Abstract of the features of assimilation of knowledge, abilities and skills in educational activities. Ways of forming the components of educational activity Components of educational activity formed in senior

One of the main tasks of preschool education is to prepare children for schooling. Such training should ensure: a) mastering by the child of a certain amount of knowledge and ideas about the environment, abilities and skills; b) the development of his personality and the corresponding forms of communication; c) the development of voluntary behavior and the arbitrariness of mental processes; d) the formation of the initial forms of educational activity.

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Formation of elements of educational activity in older preschoolers

One of the main tasks of preschool education is to prepare children for schooling. Such training should ensure: a) mastering by the child of a certain amount of knowledge and ideas about the environment, abilities and skills; b) the development of his personality and the corresponding forms of communication; c) the development of voluntary behavior and arbitrariness of mental processes; d) the formation of the initial forms of educational activity.

The problem of the psychological readiness of older preschool children to study at school is closely related to a change in the leading type of activity in a given age period, namely, with the transition from a role-playing game to educational activity. According to the periodization of D. B. Elkonin, the crisis of seven years is significant in that the child, from an orientation towards assimilation of social norms and relationships between people, turns to the assimilation of methods of action with objects.

Determining the structure of educational activity, V.V.Davydov and D. B. Elkonin distinguish the following structural components in it:

motivation;

educational tasks;

educational activities;

control;

assessment.

Learning activity does not arise spontaneously from an already established (play) activity, but appears as a result of its spontaneous or purposeful formation. The formation of a child's play does not contain an internal need to master real methods of action with tools and symbolic means, i.e. the need for training. In the game, any, the most fantastic result can be obtained by symbolic action with substitute or imaginary objects (for example, using the magic expression “as if”: “Let's play as if we had built a spaceship”). Therefore, for the successful implementation of the game, it is not necessary for the child to additionally acquire new knowledge and skills. At the same time, children already quite early begin to spontaneously or purposefully teach new knowledge and skills, including this process in the context of communication with an adult. They are introduced to the surrounding reality, taught the correct actions with various objects. Thus, the foundations of educational activities are laid.

A new activity does not arise immediately in all its structural integrity, but takes shape gradually. Moreover, some of its components appear earlier, others later. In preschool childhood, educational activity is formed based on the leading activity of a given age - a game, consistently including elements of learning in it.

The formation of a new activity in a child occurs within the framework of his communication with an adult, who sets new tasks for children, introduces ways to solve them and controls the receipt of the desired product. The formation of educational activity in older preschoolers is carried out under the direct guidance of an adult and with his constant participation in all phases of activity. An adult reveals to children more distant perspectives of their actions and the connection of new tasks with the life and activities of others, thereby forming a social semantic context of activity and ensuring the appearance of the so-called semantic motivation.

In everyday life, adults and children solve dozens of problems. The difference learning objectives from practical is that the main goal of children's activities is to master the general methods of highlighting the properties of concepts or solving a certain class of concrete practical problems. It is the appeal from the results of activity to methods that can be singled out as the main characteristic of a full-fledged educational activity.

The work of children in educational situations is carried out intraining activities, through which they "learn samples of general methods of solving problems and general methods of determining the conditions of their application." A full-fledged activity in a situation of an educational task involves the implementation of one more action - control. The child must correlate his learning activities and their results with the given samples, correlate the quality of these results with the level and completeness of the learning activities performed. Closely related to control grade, fixing the compliance or non-compliance of the results with the requirements of the educational situation.

The principles of incorporating the components of new activities into those already mastered by children in order to form a new type of activity are formulated.

1. The component of the learned activity is replaced by the component of the new one; for example, a game problem is replaced by an educational one.

2. Additionally, some component is included, but already in the form corresponding to the new activity, and a certain connection is established between it and the corresponding component of the existing activity. For example, along with the play one, the child is additionally assigned an educational task subordinate to the first one.

3. The components of the new activity are included in the already mastered in a certain sequence, due to the fact that some are more mobile, while others are more conservative.

4. The components of the new activity are included in the already established one not one at a time, but in complexes, in certain connections. This kind of connection exists, for example, between the task and the method: a labor task cannot be fully solved in an educational or playful way. There is a corresponding relationship between the task and the product: if the task is actually solved, the product that was planned is created. A certain connection is also found between motivation and assessment, which should also belong to the same type of activity.

To trace the formation of the ability to solve an educational problem and to highlight the conditions under which there is a reorientation from the results to the mode of action, it is possible to consider what prerequisites for this phenomenon arise in the game as the leading activity of the older preschooler.

“Play during preschool age undergoes significant changes” (EE Kravtsova). According to L.S. Vygotsky, the development of the game proceeds from an unfolded imaginary situation and hidden rules to a hidden imaginary situation and explicit rules.

A role-playing game, which presupposes an unfolded imaginary situation, precedes rule games. It can be described “as a kind of school of social relations in which social forms of behavior are constantly modeled and strengthened. By playing, children learn the human ability to cooperate ”(VS Mukhina). The role-playing game develops the qualities necessary for subsequent schooling.

Also, games by the rules are of great importance for the formation of the prerequisites for educational activity. They appear towards the end of preschool age and immediately precede learning activities. Games by rules, in contrast to plot-based role-playing ones, involve a special preparatory stage for mastering their principle. In them, the child learns to consciously obey the rules, and these rules easily become internal, non-coercive for him. The ability to obey the rules and the transition of external rules into internal ones are of great importance for creating the prerequisites for educational activity.

In the transition to school education, this ability makes it possible to subordinate the child's activity to the educational task and goals.

It should be emphasized that it is in the games according to the rules that the child begins to pay attention to the method of achieving the result, and not only to the result itself. The importance of this acquisition can hardly be overestimated, given the fact that “the central moment in the formation of the educational activity of preschoolers is the reorientation of the child’s consciousness from the final result, which must be obtained in the course of a particular task, to the methods of completing this task” (NN Poddyakov).

A. N. Leont'ev emphasized that human activity is characterized by purposefulness and structure. It consists of the following main parts: purpose, motive, plan, performing part. L.A. Wenger, on the basis of his research, came to the conclusion that in older preschool age it is quite possible to form elementary forms of educational activity, using for these purposes, first of all, classes as one of the most expedient forms, guided by a teacher.

For a younger student, educational activity is the leading one. This means that it is in this activity that the leading neoplasms of this age arise. Features of personal and cognitive development are organized around learning activities. What does the formation of educational activity or the ability to learn mean?

In studies of educational activity, the following components are distinguished in its structure: educational motivation, educational situation, control and assessment.

In accordance with these components, the younger student must master the following educational activities:

• - motivational actions;
• - goal-setting, planning the solution of the educational problem (acceptance of the educational problem);
• - general subject educational activities;
• - the action of control and self-control;
• - the action of assessment and self-assessment.

Motivation for learning in younger students. Learning activity, like any other, is polymotivated. When prospective students come to school, broad social motives are leading. That is, junior schoolchildren say: "I want to study in order to become an adult," "... to become a specialist and earn a living," "... because everyone needs to learn," etc. Also, the younger student is motivated by the learning process itself and by external , material and narrow, social motives. Younger schoolchildren are attracted by their new social

role, beautiful notebooks, pens, other school supplies.

In the process of teaching at school, general social motives from the first positions in the hierarchy of motives go to lower positions, and educational and cognitive motives, achievement motives or motives associated with the desire to gain the approval of adults - praise from a teacher or parents - come first.

Hence, in pedagogical activity, teachers often use such specific motives of students as cognitive - narrow cognitive, play, the motive for obtaining an assessment or grade.

The motivational and structural analysis of the formation of educational activity involves finding out (according to N. G. Salmina):

• - the child's acceptance of the learning task as a guide to action;
• - saving the accepted task or sliding to another in the process of its implementation;
• - retaining or losing interest in the problem in the course of its solution.

Another point of the motivational-structural analysis of the formation of educational activity is the clarification of the child's attitude to the teacher, which can manifest itself in responding to the teacher's remarks, in accepting or ignoring them, in the student's attitude to the help provided by the teacher.

Mastering by younger schoolchildren of actions related to the acceptance of an educational problem. For the successful mastering of these educational activities, the younger student needs the help of the teacher. To understand the composition of an educational task: its conditions, known data, a question - to write down a condition in the form of a diagram, to understand the sequence of objective actions to obtain an answer to a question - all these actions require special intellectual efforts from the student and possession of the reference norm for their implementation. This complex activity should be purposefully organized by the teacher, and when doing home independent assignments - by the parents.

Each such action must be worked out. How to analyze the text of an assignment written in a textbook; how to understand what needs to be done to solve the problem; how to represent a task in images and diagrams and write down its condition; how to plan a solution; how the answer should be formalized: the younger student should have an answer to all these questions. Such answers and normative representations begin in joint activities with the teacher and classmates, where all operations are performed according to a pattern that acquires the character of an increasingly general orientational basis of action, i.e. a younger student has a certain algorithm for solving an educational problem. Such an algorithm can be more or less conscious and generalized.

In order for a younger student to join the process of solving an educational problem, he must accept the goal of solving the problem as personally significant and meaningful. Such semantic motives can be not only educational and cognitive, but also the motives for obtaining an assessment, the approval of a teacher or parents. It is very important that the process of forming educational actions related to the acceptance and solution of the educational problem is purposeful and controlled by the teacher. If this component of the educational activity of a younger student is not formed, then gradually educational and cognitive motivation is replaced by external social motives, and cognitive motivation begins to be satisfied by younger students through additional education, independent reading of literature that is interesting to the student, and collecting. School and study assignments begin to be perceived by a younger student as a forced, boring, difficult job.

Control and self-control action. Initially, the educational work of the children is supervised by the teacher. But gradually they begin to control it themselves, learning this partly spontaneously, partly under the guidance of a teacher. Without self-control, it is impossible to fully deploy educational activities, therefore, teaching control is an important and complex pedagogical task. It is not enough to control the work only according to the final result (the task was completed correctly or incorrectly). The child needs the so-called operational control - for the correctness and completeness of the operations, i.e. for the process of educational activities. To teach a student to control the very process of his work means to contribute to the formation of such a mental function as attention.

The action of assessment and self-assessment. Assessment as a learning action is of great importance not only for the formation of the ability to learn, but also for the development of the personality of a younger student. The younger schoolchild, like the preschooler, in relation to himself is mainly guided by the assessments that significant adults give him. The evaluative attitude of an adult is perceived as a holistic vision of oneself, an integral assessment of the personality. This overwhelming significance of the assessments of adults leads to the fact that the child weakly distinguishes between assessments of his actions, actions and the assessment as an adult's attitude towards him.

It was the high importance of school grades for the development of the student and the undifferentiated attitude towards grades that led to the fact that grades were canceled in the primary grades. In elementary school, in the classroom, junior schoolchildren experience anxiety in the situation of assessment during oral questioning, when answering at the blackboard, when performing tests. Children often try not to think about the problem, but to guess the correct answer from the teacher.

In order for the assessment action to be formed, junior schoolchildren must learn to highlight the assessment criteria and correlate their result of completing the assignment with the reference one, which will be set by the teacher. For example, in developing education, the teacher specifically teaches children to evaluate the work of classmates according to criteria such as accuracy, correctness, originality, speed, etc. Schoolchildren give their assessments orally: "I would give a high mark for accuracy, since there are no blots", or " You can give Petya a low mark for accuracy - he has a mistake in his decision! " The teacher can always correct it and clarify the criterion by which to evaluate the work. A very good trick is used in recipes designed for first graders. In the margins, at the beginning of each task and sample for completing writing elements, a grading scale is drawn on which the child must evaluate the quality of his work himself. The teacher can correct this grade to a higher or lower, by adjusting the self-assessment of the younger student.

But children also have their own assessment criteria. As A.I. Lipkina showed, junior schoolchildren highly appreciate their work if they spent a lot of time on it, put a lot of effort and effort into it, regardless of what they got as a result. They tend to be more critical of the work of other children than of their own. In this regard, students are taught to evaluate not only their own work, but also the work of classmates according to criteria common to all.

The functional signs of the formation of educational activity contain the characteristics of the executive part of the activity, as well as its control part.

The characteristic of the orientational part of the activity presupposes the establishment of the presence of the orientation itself (whether the child is able to analyze the given patterns of actions, evaluate the product received, and correlate it with a given pattern). This includes asking:

• - the nature of orientation (collapsed - expanded, chaotic - thoughtful, organized - unorganized);
• - the size of the orientation step (small, step by step, or large, in whole blocks).

The characteristics of the performing part of the activity include: performing the activity by trial and error, without analyzing the result obtained or with correlating the result with the conditions of performance; presence or absence of self-control of activity; copying the actions of an adult or another student to a student, or independently performing an activity.

The characteristic of the control part of the activity contains information about whether the child notices mistakes, corrects them, or skips them without noticing.

In accordance with the concepts of the creators of developmental education - L.V. Zankov, V.V.Davydov, by the end of primary school, younger schoolchildren should have formed educational activity as complete, independent, creative. But, as the experience of teachers shows, by the end of the fourth grade, educational activity is formed only as complete. She becomes independent and creative only by older adolescence, when educational activity turns out to be a means to achieve personally significant goals that lie outside of it, or only in those subjects that correspond to the special abilities of adolescents.

Educational activity, having a complex structure, goes a long way of formation. Its development will continue throughout all the years of school life, but the foundations are laid in the first years of schooling. School education differs not only in the special social significance of the child's activity, but also in the indirectness of relations with adult models and assessments, following the rules common to all, and acquiring scientific concepts. These moments, as well as the specificity of the child's educational activity itself, affect the development of his mental functions, personality formations and voluntary behavior.

Neoplasms in educational activities: reflection in educational activities; the ability to learn (the formation of educational activities); student position (I can study); development of prerequisites for theoretical thinking (according to V.V.Davydov).

General characteristics of the educational activity of a preschooler.

Learning activity is the first type of learning, directly and directly aimed at mastering knowledge and skills. Learning activity does not follow directly from a variety of children's games and is not a game, but is formed under direct pedagogical influence.

Practice shows that children at preschool age need to be taught so that they can master the information and skills that are important for their correct development at this stage and prepare for school.

Educational activity requires a special psychological attitude of the child. More than all other types of activity, it is based on the development of a cognitive attitude towards reality in the child.

Speaking about teaching as a special means of influencing children, we associate the results of its educational influence not only with certain knowledge and skills that children can acquire, but also with the assimilation of the method of acquiring them; not only with the fact that the child will have better developed attention, perception, memory, but with the fact that all these individual mental qualities will give a more generalized expression of a certain type of activity (educational).

The structure of educational activities.

The analysis of educational activity, carried out by D.F. Elkonin, V.V. Davydov, showed that it has its own structure, a specific structure, namely

Learning task

Educational activities

Control

The central place in the structure of educational activity belongs to the educational task. A learning task should not be understood as a task that the child must complete in class. The learning task is the goal. The essence of the goal is to master a generalized method of action, which will help to complete similar tasks, to solve problems of this type. The main attention is paid to the development of the ability to convey the essential features of the subject.

Learning activities with the help of which learning tasks are solved consist of many different operations. In order for children to master educational actions, it is first necessary to perform them with the full development of all operations. At first, operations are performed either materially - with the help of any objects, or materialized - using images, their iconic substitutes.

Formation of elements of educational activity.

Conditions necessary for the development of educational activities of a preschooler.

The formation of educational activities, even with well-structured training, is a long process. In preschool age, the prerequisites for educational activity are laid, and its individual elements are formed.

In the younger preschool age, in the classroom, it is necessary to form in children the ability to set goals for their own activities (at the stage of 2-3 years), to teach the development of various ways of activity (at the stage from 3-4 years). After 4 years, the activity acquires a clear focus on the final result. The teacher teaches children to listen to explanations, to complete the task without interfering with each other; maintains interest in the content of classes, encourages diligence, activity. All this is very important for the further development of educational activities.

At the senior preschool age, the child forms the following elements of educational activity:

Ability to determine the goal of the upcoming activity and ways to achieve it, to achieve a result;

Self-control, which manifests itself when comparing the result with the sample;

Ability to exercise arbitrary control over the course of activities in the process of obtaining intermediate results;

Ability to plan activities, focusing on its results.

The teacher's activities are aimed at organizing the process of active assimilation of knowledge, skills, and abilities. Preliminary preparation of the lesson is important here (planning, providing material and object equipment, creating a favorable emotional environment)

The ability to act according to a model is the first step in shaping the learning activity of preschoolers, mastered before children learn to listen and follow instructions. In the first period, it is important to visually show the children the path offered to them, as well as the successfully completed work. For this, the learning process is supplemented either by an analysis of children's work, which is carried out by the educator or, which is even better and more effective for children, by a visual comparison of the work performed by each child with a sample. A sample is placed on a separate table and children are invited to place those works where “also” is done.

The development of the ability to act as a model is closely related to the ability to evaluate one's own work and the work of other children. Usova notes that children very thoughtfully and with great interest compare their work with the model and almost never make mistakes in its assessment, often noticing even subtle discrepancies.

Formation of the ability to listen and follow instructions. Learning activity is formed by active work, not rote memorization and reproduction. This is facilitated by setting mental tasks for children, the solution of which directs them to mastering knowledge and skills.

An important stage in the development of educational activity is the emergence of self-control in the child, i.e. the ability to compare his actions and words with what he is taught.

Akhremenkova I. Z. teacher-defectologist

The child begins to control himself, his work, guided by the explanation and demonstration given to him. This self-control is the basis for the development of attentiveness to the process of work in children. You can often observe that before starting to draw, the child pauses to build and only then gets down to business. Self-control causes significant changes in the way children act, in their psyche. Now children not only listen to instructions, but also hear, guided by them in their work. The ability to listen in children is associated with a purely external organization, due to properly organized educational work in kindergarten. The ability to hear deeper captures the personality of the child and is associated with the reactions of the adult - the child asks questions, asks to retell something, etc.

An important structural element of the formation of the educational activity of preschoolers is teaching them to work in a team.

The educational activity of preschoolers has the following features:

* it is formed in the process of playing activity;

* has a structure consisting of elements: the ability to act according to the model, the ability to listen and follow instructions, the ability to evaluate how one’s work. so also the work of other children; a positive emotional attitude towards intellectual activity; habitual ways of self-control and self-assessment of this activity; ability to work in a team.

All elements of educational activities formed in kindergarten will be in demand by the school: in solving problematic problems, independent mastering of material, in the implementation of subject, external speech, mental actions; in self-assessment of their results.

— the formation of individual elements of educational activities in kindergarten should be carried out systematically and purposefully;

- children should learn to act according to the proposed model in drawing and modeling classes;

- in kindergarten, the child must learn to work according to the instructions, to show independence;

- children should be taught to hear and understand the words and requirements of an adult addressed to them, to encourage independence, attentiveness, concentration in work, which leads to the formation of self-control;

- preschoolers, accustomed to playing in a team of peers, must learn to coordinate their actions with their comrades, listen to advice, help each other;

- it is important to instill in children a desire to learn new things, an interest in learning, in school.

All this is an indispensable condition for a child's personal readiness for schooling.

Learning activities should captivate children, bring joy, and give satisfaction. It is important from early childhood to bring up cognitive interests in children, since they are the important motives of human activity, express the conscious orientation of the personality, have a positive effect on all mental processes and functions, and activate abilities. Experiencing interest in any activity, a person cannot remain indifferent and lethargic. In a state of interest, the rise of all human forces arises. It is especially important to take this into account when organizing the educational activities of preschoolers.

The views of those who believe that the educational activity of children should be based not so much on interest as on a sense of duty, responsibility, discipline cannot be considered convincing. Of course, these qualities must be brought up in order to solve the problem of the formation of volitional qualities in a preschooler, but it is not enough just to say what he should be. It is important to remember that children still have very poorly developed voluntary attention and voluntary memorization, which are necessary in order to learn. It is necessary to take into account the level of the child's performance.

If a child learns everything that is required of him without interest and enthusiasm, then his knowledge will be formal, since it has been proven that knowledge acquired without interest, not colored by his own positive attitude, remains a dead weight that is not suitable for use. Such training will not contribute to the development of an inquisitive creative mind. KD Ushinsky believed that "learning taken by coercion and willpower" is unlikely to contribute to the creation of developed minds. Thus, the upbringing of cognitive interests and needs is the first prerequisite for the formation of educational activity.

Generalization of the research of teachers and psychologists allows us to highlight the main conditions under which interest in learning arises and develops:

1. Educational activity should be organized so that the child actively acted, was involved in the process of independent search and "discovery" of new knowledge, and solved problems of a problematic nature.

2. Learning activities should be varied. Monotonous material and monotonous methods of presenting it very quickly make children bored.

3. It is necessary to understand the necessity and importance of the presented material.

4. The new material should relate well to what the children learned earlier.

5. Neither too easy nor too difficult material arouses interest. The educational tasks offered to preschoolers should be difficult, but feasible.

6. It is important to evaluate positively all the successes of the children. A positive assessment stimulates cognitive activity.

7. The teaching material should be bright and emotional.

So, the education of cognitive interests is the most important component of the education of the child's personality, his spiritual world. And the success of the organization of educational activities of preschoolers largely depends on how correctly this issue is resolved.

Considering the prerequisites for educational activity, Soviet psychology relies on the provisions on the content and structure of educational activity put forward by D. B. Elkonin and V. V. Davydov. From the point of view of these scientists, educational activity is such an activity in the course of which children master the system of scientific and theoretical concepts and the general methods of solving concrete practical problems based on them. The assimilation and reproduction of these methods by children acts as the main educational goal. D.B. Elkonin notes that learning activity is not the same as assimilation. A child can acquire knowledge, abilities and skills outside of this activity, for example, in play, in work. However, only in conditions of educational activity is it possible to assimilate a system of theoretical concepts as a form of social experience.

It is proved that the development of the educational activity of children is possible, first of all, on the basis of the child's conscious isolation of the mode of action. Therefore, the second prerequisite for educational activity in its developed form is the mastery of general methods of action by preschoolers, that is, in such ways that allow solving a number of practical or cognitive tasks, highlighting new connections and relationships.

The method of teaching children the ability to master methods of action was developed by A.P. Usova and her collaborators. Interest in the methods of completing tasks, according to A.P. Usova, is the psychological basis of educational activity. The characteristic features of the ability to learn are: the ability to listen and hear the teacher; work according to his instructions; the ability to separate your actions from the actions of other children; develop control over your actions and words, etc.

Learning activity is a type of cognitive activity of the child himself. But the ability to work according to the instructions of the educator is not enough for its formation. In those cases when children follow the teacher's instructions exactly, they perceive from him a method of action to solve a concrete-practical problem. To solve a group of tasks of a certain type, you must first learn the general method of action.

The third, no less important prerequisite for the educational activity of preschoolers is the independent finding of ways to solve practical and cognitive problems.

Research by N.N. Poddyakov, L.I.Bertsfai, N.V. Morozova, G.I. which are assimilated at the same time. Already in preschool age, when solving practical problems, there is a reorientation of the consciousness of children from the final result to the methods of achieving it. Preschoolers begin to comprehend their actions and their results, that is, to be aware of the way through which new knowledge is acquired. Such awareness increases the success of the formation of new cognitive actions in them, and with this, the formation of new, more complex knowledge.

As noted by G.I. Consequently, solving a number of similar, but not identical tasks in the course of practical activity, the child comes to a certain generalization, which allows him to transfer the found method to new, changed conditions.

The data of A.N. Davidchuk indicate that in the conditions of experimental teaching aimed at the formation of general ways of solving a certain range of specific practical problems, children develop the ability to more rationally analyze the conditions of a new problem and independently find ways to solve it.

The fourth prerequisite for educational activity, which should be formed in preschoolers, is teaching children to control the way they perform their actions. Since learning activity is carried out on the basis of a pattern of actions, then without comparing the action actually performed by the child with the pattern, that is, without control, learning activity loses its main component.

Psychological and pedagogical studies of recent years give reason to believe that it is rational to start preparing for educational activities with the formation of the ability to control and evaluate their actions.

Research by N.N. Poddyakov and T.G. Maksimova showed that older preschoolers can not only find a discrepancy between the given and obtained results, but also determine its magnitude and direction, and then, on this basis, successfully correct their actions. This suggests that elementary control actions spontaneously develop in preschool children. The task of the educator is to purposefully teach children about control actions.

In addition to the general orientation, control actions have a special function, which is determined by the goals and content of the activity within which they take shape. For the development of the prerequisites for educational activity, a special type of control is required, associated with the formation of skills to independently determine and apply methods of action. The main condition for the development of this control is special methods of teaching children how to compare the results obtained with a given method of action.

So, having considered the question of the main prerequisites for the educational activity of preschoolers, we can name the main components of this activity: acceptance of the task; choice of ways and means for its implementation and following them; control, self-control and self-test; personal (motivational) component. This includes the motives that induce preschoolers to master learning activities, including cognitive interests.

The structure of educational activity is determined not only by its components, but also by their interconnection, which gives it a holistic character.

Readiness for learning activity should be gradually formed in childhood, starting from preschool age. Otherwise, at the school desk, the child will not cope with the load that has fallen on him. Learning requires careful perception and assimilation of a fairly large amount of knowledge. Elements of educational activity are laid down in senior preschool age, since this is facilitated by the social situation of development.

Prerequisites for educational activities in preschool age

The formation of the prerequisites for educational activity in preschool age begins in the play context. In its appearance, the game lays several important "building blocks" in the development of the child's personality. They will be the foundation that is essential for successful learning activities.

Let us consider what acquisitions are prerequisites for the educational activity of a preschooler.

Formation of logical thinking. Children still primarily think in images, but they are already forming. This can be clearly seen in children's games.

If the younger preschooler needs substitute items for the game, then in the older preschool age it becomes the main one. The guys agree on the rules, reason, analyze and give their reasons.

Thanks to the active development of mental operations, preschoolers are trying in some way to generalize and classify the surrounding objects and occurring phenomena. In almost everything they want to hear argumentation. For example, they demand proof of why a watermelon is a berry and a penguin is a bird.

The emergence of a cognitive motive. Children begin to take an interest in acquiring knowledge. Previously, the kid was attracted directly to the game, at the same time he could learn something new. An older preschooler is eager to acquire specific knowledge that will help him to advance one step further in cognition of the surrounding reality.

Interest is shown in scientific facts, natural phenomena, new information. Hence - the desire to understand the structure of mechanisms, to understand the reasons for the occurrence of a rainbow or hail in the middle of summer. Stories about "magic" in such cases will not satisfy preschoolers.

Developing interest in basic study skills. Children take an interest in serious skills such as reading and counting. Having learned to read syllables or count within ten or hundreds, the preschooler realizes that this is just the beginning. And he understands in which direction to move: to be able to read and just as easily operate with numbers as adults.

The formation of the arbitrariness of cognitive processes. The older preschooler already lends itself to arbitrary regulation,. Previously, the child directed attention to the desired object, obeying the words of an adult: "Look carefully", "Listen." A preschooler of 6-7 years old can set himself the task: "I will now look at all the models in this magazine", "I will learn this rhyme and congratulate my grandmother!"

Development of a collective form of activity. In the preschool period, a special type of communication with peers appears, which is called cooperative-competitive in developmental psychology. Preschoolers exchange views, defend their position, but also agree to give in on some issues. It is important for them to demonstrate their result to each other and what assessment the adult expressed.

What motivates a preschooler to learn

The emergence of the prerequisites for educational activity does not yet mean that the preschooler is ready to engage in systematic learning, as required by the school. The prerequisites create a kind of field, and whether there will be a crop in this field depends on many factors.

Motivation is needed to encourage the child to learn. Motivation is the desire and willingness to take action. For a preschooler, this is a desire to gain knowledge, develop mental activity, constantly work on the formation of skills.

It is possible to distinguish the motives that act on children from the outside, and those that arise in the mind of the child (internal).

External motives

The preschooler, through play, and then joining work, gradually masters the functions and norms of the adult world. This world attracts many people. Children often declare: "I will grow up and ...". What follows is a message about what achievements the desired adulthood will bring.

Older preschoolers perceive educational activity as a matter that brings them closer to growing up. In this case, there is an external motive for the educational activity of preschoolers.

Some children are attracted by the organization of classes. They like it when they have lessons and breaks, they have special notebooks for classes, etc. Such preschoolers are attracted by a new social role. Their classes may last only 15 minutes, but they feel like real students. It is obvious that an external motive manifests itself here as well.

Internal motives

The development of the child's personality forms a new attitude towards reality, as a result of which the motivational sphere is enriched. Internal motives are born, aimed at educational activities.

The most important is the cognitive motive. The inner need of the preschooler to learn more keeps him interested and prompts him to concentrate on solving problems. There is a desire not only to ask a chain of clarifying questions, but a desire to argue, prove, give their arguments.

Sometimes parents decide that their 5-year-old "why" is ready for learning activities. Nevertheless, this conclusion is erroneous, since the child's questions may have another goal - to draw attention to himself, to keep the attention of mom or dad. In fact, this is the desire to play, but not with peers, but with adults.

Cognitive motives are also manifested in the middle preschool age, but they are of a generalized nature. Cognitive and educational motives are formed after 6 years.

The motive for realizing the social benefits of education is also internal. It is not so often that there are children - but they are - who convincingly declare that society needs smart and knowledgeable people. "I want to invent such trains so that they can take passengers from one city to another in a few minutes." These preschoolers learn to read early, and their favorite books are children's encyclopedias.

Features of the educational activity of preschoolers

An older preschooler is distinguished by emotional involvement in educational activities. He shows steady interest, surprise at unexpected discoveries, joy that he managed to achieve the expected result.

For children, learning activities are still close to play. Such a form of educational activity of children as a didactic game is widespread. The main purpose of the didactic exercises is teaching, but they are presented under the guise of a child's game with clearly defined rules. A specific task is posed, which the participants solve by following the rules.

Elements of educational activities

Elements of educational activity in senior preschool age are formed due to the development of voluntary regulation.

These include:

• goal setting
• formulation of hypotheses
• planning elements
• attempts to control progress
• willingness to correct a mistake

Let us illustrate how the listed elements manifest themselves in the activity of a preschooler.

The preschooler sets himself the task of memorizing something: poems, the sequence of assembling the structure, the parameters of the giraffe (in order to tell others later) and a lot of other information that is important from his point of view.

There are so many interesting things in the world around us that how can one resist the urge to formulate and test a hypothesis. Children wonder why a small metal ball sinks in water, but a large wooden board does not. Check to see if the apricot kernel will sprout. The question "what will happen if ..." may sound several times a day from an inquisitive preschooler.

It is not uncommon for children to report what they are doing now and what they want to do next. In role-playing games, they discuss the plot, assign roles. This is already elementary planning. It is typical for older preschool age. Younger children, on the other hand, talk about their actions at the time of execution or after they are completed.

Achievement is the transition to internal planning, which makes children's ideas sustainable and encourages the achievement of the result.

The planning elements help the child see the steps, in which sequence to go to get what he imagined. In turn, these steps can be points of control: "Did I do this?" In essence, it is a self-test of actions. The need for control in a preschooler appears if he doubts the correctness of the work.

Children, in principle, do not want to hear about their mistakes, and even more so to admit them. But in the older preschool age, the motives for actions are shifted to the goal - the child acts in order to get a result. If the result, despite the application of efforts, has not yet been achieved, then the preschooler undertakes to correct the detected error.

Functions and tasks of educational activities of preschoolers

Perhaps someone considers it superfluous to talk about learning in relation to preschool age, if the development of play creates natural conditions for the transition to learning activity.

Still, the game is much less regulated than an educational lesson. Gradually, the child should be prepared to consciously obey strict rules.

Educational activities are necessary for preschoolers. It performs several functions:

• Teaches you to manage your behavior and adhere to requirements
• Directs to use a given course of action
• Develops the skill of working according to the instructions of an adult
• Trains independent execution of tasks according to the model
• Forms an awareness that educational actions can be directed not only to a certain result, but also to training skills

This one develops later than such types as play, labor. Educational activity in preschool age realizes the child's desire to take a new, more significant place in the system of social relations and forms a positive attitude towards school.