“Creation of game motivation at different age stages. Motive and motivation, types of motives in preschool age External motives for children's activities offered by the teacher

Without motivation from an adult, a preschooler will not be active, motives will not arise, the child will not be ready to set goals. Motivation is a set of internal and external driving forces that induce a person to activity, give this activity an orientation focused on achieving the goal. This is the motivation of children's behavior (through their needs, personal motives, goals that are interesting to them, value orientations, etc.), which guides and organizes children, and also gives meaning and significance to the activity for the child himself

Motives related to children's interest in the world of adults. The desire to act like adults. Wanting to be like an adult. Game motives. Interest in the game itself. Motives for establishing and maintaining positive relationships with adults and other children. The desire to earn affection, approval, praise from adults is one of the main levers of his behavior. Motives of self-love, self-affirmation. The child claims to be respected and obeyed by others, to pay attention to him, to fulfill his desires. Children's claims to play the main roles in games. Children of three to five years old are self-affirmation in the fact that they attribute to themselves all the positive qualities known to them. Cognitive and competitive motives Younger preschool age - often listen to the explanations of adults only if they need the information received for practical activities. Senior preschool age - interest in knowledge becomes an independent motive for the child's actions, begins to direct his behavior.

A child of three to four years old does not compare his achievements with the achievements of his peers. Middle and senior preschool age - the desire to win, to be the first. moral motives. Younger preschoolers act in accordance with moral standards only in relation to those adults or children for whom they feel sympathy. Senior preschool age - children's awareness of moral norms and rules, understanding of their universal validity, their real significance. Public motives are the desire to do something for other people, to benefit them. Younger preschoolers can perform a simple task in order to please other people, but for this it is necessary that children vividly imagine the people for whom they are doing the thing, feel sympathy and sympathy for them.

1. Provide more autonomy. Let the child make "discoveries" himself, do not rush to present him with knowledge in finished form. 2. Try to show the need for each knowledge, give examples. 3. Associate new knowledge with those already learned and understood. 4. The task should be neither too difficult nor too easy. It must be feasible. 5. Show interest in the lessons yourself, create a positive emotional background. 6. Let the child feel his successes, achievements. Celebrate his "growth", patience, diligence. 7. Assess objectively the capabilities and abilities of each child. Try not to compare him with other children, only with himself. This approach focuses the child on their own improvement.

Firstly, the child must know that the result of his work is necessary for some game character. Secondly, in order to draw the attention of children to the needs or concerns of the game character, special techniques are required. Thirdly, in order for the children to be actively involved in the work, the teacher explains: in order to save the game character, exactly the subject is needed that ... Fourthly, one should not forget that children solve not an educational, but a game task. They are in the game world.

Technology of the activity approach (structure of classes) Introduction to the game situation Motivation, updating knowledge Statement of the problem of difficulty Exit from Application of new knowledge in practice Systematization of knowledge Reflection of children's activities Technology used

1. Introduction to the game situation (The leading activity of a preschooler is a game. And we will play) Creating a game situation (game moment). Psychological mood: greeting, establishing visual, tactile contacts. 2. Motivation, actualization of knowledge, ideas Formation of ideas about the upcoming activities. (The game situation should be directly related to the topic of the lesson: what children need to be taught). 3. Statement of the problem. Difficulty in a game situation. Acquaintance of children with the features and objectives of the upcoming activities. Giving personal significance to the upcoming activity. (Children fix in a speech that they can’t play further, because something cannot be done). 1. Introduction to the game situation (The leading activity of a preschooler is a game. And we will play) Creating a game situation (game moment). Psychological mood: greeting, establishing visual, tactile contacts. 2. Motivation, actualization of knowledge, ideas Formation of ideas about the upcoming activities. (The game situation should be directly related to the topic of the lesson: what children need to be taught). 3. Statement of the problem. Difficulty in a game situation. Acquaintance of children with the features and objectives of the upcoming activities. Giving personal significance to the upcoming activity. (Children fix in a speech that they can’t play further, because something cannot be done).

Get a gift (for example, pre-prepared gifts are “under locks”; on the back of the painted locks are tasks that need to be completed); help the hero; solution of domestic issues; travel (it is important not to “lose” anyone, we pay attention to mutual assistance); competition (only for 56-year-old children, team classification, we pay attention to mutual assistance). Finding a way out of a difficult situation (What will we do? With what help? What is missing? What needs to be done? How will we do it?) Introduction of new information by the teacher to solve the problem. The teacher offers several types of activities, techniques, materials for solving a problem situation. Telling, explaining, leading children to resolve the situation. Independent application of the new in practice. Or updating existing knowledge, ideas. (completing of the work). Mastering methods of action, application of skills and abilities. Organization of practical activities, provision of necessary assistance and emotional support (individually - a differentiated approach). Organization of interaction in achieving results.

Systematization of knowledge. How was the problem solved? With using what? What have you learned? Where is this knowledge useful? 7. Reflection. Formation of elementary skills of self-control. Checking the results obtained Correction of possible errors Self-test (possible with the help of an adult), according to the model.

Toys or play characters: - must be age appropriate for children; - must be aesthetic, - must be safe for the health of the child, - must have educational value, - must be realistic; - should not provoke the child to aggression, cause manifestations of cruelty. - there should not be many game characters. Each character should be interesting and memorable, "have their own character".

INTRA-INDIVIDUALITY METAIN-INDIVIDUALITY is an inexpressible, internal inherent in a person, a unique combination of mental, biochemical differences. This is the inner position of a person. This is the secret to which we do not want to allow other people. - this is a unique psychological atmosphere that is created around a person in a particular social group, objectively existing in the subjective assessments of members of this group, reflected in their minds and activities. This is the psychological trace that a person leaves behind, the atmosphere that he creates with his presence. Meta-individuality always has an assessment, and a person has the right to accept it or not.

Creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world in the subject-developing environment of MKDOE (in accordance with the tasks of the Federal State Educational Standard)

It is known that motivation determines the orientation of the individual and motivation for activity. Maslow A. argues that the basis of any human activity is a motive that prompts him to this activity. However, the relationship between activity and motive is not unambiguous. This or that motive that arose in a person is not always exhausted in this activity. In the process of activity, the motive may change, and, conversely, if the motive is preserved, the activity performed may change. Sometimes the formation of a motive is ahead of the formation of activity, and sometimes it lags behind, and both affect its result.

Comparing the position of Ozhegov S.I., and Petrovsky A.V., we came to the conclusion that scientists unanimously believe that motive is the motivator; reason that motivates people to act.

Moreover, Rubinshtein S.L. believes that the motive acts not only as an object of the external world, but also as an engine of behavior that gives rise to certain urges to act in a person.

Bozhovich L.I. emphasizes that motivation(“motive” from Latin – to push, to set in motion) is an obligatory component of any activity that develops throughout a person’s life, enriched by life experience.

According to A. Maslow, motivation is a dynamic psychophysiological process that controls human behavior and determines its organization, direction, stability and activity.

The formation of a child's motivational sphere is a fundamental problem in developmental psychology. The problem of teaching motivation appeared when a person realized the need for targeted training of the younger generation and began such training as a specially organized activity. Having arisen, this problem is still, if not the main one, then one of the most important in the psychology and pedagogy of education, a huge number of works are devoted to it. The modern theory of teaching and upbringing in the analysis of pedagogical phenomena more and more turns to the personality of the child, to those internal processes that are formed in him under the influence of activity and communication.

The motives of the child's behavior change significantly during preschool childhood. The younger preschooler mostly acts, like a child in early childhood, under the influence of situational feelings and desires that have arisen at the moment, caused by a variety of reasons, and at the same time does not clearly understand what makes him perform this or that act. The actions of an older preschooler become much more conscious. In many cases, he can quite reasonably explain why he did so in this case and not otherwise. The same act committed by children of different ages often has completely different motives.

Buchak E.A. offers the following classification of motives , typical for preschool age in general. Let's explore each of the motives:

Motives of children's interest in the world of adults it is the desire to act like adults. The desire to be like an adult guides the child in role play. Often, such a desire can also be used as a means to get the child to fulfill one or another requirement in everyday behavior. “You are big, and the big ones dress themselves,” they say to the child, encouraging him to become independent. “Big ones don’t cry” is a strong argument that makes a child hold back tears.

Game motives - These motives appear in the course of mastering play activity and are intertwined in it with the desire to act like an adult. Going beyond play activity, they color the entire behavior of the child and create a unique specificity of preschool childhood. A child can turn any business into a game.

Motives for establishing and maintaining positive relationships with adults and children These motives are of great importance in the behavior of a preschooler. A good attitude from others is necessary for a child. The desire to earn affection, approval, praise from adults is one of the main levers of his behavior.. Many actions of children are explained by this desire. The desire for positive relationships with adults forces the child to reckon with their opinions and assessments, to comply with the established rules of behavior..

During preschool childhood, they develop motives of self-love and self-affirmation. Their starting point is emerging at the turn of early childhood and preschool age. separating oneself from other people, treating an adult as a model of behavior. Adults not only go to work, they are engaged in types of labor that are honorable in the eyes of the child, they enter into various relationships with each other.

One of the manifestations of the desire for self-affirmation is the claims of children to play the main roles in games. It is significant that children, as a rule, do not like to take on the roles of children. The role of an adult invested with respect and authority is always much more attractive. In younger and middle preschoolers, self-affirmation is also found in the fact that they they ascribe to themselves all the positive qualities known to them, not caring about the correspondence of their reality, exaggerate their courage, strength, etc.

A child of three to four years old does not compare his achievements with the achievements of his peers. The desire for self-affirmation and the desire to get the approval of adults are expressed in his attempts to do something better than others, but in simply attributing positive qualities to himself or in performing actions that receive a positive assessment from an adult.

The development of joint activities with peers, especially games with rules, contributes to the fact that on the basis of the desire for self-affirmation, a new form of motives arises - the desire to win, to be the first. Almost all board games offered to children of middle and especially senior preschool age, and most of the sports games are related to the competition. Children constantly compare their successes, like to brag, acutely experience mistakes, failures..

Of particular importance in the development of behavioral motives are moral motives expressing the attitude of the child to other people. These motives change and develop during preschool childhood in connection with the assimilation and awareness of moral norms and rules of behavior, understanding the significance of their actions for other people..

Younger preschoolers act in accordance with moral standards only in relation to those adults or children for whom they feel sympathy. So, the child shares toys, sweets with a peer whom he sympathizes with. At the older preschool age, the moral behavior of children begins to spread to a wide range of people who do not have a direct connection with the child. This is due to the children's awareness of moral norms and rules, their understanding of their universal validity, their real significance. If a four-year-old boy, when asked why he should not fight with his comrades, answers: “You can’t fight, otherwise you will get right in the eye” (i.e., the child takes into account the unpleasant consequences of the act, and not the act itself), then by the end of the preschool period there are the answers are of a different order: "It is impossible to fight with comrades, because it is a shame to offend them."

By the end of preschool childhood, the child understands the importance of fulfilling moral standards, both in his own behavior and in his assessment of the actions of literary characters.

Among the moral motives of behavior, an increasing place is beginning to be occupied by social motives are the desire to do something for other people, to benefit them. Already many younger preschoolers can complete the task in order to please other people: under the guidance of a teacher, make a flag for babies or a napkin as a gift for mom. But for this it is necessary that children vividly imagine the people for whom they are doing the thing, feel sympathy and sympathy for them.

On their own initiative, children begin to do work for others much later - from the age of four or five. During this period, children already understand that their actions can benefit others. When younger preschoolers are asked why they carry out instructions from adults, they usually answer: “I like it,” “Mom ordered it.” For older preschoolers, the answers to the same question are of a different nature: “I help, because it is difficult for my grandmother and mother alone”, “I love my mother, therefore I help”, “To help my mother and be able to do everything”.

In older preschoolers, one can observe a completely conscious fulfillment of moral norms associated with the help of other people. Changes in the motives of behavior during preschool childhood consist not only in the fact that their content changes, but new types of motives appear.

The behavior of the younger preschooler is uncertain, does not have a main line, a core. The child has just shared a gift with a peer, and now he is already taking away his toy. With another jealousy, she helps her mother clean the room, and after five minutes she is already naughty, does not want to put on trousers. This happens because different motives replace each other, and depending on the change in the situation, behavior is controlled by one or the other motive.

So, most scientists emphasize that the process of motivation is a complex psychological phenomenon, but it is he who is the incentive for active human activity.

In literary sources, we did not find an interpretation of the concept of "cognitive motivation", but knowing the essence of the concepts of "motivation" and "cognition", we determined that cognitive motivation- this is the motivating component of cognitive activity, which controls the process of cognition and determines its organization, direction, stability and activity.

Research by A.N. Leontiev proved that the period of the most intensive formation of the motivational sphere is the preschool age. In this regard, the formation of the motivational sphere of the child is a fundamental problem of developmental psychology.

Thus, motivation stimulates the child in further development, the child learns the world around him, shows interest, learns it in any kind of activity. On the other hand, the child sets a goal and achieves purposeful cognitive activity, and the formation of cognitive motivation and readiness to study at school are noted.

Favzana Ayupova

Seminar for young educators

Topic: "Methods of activating children during GCD"

The relevance of the seminar. In the last 2 years, many new educators with different levels of education and professional training have come to our preschool institution. These are assistant educators receiving pedagogical education in absentia; teachers who did not work with preschoolers; teachers who have not worked in kindergarten for a long time. Operational control, carried out in order to determine the level of preparation and conduct of GCD, showed that many young educators experience difficulties in preparing and conducting GCD (educators do not understand what motivation of pupils for educational activities is, they do not know the methods of activating mental activity, they cannot combine GCD change of types of children's activities, etc.) Therefore, according to the work plan of the "Young Teachers" club, a training seminar on this topic was planned.

How can teachers move away from external rewards and instead plan for internal rewards that exist in the brain and body? We believe our knowledge about the motivation to work in the classroom. The more teachers model the enjoyment and love of learning, create opportunities for choice, and develop ways to recognize and celebrate hard work and success, the more they contribute to intrinsic motivation. Initiative motivators include persuasive goals, positive beliefs, and productive emotions. It is very important to combine verbal and non-verbal communication in order to positively affect motivation. Creating ways to provide plenty of self-guided feedback to help students gain evidence of progress, success, and mastery promotes intrinsic motivation, and helps satisfy the need for power and competence. Involving students in decision making and setting criteria promotes intrinsic motivation and helps meet basic needs. Simply recognizing and celebrating individual and group achievement can replace external reward systems and promote an internal desire to learn for the sake of learning. Creating a learning experience in which students can receive rewards naturally produced in the brain is worth planning. Simple celebrations. Student helpers recognize and recognize the good feelings they experience as a result of their hard work, and success helps in stimulating intrinsic motivation. Ask them how they feel after reaching their goal and then confirm that those feelings help in the process. They know when we're not talking about what we're talking about. . What do we really want for our students?

Target: increasing the level of professional competence of novice educators in the course of the GCD, improve the methodology for conducting educational activities.

Tasks:

1. To teach educators practical techniques for activating children during GCD.

2. To study the types of motivation for children's activities

3. Develop an algorithm for the activities of the educator in the preparation, organization and conduct of GCD.

Over the years, my thoughts about these methods and my own methods have changed a lot. Participating in Eric Jensen's 6 day Brain in Mind conference training and adding that my learning experience played a major role in this change. This creates a more efficient path for retrieval. In her article Dopamine and Learning: What Rewards the Brain Center for Educators, Martha Burns refers to dopamine as the brain's "save button". She does a great job of explaining how dopamine will help kids remember what they're doing when they get a blast of this powerful little neurotransmitter.

4. Raise the practical level of GCD

5. Development of creative abilities of beginners.

Seminar plan:

1. Motivating children for educational activities

2. Use of game characters

3. Implementation of ICT as a means of increasing motivation for cognitive activity

4. Development of an algorithm for the preparation and conduct of GCD

Self-motivation is a trait that is often underestimated. It's more than just getting out of bed in the morning; this can have a huge impact. Children are naturally motivated to learn until they are 7 years old. After this time, they will need the ability to motivate themselves, a life skill if they succeed. It's true that self-motivation can only come from within, but there are ways you can help your child nurture it by giving them an edge that will pay off later in life.

Here are eight ways to help you. Focusing on problems rather than dwelling on failures, combined with a positive outlook on life. This will encourage your child to take the same approach. Reward, not just success. You will resist them to face failure and keep trying until they succeed.

5. Practical work of young teachers and modeling of practical situations

Types of motivation for preschoolers

Pedagogical activity (any children's activity: play, work, drawing, educational, productive activity) should contribute to the development of children. Therefore, it is necessary that children not only do everything that is required of them, but also transfer it into their independent activities. And this will happen only if the new knowledge and skills that we strive to pass on to children will be necessary and interesting to them, if the children have then, What do we find out by solving the crossword puzzle? (Crossword) (Crossword at Power Point presentation)

Teach your child to accept it. Showing them how to lose or win gracefully will empower them to deal with setbacks later in life. Children who have a range of interests will be exposed to different opportunities. Combined with a good work-life balance, this will make the less interesting tasks they face less demoralizing and easier to handle.

Knowing how to celebrate and enjoy success, both your own and others, will give your child something positive to achieve. Give your child the opportunity to be successful and experience the positive emotions that come with them. Supporting and guiding them will help build self-esteem, which is vital for self-motivation.

Music- a type of art that reflects reality in sound artistic images

AT image - mental cognitive process of creating new images by processing materials of perception and ideas

Mood- dominant emotional state

Adaptation- the process of adapting the body to changing environmental conditions

Encouraging your child to learn about things that interest them will allow them to better understand the concepts they learn in school, especially if you get creative in how you relate their interest to learning. Banishing the length of their favorite dinosaur or measuring baking ingredients will help them figure out size or volume without feeling like another math lesson.

Some children will sit and listen to new information. Others want to pick up things and use them right away. Adapting to their preferred way of learning will keep learning fun and not a hassle. Parents want to help improve their child's chances of success in school, and then adults. By starting early and encouraging your child the right way, you can help them develop a trait that will be good for them for the rest of their lives.

Innovation– introduction of new ideas and technologies in pedagogy

Diagnostics– procedure for checking the success of mastering the educational material

Grace- elegance of movements, beauty of a person's posture

A game- the main activity of preschoolers

Family- historically established system of relationships between spouses, parents and children ("Glossary of pedagogical terms

Motivation for learning in young children

Young children learn everything they do. They are naturally curious; they want to explore and discover. If their research brings pleasure or success, they will want to learn more. During these early years, children form attitudes towards learning that will last a lifetime. Children who receive the right support and encouragement during these years will be creative, adventurous learners throughout their lives. Children who do not receive this kind of support and interaction are likely to have a very different attitude towards learning in the future.

Word vertical "Motivation"

Question: What do you think "motivation" is?

Motivation is a set of internal and external driving forces that encourage a person to activity, give this activity an orientation focused on achieving the goal.

At the same time, such techniques are needed that will ensure the emergence of the necessary motivation in the vast majority of children.

Characteristics of motivation in young children

Children do a lot of things simply because they want to do them. The choice of a toy or shirt to wear is the result of "intrinsic motivation". The child makes his choice and achieves satisfaction both from the choice and from the opportunity to play with a toy or wear a shirt. Since activity generates motivation, it is basically self-sufficient as long as the child wants to continue his activity.

Children also participate in some activities because adults tell them to, or in an attempt to please the other side. It is more difficult for a child to maintain an external motivated activity because of this dependence on some external force. Since presumptuous activities are more beneficial on their own, children learn more in this activity and they retain this learning better. Intrinsically motivated children are more actively involved in their own learning and development. In other words, a child is more likely to learn and retain information when he is inherently motivated, when he believes he is pleasing himself.

There are four types of motivation in the pedagogical literature.:

The first type is game motivation - "Help the toy", the child achieves the learning goal by solving the problems of toys. The creation of this motivation is built according to this scheme:

1. You say that the toy needs help, and only children can help them.

2. You ask the children if they are willing to help the toy.

Parents can build on this sense of confidence to guide their child's play and activities while still providing the child with a range of options. This unstructured play is an important element in a child's motivation, learning and development. A number of behavioral characteristics are indicators of high motivation. Here are some of the important factors and some ways to help your child develop these characteristics.

Persistence is the ability to stay with a task for a sufficiently long period of time. While very young children may not be able to focus on one activity for an hour, there are still measurable differences in the length of time that young children will engage in an activity. A highly motivated child will stay engaged for a long period of time, while an unmotivated child will give up very easily when they are not instantly successful.

3. You offer to teach children to do what the toy requires, then the explanation and demonstration will interest the children.

4. During work, each child should have his own character - a ward (carved, toy, drawn character, to whom he provides assistance.

5. The same toy - the ward evaluates the work of the child, be sure to praise the child.

Children learn perseverance when they are successful at challenging tasks. The art of perseverance in building is a task that is challenging enough, but not overwhelming. Challenge choice is another characteristic of motivation. These motivated students will choose a slightly challenging activity for them, but it will pose an appropriate challenge. When they successfully complete such a task, children experience a high level of satisfaction. Unmotivated children choose what is very easy and provides instant success. With such easy success, children only feel a very low level of satisfaction because they know that the task is a small problem.

6. At the end of the work, it is desirable that the children play with their wards.

With this motivation, the child acts as an assistant and protector, and it is appropriate to use it for teaching various practical skills.

Question: In what types of GCD can this motivation be used?

for example: GCD application, design, drawing.

The task of the parents helps their child to find a suitable problem, thus allowing the choice of the child. Another indicator of motivation is dependence on adults. Children with strong intrinsic motivation do not need an adult to constantly watch and help in their studies. Children who have a lower level of motivation or have extrinsic motivation need constant attention from adults and cannot function on their own. Because independence is an important aspect of quality learning, this dependence on adults will greatly limit children's ability to excel in school.

The bear destroyed the house of animals. They were left homeless. How can we help animals? (We can build houses for them ourselves (from cubes, appliqué, from Kuizener sticks, paint with paints)

The second type of motivation is helping an adult - "Help me". Here, the motive for children is communication with an adult, the opportunity to receive approval, as well as an interest in joint activities that can be done together. Creating motivation is built according to the scheme:

Parents can increase their child's chance of self-motivation by providing toys and activities that play the child's natural creative and curious role. Often these are the simplest, most basic toys: blocks, little plastic "people", a toy car or two, and pencils and paper. These things encourage children to invent their own worlds rather than depending on an adult to entertain them.

The last indicator of motivational level is emotion. Children who are clearly motivated will show positive emotions. They are satisfied with their work and show more pleasure in their activities. Children without proper motivation will appear calm, gloomy and boring. They will not get any visible pleasure from their activities and will often complain. As a parent, you are probably the best judge of your child's mood. This moody, shrill voice is usually a good indicator that the child is not feeling well and is in need of some new adventure.

You tell the children that you are going to make something and ask the children to help you. Interested in how they can help you.

Each child is given a challenging task.

At the end, you emphasize that the result was achieved through joint efforts, that everyone came to it together.

For example: in GCD Sensorics, Fine Arts, in work

Newborns are born with a huge amount of intrinsic motivation. This motivation aims to have some visible effect on the environment. When infants can actually see the results of their actions as a reward, they are motivated to continue those actions. These attempts at control are limited in the young child and include crying, vocalizations, facial expressions, and small body movements. Toys that change or sound when a child moves them are therefore strong motivators.

As babies grow and continue to mature, more voluntary, purposeful movements are possible. This gives them more control over the environment. This wider range of control allows children to feel like they are doing well. Success leads to increased self-esteem and feelings of self-worth, which leads to increased motivation. As children continue to develop over this period of time, they are better able to make decisions and plan what to do in order to gain control over things around them.

Guys, I want to treat our dolls with cookies. But I am alone, and there are many dolls. I probably won't make it. Do you want to help me? After the consent of the children, assignments are distributed.

The third type of motivation "Teach me"- based on the child's desire to feel knowledgeable and able.

Question for listeners:

In what age groups and activities is it better to use this type of motivation?

(In game activity, in GCD senior groups).

The creation of this motivation is carried out according to this scheme:

1. You let the children know that you are going to do an activity and ask the children to teach you about it.

2. You ask if they are willing to help you.

3. Each child is given the opportunity to teach you some business.

4. At the end of the game, each child is given an assessment of his actions and be sure to praise him.

For example:

Guys, our doll Tanya is going for a walk, I need to dress her for a walk. I do not know how to do that. Can you teach me?

The fourth type of motivation is “creating objects with your own hands for yourself”- based on the inner interest of the child. Such motivation encourages children to create objects and crafts for their own use or for their loved ones. Children are sincerely proud of their crafts and willingly use them. (Artistic design, orientation, logic, manual labor, artistic creativity)

The creation of this motivation is carried out according to the scheme:

1. You show the children some kind of craft, reveal its advantages and ask if they want to have the same for themselves or for their relatives.

3. The made craft is ordered by the child. Pride in the work of one's own hands is the most important basis for a creative attitude to work.

If the child is already busy with some interesting business, which means that he already has the necessary motivation, you can introduce him to new ways of solving the tasks.

For example:

Guys, look what a beautiful postcard I have! This card can be given to mom on March 8. Do you want to give your mom the same one? And you show how you can make it

When motivating children, the following principles should be observed:

You can’t impose your vision on the child in solving the problem (maybe the child will have his own way of solving the problem)

Be sure to ask your child for permission to engage in a common activity with him.

Be sure to praise the child's actions for the result.

Acting together with the child, you introduce him to your plans, ways to achieve them.

By following these rules, you give children new knowledge, teach them certain skills, and form the necessary skills.

The use of game characters.

In the classroom with kids, you can not do without game characters. The use of game characters and game motivation are interconnected. Game and fairy-tale characters can "come to visit", "get acquainted", "give tasks", "tell fascinating stories", they can also evaluate the results of the work of kids. To these toys and characters exists a number of requirements.

Toys or play characters:

Must be appropriate for the age of the children;

Must be aesthetic

Should be safe for the health of the child,

Must have educational value

Must be realistic;

They should not provoke the child to aggression, cause manifestations of cruelty.

There shouldn't be too many playable characters.

Each character should be interesting and memorable, "have their own character." For example, Dunno, Duck Quack and Mishutka Tish can come to classes. Duck Quack loves nature and travel, knows a lot about it and tells children. The Dunno does not know much and does not know how, he often needs the "help" of children. Mishutka is an athlete, he shows warm-up exercises, goes in for sports. They actively express their opinion, ask incomprehensible things, make mistakes, get confused, do not understand. Children's desire to communicate and help him significantly increases activity and interest.

Question for listeners:

What kind of toys-characters should be introduced into activities at the junior-middle preschool age, which ones - at the older one?

The use of ICT as a means of increasing motivation for educational activities

Computers and gaming computer programs are widely used not only in school, but also in kindergarten

Pupils of groups have different intellectual levels of development. The organization of children's education requires a special approach, which provides for emotional support for preschoolers in the classroom. This is a problem of motivation. Very often, neither the desire of the teacher, nor the knowledge of the methods of conducting classes is enough for the positive dynamics of the mental development of children.

In order to optimize the process of mental development of preschoolers, it is possible to use educational computer programs that would improve the education of children, significantly increase the motivation and interest of children in the classroom. The use of a computer allows you to activate involuntary attention, increase interest in learning, expand the possibilities of working with visual material, which contributes to the achievement of goals.

Question for listeners: What do you see as the advantages of ICT in educational work with preschoolers?

GCD preparation algorithm

Definition of the topic and leading concepts

Clearly define and articulate the topic of GCD

Determine the place of the topic in the curriculum in accordance with FGT.

Definition of goals and objectives

Determine the purpose of the lesson - for yourself and for the children. Designate the triune task of GCD: teaching, developing and educating.

Planning of educational material

1. Select literature on the topic. Think of material that serves to solve cognitive problems in a simple way.

2. Select tasks for recognizing the material and creative approach.

3. Arrange game tasks in accordance with the principle "from simple to complex".

Thinking through the "zest" of the lesson

Each activity should contain something that will cause surprise, amazement, delight that children will remember for a long time. We must remember the saying "Knowledge begins with wonder." It is important to take into account the age of the children, techniques that are suitable for the younger - middle age, but not suitable for the older and preparatory groups.

During the GCD, the following methods are used:

1. Explanatory illustrative, which include stories, showing pictures, ways to perform certain tasks.

2. Reproductive

3. search engines that require mental work

3. Research, experiments

4. Readiness of the teacher for the lesson.

5. Target setting GCD.

6. Compliance with the requirements of SanPin.

7. Individual approach.

8. The presence of feedback.

9. Rational use of time.

10. Organization of the workplace.

11. Practical skills and abilities.

12. Independent work.

13 Speech development, the quality of children's answers.

This system of building, conducting and analyzing GCD helps you, young teachers to work, and our kids to get the necessary knowledge and prepare for school with interest and ease, without noticing that you are being taught.

In the second, practical part of the seminar, young educators were offered a game simulation of practical situations. It increases interest, causes activity, improves skills in solving real pedagogical problems.

Activation of mental activity

GCD in the following sections of the "Development +" program as "Development of elementary logical representations", "Orientation in space", "Fundamentals of initial literacy", "Development of elementary mathematical representations" involves the solution of cognitive problems and the development of mental activity. To do this, it is necessary for the teacher to create problem situations in the classroom, which requires mental efforts from preschoolers to get out of difficult situations, to encourage the child to active search activities.

Sometimes the educator may need to find a way out of such a situation when you need to make a choice. I bring to your attention pedagogical situations that require a choice

My choice

1 situation: Sasha is unable to complete the game task “3rd Extra”:

1. Offer to do an easier option.

2. Ask to name, in one word, all objects.

3. Show the answer and explain the solution, then repeat the task.

2 situation: You read to children 6 years old the task: “8 butterflies flew, sat on flowers. Two butterflies perched on each flower. How many flowers were there? The guys cannot solve the problem, then you:

1. Re-read the problem.

2. Simplify the task.

3. Ask the children to draw the condition of the problem using signs and symbols.

3 situation When preparing children for school, questions are often asked: “Where is it better to ride a bike: on asphalt or on grass? How to find out which way the wind blows?”, etc.” What property of thinking do such questions form in children:

1. Comparison.

2. Comparison.

3. Flexibility.

4 situation. In class, many children shout out without raising their hands:

1. Encourage dialogue with you.

3. Pause to take further action

5 situation: You prepared for the lesson by enriching it with puzzle games with counting sticks, but at the beginning of the activity you found that there were not enough sticks for all the children:

1. Do another class.

2. Offer the guys matches instead of sticks.

3. Do the same lesson, but without puzzles with counting sticks

6 situation. A child in your group has stated that he does not want to go to school. How would you react:

1. We must go to school. All children go to school at the age of 7.

2. Ask him about the reason for the reluctance, explain that he is wrong.

3. Answer: “Well, no, no!” Don't rush, watch him. In subsequent conversations, talk about the positive side of studying at school

Game exercise "Tales about yourself"

Invite the children to put themselves in the place of some geometric figure, a familiar object and tell everyone a fairy tale about themselves.

For example: I am a pencil. I'm so handsome, sharp. I have a wooden shirt. I can write, draw, stroke. I come in different colors. I don't like it when guys mistreat me, break me or gnaw at me. I am friends with paper and brush.

Game "Teremok"

Target:

To consolidate the concepts of children about the objects of the world around them, analyzing familiar objects and highlighting their properties and functions.

To learn to use a brief description of the properties of objects in speech, to highlight the most important quality in them.

Stroke: The teacher shows the children "Teremok", to which heroes (objects, animals) approach and ask to live.

Each of the newly arrived "heroes" - objects asks who lives in the tower, and the "resident" - the object must answer him, listing who he is, what he can do. In turn, the incoming “object” names itself and also describes its properties and functions. The “resident” of the tower invites the newcomer to live.

Figurative plasticity in pairs

Figurative plastic is well suited for the development of creative imagination.

The presenter distributes cards to the teachers on which the name of the animal is written. The names are repeated on two cards.

You need to read what is written on the card and not show the inscription to others. Then the card can be removed. Everyone's task is to find their partner. In this case, you can use any means, body movement, facial expressions, you can’t just say anything and make the characteristic sounds of an animal.

When the educators find their mate, you need to stay close, but continue to be silent, do not talk. Then check what happens.

This exercise promotes the development of expressive behavior, encourages participants to be attentive to the actions of others, to look for such means of self-expression that will be understood by others.

"Artistic word in work with children" Assignment for teachers: in a chain, passing the ball to each other, read a poem, a nursery rhyme, a proverb from memory, tell in what situations and regime moments they use them.

"Every educator is an artist" The word is a subtle tool that the teacher must master perfectly. Also, the teacher should be able to express their emotions through intonation in speech. Task for educators:

a) say the phrase "Come to me" - quietly, loudly, demandingly.

b) pronounce the word "Well done" - quietly, loudly, gently, satisfactorily, ironically, enthusiastically, in love.

The "Development+" program involves the use of symbols, plans and models as means of cognition. In order to make it easier for children to retell, memorize, you can use models, symbols and mnemonic tables. I bring to your attention on the slides to learn a fairy tale, nursery rhyme and riddle. ( Presentation. Last 3 slides)

And now the last task: with the help of symbols, visual models, mnemonic tables, compose a fairy tale, a riddle, a poem for your colleagues.

Reflection of the participants. Continue the sentence - I am at the seminar today.

Literature:

1. Barshay, V. M. Active games for children: Textbook / V. M. Barshay. - Rostov-on-Don "Phoenix", 2001.

2. Doronova T. M., Gerbova V. V., Grizik T. I., Education, education and development of children 3-4 years old in kindergarten: Method. Guide for educators working on the program "Rainbow" T. M. Doronova, V. V. Gerbova, T. I. Grizik. - M. Enlightenment, 2004.

3. Doronova T. M., Gerbova V. V., Grizik T. I., Education, education and development of children aged 6-7 years in kindergarten: Method. A guide for educators working under the Rainbow program / T. M. Doronova, V. V. Gerbova, T. I. Grizik. - M. Enlightenment, 1997.

4. Kravchenko, I. V. Dolgova, T. L. Walks in kindergarten. Senior and preparatory groups for school. Methodological guide / I.V.

Kravchenko, T. L. Dolgova. - Moscow: TC Sphere, 2009.

5. Kravchenko, I. V. Dolgova, T. L. Walks in kindergarten. Junior and middle groups. Methodological guide / I. V. Kravchenko, T. L. Dolgova. - Moscow: TC Sphere, 2009.

6. Krasnoshchekova, N.V. Role-playing games for preschool children / N.V. Krasnoshchekova. - Rostov-on-Don "Phoenix", 2008.

7. Practical seminars and trainings for teachers. Educator and child: effective interaction. A practical guide for educational psychologists. / Aut. - comp. E. V. Shitova: Volgograd: Teacher, 2009.

The formation of a child's motivational sphere is a fundamental problem in developmental psychology. The problem of teaching motivation appeared when a person realized the need for targeted training of the younger generation and began such training as a specially organized activity.

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The formation of a child's motivational sphere is a fundamental problem in developmental psychology. The problem of teaching motivation appeared when a person realized the need for targeted training of the younger generation and began such training as a specially organized activity. Having arisen, this problem is still, if not the main one, then one of the most important in the psychology and pedagogy of education, a huge number of works are devoted to it.

The modern theory of teaching and upbringing in the analysis of pedagogical phenomena more and more turns to the personality of the child, to those internal processes that are formed in him under the influence of activity and communication.

Preschool age is the period of the most intensive formation of the motivational sphere. Every person is involved in social processes from early childhood.

So what is motive then? And what, reflected in a person’s head, stimulates activity, directs it to satisfy a certain need, is called a motive. this activity.

The motives of the child's behavior change significantly during preschool childhood. The younger preschooler mostly acts, like a child in early childhood, under the influence of situational feelings and desires that have arisen at the moment, caused by a variety of reasons, and at the same time does not clearly understand what makes him perform this or that act. The actions of an older preschooler become much more conscious. In many cases, he can quite reasonably explain why he acted in this case in this way and not otherwise.

The same act committed by children of different ages often has completely different motives.

There are several types of motives typical for preschool age in general, having the greatest influence on the behavior of children.

Children's interest in the world of adults;

Establishing and maintaining positive relationships with adults and children;

pride;

Self-affirmation;

cognitive;

Competitive;

Moral;

Public.

Let's explore each of the motives:

Motives of children's interest in the world of adults - It is the desire to act like adults. The desire to be like an adult guides the child in role play.Often, such a desire can also be used as a means to get the child to fulfill one or another requirement in everyday behavior. “You are big, and the big ones dress themselves,” they say to the child, encouraging him to become independent. “Big ones don’t cry” is a strong argument that makes a child hold back tears.

Game motives - These motives appear in the course of mastering the game activity and are intertwined in it with the desire to act like an adult.Going beyond play activity, they color the entire behavior of the child and create a unique specificity of preschool childhood. A child can turn any business into a game. Very often, at a time when it seems to adults that the child is busy with serious work or diligently studying something, he actually plays, creating an imaginary situation for himself.

Motives for establishing and maintaining positive relationships with adults and children These motives are of great importance in the behavior of a preschooler. A good attitude from others is necessary for a child.The desire to earn affection, approval, praise from adults is one of the main levers of his behavior.Many actions of children are explained by this desire.The desire for positive relationships with adults forces the child to reckon with their opinions and assessments, to comply with the established rules of behavior.

As contacts with peers develop, their attitude towards him becomes more and more important for the child. When a three-year-old child comes to kindergarten for the first time, he may not notice other children during the first months, he acts as if they do not exist at all. He can, for example, drag a chair from under another child if he wants to sit down himself. But in the future the situation changes. The development of joint activities and the formation of a children's society lead to the fact that winning a positive assessment of peers and their sympathy becomes one of the effective motives for behavior. Children especially try to win the sympathy of those peers who they like and who are popular in the group.

During preschool childhood, they develop motives of self-love and self-affirmation. Their starting point is emerging at the turn of early childhood and preschool age.separating oneself from other people, treating an adult as a model of behavior.Adults not only go to work, they are engaged in types of labor that are honorable in the eyes of the child, they enter into various relationships with each other. They also educate him, the child, make demands and achieve their fulfillment, and the child begins to claim NATO, that he was respected and obeyed by others, paid attention to him, fulfilled his desires.

One of the manifestations of the desire for self-affirmation is the claims of children to play the main roles in games. It is significant that children, as a rule, do not like to take on the roles of children. The role of an adult invested with respect and authority is always much more attractive. In younger and middle preschoolers, self-affirmation is also found in the fact that theythey ascribe to themselves all the positive qualities known to them, not caring about the correspondence of their reality, exaggerate their courage, strength, etc.

When asked if he is strong, the child replies that, of course, he is strong, because he can lift everything “even an elephant”. The desire for self-affirmation under certain conditions can lead to negative manifestations in the form of whims and stubbornness.

In the period of preschool childhood, new motives are formed, associated with the complication of children's activities. These include cognitive and competitive motives.

Already at the age of three or four, a child can literally bombard those around him with questions: “What is this?”, “How?”, “Why?” etc. later, the question “Why?” becomes dominant. Often children not only ask, but try to find the answer themselves, use their little experience to explain the incomprehensible, and sometimes even conduct an “experiment”.It is well known how children love to “gut” toys, trying to find out what is inside them.

A child of three to four years old does not compare his achievements with the achievements of his peers. The desire for self-affirmation and the desire to get the approval of adults are expressed in his attempts to do something better than others, but in simply attributing positive qualities to himself or in performing actions that receive a positive assessment from an adult. So, younger preschoolers who were offered to play a didactic game and explained that the winner would receive an asterisk as a reward preferred to perform all actions together, and not in turn (as the conditions of the game required), and could not resist prompting a peer if they knew correct answer. As for the asterisk, every child demanded it, regardless of the result that he achieved.

The development of joint activities with peers, especially games with rules, contributes to the fact that based on the desire for self-affirmation, a new form of motives arises - the desire to win, to be the first.Almost all board games offered to children of middle and especially senior preschool age, and most of the sports games are related to the competition. Some games are called just like that: “Who is more dexterous?”, “Who is faster?”, “Who is the first?” etc. older preschoolers introduce competitive motives into such activities that competitions themselves do not include.Children constantly compare their successes, like to brag, acutely experience mistakes and failures.

Of particular importance in the development of behavioral motives are moral motives, expressing the relationship of the child to other people. These motives change and develop during preschool childhood in connection with the assimilation and awareness of moral norms and rules of behavior, understanding the significance of one's actions for other people.Initially, the implementation of the generally accepted rules of behavior acts for the child only as a means of maintaining positive relationships with adults who require it. But since the approval, affection, praise that the child receives for good behavior brings him pleasant experiences, gradually the very implementation of the rules begins to be perceived by him as something positive and obligatory. Younger preschoolers act in accordance with moral standards only in relation to those adults or children for whom they feel sympathy. So, the child shares toys, sweets with a peer whom he sympathizes with. At the older preschool age, the moral behavior of children begins to spread to a wide range of people who do not have a direct connection with the child. This is due to the children's awareness of moral norms and rules, their understanding of their universal validity, their real significance. If a four-year-old boy, when asked why he should not fight with his comrades, answers: “You can’t fight, otherwise you will get right in the eye” (i.e., the child takes into account the unpleasant consequences of the act, and not the act itself), then by the end of the preschool period there are the answers are of a different order: "It is impossible to fight with comrades, because it is a shame to offend them."

By the end of preschool childhood, the child understands the importance of fulfilling moral standards both in his own behavior and in his assessment of the actions of literary characters.

Among the moral motives of behavior, an increasing place is beginning to be occupied by public motives- This the desire to do something for other people, to benefit them.Already many younger preschoolers can complete the task in order to please other people: under the guidance of a teacher, make a flag for babies or a napkin as a gift for mom. But for this it is necessary that children vividly imagine the people for whom they are doing the thing, feel sympathy and sympathy for them. So that the younger preschoolers complete the work on the flags, the teacher must tell them in a vivid, figurative form about small children brought up in a nursery, about their helplessness, about the pleasure that a flag can give them.

On their own initiative, children begin to do work for others much later - from the age of four or five. During this period, children already understand that their actions can benefit others. When younger preschoolers are asked why they carry out instructions from adults, they usually answer: “I like it,” “Mom ordered it.” For older preschoolers, the answers to the same question are of a different nature: “I help, because it is difficult for my grandmother and mother alone”, “I love my mother, therefore I help”, “To help my mother and be able to do everything”. Children of different preschool age groups behave differently in games, where the success of the team to which he belongs depends on the actions of each child. The younger and some of the middle preschoolers care only about their own success, while the other part of the middle and all older children act to ensure the success of the whole team.

In older preschoolers, one can observe a completely conscious fulfillment of moral norms associated with the help of other people. Changes in the motives of behavior during preschool childhood consist not only in the fact that their content changes, but new types of motives appear. Between different types of motives there is a subordination, a hierarchy , motives: some of them become more important for the child than others.

The behavior of the younger preschooler is uncertain, does not have a main line, a core. The child has just shared a gift with a peer, and now he is already taking away his toy. With another jealousy, she helps her mother clean the room, and after five minutes she is already naughty, does not want to wear trousers. This happens because different motives replace each other, and depending on the change in the situation, behavior is controlled by one or the other motive.

The subordination of motives is the most important neoplasm in the development of the personality of a preschooler. . The emerging hierarchy of motives gives a certain direction to all behavior. As it develops, it becomes possible to evaluate not only the individual actions of the child, but also his behavior as a whole as good or bad. If athe main motives of behavior are social motives,observance of moral standards, the child in most cases will act under their influence, not succumbing to the opposite impulses, pushing him to, for example, offend another or lie.

On the contrary, the predominance of motives in a child that force them to receive personal pleasure, to demonstrate their real or imaginary superiority over others, can lead to serious violations of the rules of behavior. This will require special educational measures aimed at restructuring the unfavorably developing foundations of the personality. Of course, after the subordination of motives has arisen, the child is not necessarily guided by the same motives in all cases. This does not happen in adults. In the behavior of any person, many different motives are found. But subordination leads to the fact that these different motives lose their balance, line up in a system. A child may give up an attractive game for a more important, although perhaps more boring, activity approved by an adult. If a child has failed in some important matter for him, then this cannot be compensated for by the pleasure received from the “other line”. For example, a child who did not cope with the task was told that he still did well, and, like other children, he received a candy. However, he took the candy without any pleasure and resolutely refused to eat it, and his grief did not decrease at all: because of the failure, the received candy became “bitter” for him.

The psychological analysis of any activity begins with the study of its motives. Motives stimulate activity, set its direction, give personal meaning. They largely predetermine whether a person will be satisfied with his activity. In psychology, two types of motives are often distinguished, depending on what place they occupy in relation to activity - external and internal motives.

External motives satisfied with real objects, material values, external evaluations, status in society, power. External motives in the work of a teacher are the motives for the prestige of working as a teacher in a particular educational institution, the motives for the adequacy of remuneration. A teacher cannot be completely satisfied with his work if these motives and the needs associated with them are not satisfied. It is dangerous if the activities of a teacher are motivated only by these motives, especially in conditions when the wages of teachers are low, and the attitude of society towards their work has changed quite dramatically over the past two decades, and the prestige of the profession in the eyes of many people is low.

Especially dangerous, according to psychologists, power motive as a professional motivator. It manifests itself in the desire to control one's environment, to influence the behavior of other people and direct it with advice, persuasion or orders, to seek their cooperation, to convince others that one is right. It is obvious that if the teacher's work is motivated by the motive of power, then he may develop authoritarianism as a personality trait, i.e. a persistent desire to maximally subordinate to its influence other people with whom a person interacts and communicates. Psychologists associate authoritarianism with such personality traits as aggressiveness, high self-esteem, a tendency to follow stereotypes, and weak reflection.

Internal motives are the satisfaction of the teacher from his work, its results and the process itself. Internal motives include the motives of personal and professional growth, self-actualization. Psychologists have shown in their studies that genuine job satisfaction is possible for a teacher when, among his work motives, internal motives play an important, and even better, the main role. Then, in relationships with students, the teacher will be sure of the correctness of the path along which he leads students to knowledge, will be able to convey this confidence to students, encourage them to independently search for the best ways to solve the educational problem, recognize

vat their mind, ingenuity, creativity. So, on what motives stimulate the teacher's activity, his psychological well-being largely depends.

Styles of activity of the teacher. activity style in psychology, it is customary to call an individual system of techniques and methods of action that is characteristic of a given person and ensures the achievement of successful results of activity. This definition of style is given by the largest specialist in the field of labor psychology E. A. Klimov. The style of the teacher's activity is often understood as the style in which the teacher builds his relationship with the children. In studies on pedagogy and the psychology of education, one can find many different typologies of the style of a teacher's activity. And yet the most famous is the typology that was once proposed by K. Levin. He singled out authoritarian, democratic, and liberal, or permissive, leadership styles. Then the scheme proposed by him began to be used to analyze the activities of teachers.

Authoritarian style differs in that the teacher alone decides all issues related to life and class, and each student. Based on his own attitudes, he himself evaluates the results of the activity. At the same time, students do not participate in the discussion of problems that are directly related to them, and their initiative is evaluated negatively and rejected. The authoritarian style is implemented through the tactics of dictate and guardianship. The opposition of schoolchildren to the authoritative pressure of the teacher most often leads to the emergence of stable conflicts.

With this style of work of a teacher, schoolchildren can develop low self-esteem, self-doubt, dependence on the opinion of the teacher. But the biggest misfortune of the authoritarian style is that it interferes with the formation of the subjective ™ of schoolchildren - with this style of work of the teacher, it is unlikely that the student will become fully responsible for his educational activity, able to reflect on it and see the boundaries of what is possible for him and what not available. For a teacher, this style of work is dangerous because it forms authoritarianism as a personality trait.

conniving style is distinguished by the desire of the teacher to be minimally involved in the work and relieve himself of responsibility for its results. Such teachers formally fulfill their functional duties, limiting themselves only to teaching. The conniving style of communication is distinguished by non-interference, which is based on indifference and disinterest in the problems of the school and students. The result of this style of work is the lack of control over the activities of schoolchildren and the dynamics of their personality development. Progress and discipline in the classes of such teachers are usually unsatisfactory. With this style of work of a teacher, it is also difficult for schoolchildren to develop learning activities, the ability to analyze a learning task, reflect on their actions and plan their activities. The disinterest of the teacher leads to the fact that the teacher's assessment does not play its due role in the formation of educational activities, and students feel that their activities are underestimated.

At democratic style communication, the teacher is focused on increasing the subjective role of the student in interaction, on involving everyone in solving common problems. The main feature of this style is mutual acceptance and mutual orientation. As a result of an open and free discussion of emerging problems, students, together with the teacher, come to one or another solution. The democratic style of communication between a teacher and students is the only real way to organize their cooperation. Teachers who adhere to this style are characterized by an active positive attitude towards students, an adequate assessment of their capabilities, successes and failures. They are characterized by a deep understanding of the student, the goals and motives of his behavior, the ability to predict the development of his personality. According to the external indicators of their activity, teachers of a democratic style of communication are inferior to their authoritarian colleagues, but the socio-psychological climate in their classes is always more prosperous. Interpersonal relationships in them are distinguished by trust and high demands on themselves and others. With a democratic style of communication, the teacher stimulates students to creativity, initiative, organizes the conditions for self-realization.

Personal development of the teacher. The teaching profession contains many opportunities for self-realization, for professional and personal development. At the same time, in the work of a teacher there are many dangers for the individual and her psychological well-being. One of the most significant is the discrepancy (sometimes quite striking) between the values, principles and norms learned in the course of obtaining a pedagogical education and the reality of teacher work that awaits a young teacher at school. In the reality that contradicts what has been learned, external and internal aspects can be distinguished.

To external aspects relate:

authoritarian leadership of the teaching staff, which is often practiced in educational institutions. The authoritarian leadership style often pushes young teachers to authoritarianism in their relationships with children;

• - providing young teachers with work in more difficult classes with problem children. Working with such children requires a lot of experience, higher professional qualifications and self-confidence as a competent, successful teacher. Young teachers usually do not yet possess these qualities. This creates the prerequisites for the development of emotional phenomena that negatively affect the personality of the teacher;
• - low salary reduces the interest of a young teacher in his professional work.

To internal conditions relate:

self-doubt of a young teacher in himself as a professional. Truly effectively this uncertainty is overcome by years of successful professional work;

• - the contradiction between the acquired value of the democratic style of pedagogical communication and the underdevelopment of one's own communication skills;
• - the so-called pedagogical myths, which are rigid, erroneous principles, unconsciously learned by the teacher and interfering with his work.

These contradictions become one of the reasons for the emergence of negative emotional phenomena. The factors that cause the emergence of negative emotions in teachers cause a growing sense of dissatisfaction, the accumulation of fatigue, which leads to crises in work, exhaustion and burnout. Accompanying this physical symptoms: asthenia (i.e. feeling tired and fatigue), frequent headaches and insomnia. In addition, there are psychological and behavioral symptoms: feelings of boredom and resentment, decreased enthusiasm, uncertainty, irritability, inability to make decisions. As a result of all this, the effectiveness of the professional activity of the teacher decreases. The growing feeling of dissatisfaction with the profession leads to a decrease in the level of qualifications and causes the development of a number of severe emotional problems.

• Slastenin V. A. Pedagogy: textbook, manual for students. higher Pedagogical education, institutions / V. A. Slastenin, I. F. Isaev, E. II. Shiyanov; under the editorship of V. A. Slastsnina. M.: Publishing Center "Academy", 2002.

The themes of the OOD, its purpose and course, provide for a creative approach. I try to use as many resources as possible so that educational activities are interesting, educational and educational in nature! Children are very affectionate, trusting, inquisitive. Each activity opens something new for them, which then becomes their own, familiar, understandable, close to them. They do not like monotony, they cannot listen for a long time, sit quietly. They are very fond of playing. Therefore, in the learning process, I include games. During OOD we play serious and smart games. But we play not for the sake of the game, but for the sake of awakening the spark of inquisitive curiosity in all children. People come to us and we invite famous heroes of children's fairy tales, cartoons, funny and funny people to visit. They ask children "cunning" questions, bring letters with requests, tasks, puzzles, etc.

Someone went to visit the children, to those who correctly explained the path of movement from kindergarten to their home.

Why did the little guy always come with difficult questions. He is very knowledgeable and knows a lot. He is upset if few of the children can answer his questions. After all, interesting, mysterious things are remembered for a long time.

The children were very fond of when Pinocchio appeared in the classroom, they loved to correct his mistakes. Dunno was also interesting to them.

That's how, using the elements of the game, I taught my children a lot. Their mental stress and fatigue disappeared. They completed all tasks quickly and with great willingness.

So, a serious, purposeful game helped to consolidate the knowledge of children, sum up the lesson, and relieve mental stress.

Playing at preschool age is one of the favorite activities.

Therefore, the game method occupies an important place in the education of preschoolers. Creating play situations allows you to attract the involuntary attention of children. In the conditions of the game, it is easier for the educator to activate the attention of children, keep him on the proposed content, and form an interest in working in a team environment.

The opportunity to develop creative abilities in preschoolers in the game and attracts the attention of the educator - teacher to this type of activity of children, allows him to use game techniques in the classroom.

When conducting games, children's knowledge, interest, know and take into account the game experience of children, imagine what specific tasks are solved during the OOD when using one or another game technique.

The game is offered by the teacher, and in this it differs from the free game. The game should look like a real game. One of the signs of a game technique is a game task - determining the goal of the upcoming game actions by a teacher or children.

Age-appropriate play provides children with incomparable joy and allows adults to effectively manage their actions.

In order to arouse and maintain in children the interest in activities aimed at mastering elementary knowledge and skills, at the development of cognitive activity, game techniques are widely used. Often the entire lesson is carried out in the form of a game.

1. Tell the children that something happened to some game characters. As a result, they urgently need those objects that can be molded, drawn, built, etc. The characters themselves cannot do this, but they heard that there are very kind and skillful children in this group who will help them.
2. Ask the children if they are willing to help (wait for an answer - consent).
3. Invite children to teach them to do it very well (also wait for an answer - consent).
4. During work, each child should have his own ward toy character, who is nearby and rejoices along the way, expresses his wishes, etc.
5. These toys are also used by the educator to evaluate the work of children, which is given on behalf of the toys, as if from their position.
6. At the end of the work, children should be given the opportunity to play with their wards, using the resulting product if desired.

It is advisable that the same characters mostly act in the stories of the educator. Then the children will love them, acquire a steady interest in their lives and the events that happen to them.

The favorite of the children was the bear cub Misha, the character of the puppet theater. He knows how to speak, pat on the head of the most distinguished, shake his head and regret if something didn’t work out for someone or someone is upset about something. Misha congratulated the children on their birthday. Looked into children's work and "whispered" words of approval. Sometimes he got angry with someone and went back to the forest. The forest is quiet, no one makes noise, does not bother him. The children were interested in him, tried not to offend him so that he would not leave. They believe that Misha, like them, can think, get angry, rejoice. After all, children have no boundaries between the real and the imaginary.

The need to create game motivation remains in the older group of preschool age.

Game techniques are used to arouse preschoolers' interest in the proposed tasks.

Already on the new program content, solving new educational tasks, the teacher continues to present children with difficult tasks for them in a playful way, introduces motives that encourage preschoolers to do quality work.

In the preparatory group, game teaching methods are also used, but their share is significantly reduced, giving way to other methods that allow children to form a conscious attitude to the educational task.

In the senior, preparatory group, it is advisable not to include didactic games, but to unite them with a single theme, plot. For example: travel (to the forest, circus, space, etc.).

Game forms of OOD: performance, fairy tale, meeting, etc.

Every time we prepare for OOD, we repeatedly find it difficult. How to start? Why? To keep the kids interested. Our children are very fond of traveling, so I spend OOD in the form of travel.

I travel in a variety of ways:

"To the land of fairy tales" .

"To the Land of the Curious" .

"To Fantasy Island" .

"Journey to the Arts Square" where we will get acquainted with architectural monuments”.

"Space flight on a rocket" . Etc.

I will give an example (construction).

Guys, are you ready for our next trip?

Check if you have everything with you. And did not forget to take fantasy, fiction, good mood with you on the road?

Before we map out the itinerary of today's journey, listen to one story.

Once in the museum, an old envelope was accidentally discovered that had fallen behind a rack. Its edges were heavily frayed. The appearance of the mysterious envelope testified that he had experienced a lot in his lifetime. The envelope attracted the attention of museum workers, and it was immediately opened. There lay a piece of a letter yellowed by time. In all likelihood, it belonged to some traveler. This envelope is with me now. Let's read it.

“On the map, I depicted the location of the island, but, unfortunately, I cannot convey to you the beauty of its castles, palaces, towers, which was told to me by a person who visited this island and took part in its development. He also noted that all structures were built from blocks of rectangular, square and triangular shapes of various sizes.

It is a pity that this fabulous beauty of the island no longer exists.

Guys, what do you think was written next, what did the traveler dream about? (The traveler dreamed of restoring these buildings of marvelous beauty).

So we'll take to the street "Builders" , where we have to prepare construction details, plan structures.

Let me give you an example of mathematical travel by train.

Now we will go on a mathematical journey, where we will solve problems, examples, and count. Let's learn ourselves and teach others.

Our train is unusual - mathematical. (I expose a locomotive and several wagons.)

And our familiar train brought us interesting tasks.

OOD can start with a surprise moment (someone sent a telegram, a meeting with a literary hero, an invitation letter, a meeting with various animals, dolls).

OOD can be started by listening to a musical fragment, by guessing riddles, by inventing a fairy tale, by having a conversation, by reading an excerpt from a poem, by an invitation card, by viewing a picture, etc.

When conducting OD according to FEMP, when getting acquainted with the concept "order" you can use this method.

When studying the concept "order" it is useful to arrange children in accordance with some order: by height, by age, by numerical order, etc. You can count various objects in forward and reverse order. For example: using pictures to suggest questions and tasks: (pictures: boy, fish, cat, hare, butterfly, wolf, chicken, bird, moth, bee).

Count everyone in order (the first is a boy, the second is a fish, etc.).

What is the value of a bunny? Wolf?

Who is located next to the butterfly? Before her? After her?

What is the value of the kitten from the end?

Children love the game to develop attention: they close their eyes, and the teacher changes the order of objects or removes some object. We need to restore order.

By FEMP. "The study of the number 7 and the composition of 7" .

The number is illustrated on a numerical segment as a result of adding 1 to the number 6. The composition of the number 7 is shown.

The number 7 played a big role in ancient mythology. (7 Roman gods, seven wonders of the world in ancient Greece, etc.) and retained this role in the literature. Recall 7 gnomes from the tale of "Snow White and the 7 Dwarfs" , you can read an excerpt from the fairy tale by A. S. Pushkin "About the dead princess and 7 heroes" . Everyone knows proverbs and sayings in which the word occurs "seven" : "Seven do not wait for one" , "Seven times measure cut once" , "Seven troubles - one answer" , "One with a bipod - seven with a spoon" etc. In these proverbs and sayings, the word "seven" acts as a word "lot" . We can remember that we use the seven-day week, we are talking about the seven colors of the rainbow.

Motivation I consider mandatory and one of the main elements in the upbringing and education of preschoolers. Otherwise, we risk ruining our children's childhood. Whatever preschoolers do within the walls of our kindergarten, they must do it with interest, so that their eyes shine, so that children enjoy communicating with us. Otherwise it will be hard work. We will develop the head of the child, but his soul has suffered.