination, it is important for a socializing individual - imagination removes the barriers erected by reality. The first group includes games and visual activities.

The game gives the child accessible ways to model the life around him, which make it possible to master a seemingly inaccessible reality (A. N. Leontyev). The play role determines by its content the child’s actions not only in relation to the object, but also in relation to other participants in the game. The role should be full of actions that characterize a positive attitude towards other people, things, events, i.e. it is necessary to enrich it with content that has the greatest educational potential. A. N. Leontiev and D. B. Elkonin, highlighting these features of the role, considered it as a special form of the child’s practical penetration into the world of social relations.

A child’s games reflect the most significant events; from them one can trace what worries society, what ideals are being formed in the younger generation. Public life determines the content of children's games, and under the influence of this content with targeted pedagogical impact personality is formed, moral qualities which correspond to the moral values ​​of society. The thoughts and feelings of children playing, their behavior, and attitude towards each other depend on the content of the game.

By reflecting the events of the surrounding world in the game, the child, as it were, becomes a participant in them, gets acquainted with the world, acting actively. He sincerely experiences everything he imagines in the game. It is in the sincerity of the child’s experiences that the power of the educational impact of the game lies. Since children usually reflect in play what particularly struck them and impressed them, it is not surprising that the theme of spontaneously arising children’s games can also be a bright, but negative phenomenon or fact. So the question is about leadership. children's games is very important.

Make a table of the themes of children's games during certain historical periods. Compare the topics and explain the reasons for the appearance of each topic in a specific period. The creative processing of impressions that a child receives from the surrounding life is facilitated by visual activity. Researchers of children's fine arts (E. A. Flerina, N. P. Sakulina, E. I. Ignatiev, T. S. Komarova, T. G. Kazakova, L. V. Kompantseva, etc.) note the determining connection between social reality in which the child lives, and his desire to reflect this reality in drawing, modeling, and appliqué. Children's fine arts, wrote E.A. Fleurin, - we understand it as a child’s conscious reflection of the surrounding reality in drawing, modeling, design, a reflection that is built on the work of the imagination, on displaying his observations, as well as impressions received through words, pictures and other forms of art. V. S. Mukhina considers visual activity as a form of assimilation of social experience. Children do not copy perceived phenomena, but, using visual means, show their attitude to what is depicted, their understanding of life. Of course, the level of development of visual arts skills does not give preschoolers the opportunity to adequately reflect what is observed. However, children compensate for their inability with an emotional story about the content of their drawings and actions. The process of drawing (sculpting, etc.) in a preschooler is often accompanied by an expression of attitude towards what is being displayed. It seems to combine drawing with play. R.I. Zhukovskaya introduced the term drawing game into preschool pedagogy, denoting the state of a child when, while drawing, he sees himself as a participant in what he is depicting.

Thus, visual activity becomes a source of manifestation of social emotions, but they are generated not by visual activity as such, but by social reality. The nature of the depiction of these phenomena, the choice of color, the arrangement of objects on the sheet, their relationship, etc. will depend on how the child perceived social phenomena and what attitude he had towards them.

So, the activity of reflection allows the child, through the work of fantasy, to get used to the world of adults and cognize it, but it does not give him the opportunity to really, practically participate in social life.

Meanwhile, it is precisely participation in the lives of adults, the acquisition of one’s own experience of relationships with children, not in the process and about, for example, playing with its saving grace, but in solving vital and significant issues- and give the child the opportunity to feel like an equal member of the human community. In such activities, the child’s motivational-need sphere and self-esteem change, and confidence in one’s own abilities and ability to achieve real results emerges.

So, the second group includes those types of activities that give the child the opportunity to join the world of people in a real sense. This group includes subject activity, labor, and observations.

Objective activity includes the ability to cognize the immediate environment with the help of the entire group of sensory senses. By manipulating with objects, the child learns about their properties, qualities, and then their purpose and functions, and masters operational actions. At a certain period of a child’s development, object-based activities satisfy his cognitive interests, help him navigate the world around him, and generate a feeling of confidence that the world is controllable and subject to him.

The child’s social experience enriches the development of work activity. The baby begins to pay attention to the work actions of an adult early. He is attracted by the way his mother washes the dishes, how his father repairs a chair, how his grandmother bakes pies, etc. The child begins to imitate adults in these actions not only in the game, but also in real life, making attempts to wash, sweep, do laundry, etc. . P.

The value of work activity for the socialization of a child’s personality can be viewed from several perspectives. Firstly, mastering labor skills and work activities allows the child to independently ensure vital functioning. As the child acquires labor skills, he becomes emancipated from the adult and gains a sense of confidence. The risk of non-survival in the absence of adults is reduced. This is how labor performs a life-sustaining function.

Secondly, work activity contributes to the development of strong-willed qualities, the formation of the ability to make efforts to achieve a goal, which is extremely important for a person. And the sooner he begins to experience pleasure from his work efforts, the more optimistic he will look at the world, as he will gain confidence in his ability to overcome difficulties.

And finally, it should be noted that work activity contributes to the development of creativity not only at the level of imagination, as happens in the game, but also at the level of obtaining material results of creativity. In work activity, the child becomes a transformer, which raises him to the highest level of socialization within the limits accessible to his age.

IN last years Labor education tasks have disappeared from preschool education programs. This circumstance can lead to serious negative consequences.

K. D. Ushinsky wrote: The greatest wealth that a father can leave to his son as an inheritance is to teach him to work. Think about these words of wisdom. How do you understand them? Observation occupies a special place in a child’s knowledge of the social world. In classical psychology and pedagogy, observation is not considered a child’s activity, although in the process of learning the social world it performs the function of activity: the child has a motive, a goal, a unique process and a result. Observation is often carried out by children unconsciously. However, a preschooler can also observe events, specific manifestations of a person (his activities, relationships with other people) consciously. The process of observation in a child is always active, even if outwardly this activity is expressed weakly. Observation enriches children's social experience. It is from this that the child draws material for his emerging worldview, for his picture of the world. This picture of the world can include not only positive things, but also things that would be pedagogically inappropriate for a child to see. However, it is impossible to protect a growing person from the outside world; it is impossible to put him under a pedagogical cap. What a child observes in the life around him forms his evaluative attitude towards the social world. In this case, the assessment will concern both what is observed and the pedagogical instructions that children receive from adults. The latter circumstance requires adults to take special responsibility towards children.

How can a teacher use the child’s social experience, acquired in the process of observation, to form an evaluative attitude towards reality?

The role of observation as a socializing factor is enhanced if it is carried out, as it were, from the inside, that is, the child observes the activities, actions, relationships of people, participating in them (joint work activity, participation in holidays, etc.). At the same time, children are included in the general emotional atmosphere, observing how adults express their mood, how happy or sad they are; adopt socially accepted forms of expressing feelings. Observation stimulates the development of cognitive interests, gives rise to and consolidates social feelings, and prepares the ground for actions.

Communication as an activity takes on a significant burden in the socialization of the child’s personality. Communication unites an adult and a child, helps the adult convey social experience to the child, and helps the child accept this experience, which is presented to him in a simplified form, taking into account his level of development. Communication always occurs under the condition of a mutual desire to communicate, and this emotional background enhances the quality of perception. Communication can satisfy a child’s various needs: for emotional closeness with an adult, for his support and appreciation, for cognition, etc. Communication can occur about any activity, and then it accompanies it and is no longer an end in itself. However, as studies by M. I. Lisina, A. G. Ruzskaya and others show, even in preschool age communication can be an independent activity. In both cases, it is productive for the socialization of the child’s personality.

Analyze the communication technology proposed by R. Campbell in his book How to Really Love Children (M., 1992).

In preschool age, educational activity begins, which is also important for understanding the social world. In the process of learning in the classroom, a child has the opportunity to acquire knowledge under the guidance of an adult, who organizes the communication of knowledge, monitors its assimilation by children, and makes the necessary correction. Awareness of learning is helped precisely by the fact that the teacher relies on the process of forming educational activities and takes into account the peculiarities of teaching preschool children. These features were pointed out by A.P. Usova. She identified four characteristic features of teaching preschoolers. The first feature is teaching with words. In relation to preschool children, teaching with words is not a method, but a fundamental factor, the main connecting link between the child and the social world. In this regard, the teacher’s speech, its imagery, specificity, and clarity of formulation of thoughts are of great importance.

The second feature is that in teaching the word should be based on the child’s direct perception of reality, his sensory experience.

Teaching preschoolers should also touch the child’s emotions, evoke an emotional attitude, and promote children’s activity in acquiring knowledge.

Another feature of the education of preschool children is that it is organized by an adult and takes place under his direct supervision.

Thus, each type of activity contributes to the process of socialization of the individual in accordance with its specifics and is therefore important both in itself and in conjunction with other types organized into a single pedagogical process.