Seminar for young educators Topic: “Methods of activating children in the course of GCD. "Play motivation as one of the means of intellectual development of preschoolers. Development of motivation for play activity in preschoolers

Prepared by: Sergeeva Natalia Vladimirovana - educator of the 1st quarter. category MBDOU "DSOV No. 47", Bratsk

In connection with the entry into force of the Federal State Educational Standard, the achievements of children are determined not by a set of specific knowledge, skills and abilities, but by the formation personal qualities, which ensure the child's psychological readiness for school, and the main type of education should be a joint organized educational activities children with an adult, that is, the development of the child should be carried out in the game. It is the game that allows you to develop abilities, mental and artistic abilities, helps the baby to learn about the world. In the game, he observes, remembers, develops imagination, builds systems of relationships. The game allows, as if imperceptibly, to solve various problems, sometimes very difficult, and move forward along the path of the formation and development of children's intelligence. With the help of the game, you can help the child become aware of himself, gain self-confidence. Communication during the game is an important element of personality education, a source of mutual enrichment.

Any activity should be interesting for children, but specially organized by the educator, implying activity, interaction and communication, the accumulation of certain information by children about the world around them, the formation of certain knowledge, skills and abilities. Nevertheless, teachers continue to "engage" with children, but in such a way that the children themselves do not know about it, but this educational process throughout the day, being involved in various regime moments.

And here the motivational orientation of children's activities comes to the rescue.

Motivation- this is a combination of internal and external driving forces that induce a person to activity, give this activity an orientation focused on achieving a goal.

Purpose of motivation- arouse children's interest in an occupation, an entertaining business, or any activity, create conditions for enthusiasm, mental stress, direct the efforts of children towards the conscious development and acquisition of knowledge and skills.

Motivation allows you to solve several problems at once:

Expand and enrich the range of playable skills and abilities.
To increase the cognitive activity and performance of children.
To activate the processes of perception, attention, memory, thinking.
Smoothly regulate the behavioral difficulties of children, gradually teaching them to obey the rules of the game.

Any interaction between a child and an adult begins with motivation. Without motivation from an adult, a preschooler will not be active, motives will not arise, and the child will not be ready to set goals.

In the foreground are emotions... This is relevant for preschool age.

I use in my practice such techniques that will ensure the occurrence the right motivation in most children.

I have identified eight types of motivation:

The first type is play motivation - "Help the toy" the child achieves the goal of learning by solving the problem of toys. I use toys that are bright, aesthetic, preferably new.

In classes with toddlers, you cannot do without game characters. The use of playable characters and play motivation are interrelated. Game and fairy tale characters they can “come to visit”, “get acquainted”, “give assignments”, “tell fascinating stories”, and also evaluate the results of the work of children. Each character should be interesting and memorable, "have their own character." Children's desire to communicate and help him significantly increases activity and interest. During the work, each child has his own character (cut, toy, drawn, whom he helps). At the end of the work, I invite the children to play with toys.

With this motivation, the child acts as an assistant and protector, and it is appropriate to use it to teach various practical skills. I use this motivation in GCD applications, design, and drawing.

For example: (for junior and middle group).

Application: Guys, look who is sitting on a tree stump? (Hare with a hare) Something is a sad hare, why do you think she is so sad? Guys, she said that her bunnies ran into the forest to walk in summer fur coats, and it's winter outside. But the elder hare obeyed her and put on a winter coat. Let's help her find the rabbits and change her clothes.

Drawing: Guys, a hedgehog has come to us. And he came with friends. They play hide and seek and do not know where to hide. Let's hide them under the leaves.

Modeling: Matryoshka was going for a walk, but it was raining outside, there are puddles. Let's make a path of pebbles for the matryoshka.

This example is suitable for children in older, preparatory groups.

The bear destroyed the house of animals. They were left without a house. How can we help animals? (We can build houses for them ourselves from cubes, an applique, from Kuisener sticks, paint with paints).

The second type of motivation is helping an adult - “Help me”. Here, the motivation for children is communication with an adult, the opportunity to gain approval, as well as an interest in joint activities that can be done together.

I inform the children that I am going to tinker and ask the children to help. I wonder how they can help. I give each child a feasible task. In the end, I emphasize that the result was achieved through joint efforts, that everyone came to it together.

I use this motivation in GCD sensorics, art, in work.

For example:

Sensing and modeling: Guys, I want to treat our gnomes with cookies. But I am alone, and there are many gnomes. I probably won't be in time. Do you want to help me? You can make multi-colored cookies.

Labor activity: The guys will come to us now. Please help me put the toys away.

Collective works, collages "Vase of Flowers", "Underwater World", "Magic TV" and others. We often use it in the final events on the topic of the week.

This type of motivation can be used from the 2nd junior group.

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

I inform the children that I am going to do something and ask the children to teach me. At the end of the game, I give each child an assessment of his actions and distribute stars.

For example:

Play activities: 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?

Hand drawing: Guys, I want to make an unusual exhibition, but I can’t think of how to turn a handprint into a drawing. Teach me.

You can use this type of motivation in play activities, in GCD in older groups.

The fourth type of motivation "creating objects with your own hands for yourself" - based on the inner interest of the child. This motivation encourages children to create objects and crafts for themselves or loved ones.

For example: Guys, look at my beautiful card! This postcard can be presented to mom on March 8th. Do you want to give your mom the same one? And I show you how you can make it.

I use it in artistic design, orientation, logic, manual labor, artistic creation.

The fifth type of motivation "Artistic word". I use poems, songs, nursery rhymes, riddles, etc. This type of motivation can be used in all age groups.

The sixth type of motivation is "Verbal". It is carried out only by verbal direction. These are problem situations, competition reception, a request.

For example:

Dunno with friends argue about where there is air, what it is for and how you can find out.
Thumbelina wants to write a letter to Mom, but worries that Mom will not be able to read it because of the very small font.

I use verbal motivations in the GCD, as well as in the final events. (in senior and preparatory groups).

The seventh type of motivation "Subject-effective". These are letters, a magic basket, boxes, a magic box, a wonderful bag, posters.

The eighth type of motivation "ICT use".

Using a computer allows you to activate involuntary attention, increase interest in learning, expand the possibilities of working with visual material that contributes to the achievement of the set goals.

For example: Game - quiz "Magic chest", game "Learn a fairy tale", game - association "Who needs what for work", as well as presentations on the topic.

You can use this type of motivation at any age of the GCD, as well as at the final events.

Each activity should contain something that will cause surprise, amazement, delight that children will remember for a long time. It is necessary to remember the saying "Cognition begins with surprise." At the same time, it is important to take into account the age of children, techniques that are suitable for each age. This system of constructing, conducting and analyzing GCD helps me, and children receive necessary knowledge and prepare for school with interest and ease, without noticing that he is being taught.

Thus, summing up, we can say that motivation in organizing joint and independent activity for preschoolers is an immediate incentive, without which the child simply cannot be included in the pedagogical situation proposed by adults. And the teacher, in turn, must be able to subordinate and combine different motives to achieve their educational goals, taking into account the individual character traits and interests of each of the children in the group.

And I have prepared a file of motivations for you. I hope you find it useful in your work.

Literature:

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

2. Doronova TM, Gerbova VV, Grizik TI, Upbringing, education and development of children 6-7 years old in kindergarten: Method. A guide for educators working under the Rainbow program / T. M. Doronova, V. V. Gerbova, T. I. Grizik. - M. Education, 1997.

3. Bozhovich L.I. Problems of the child's motivational sphere // Studying the behavior motivation of children and adolescents. - M., 1972.

4.Wegner L.A., Wegner A.L. Is your child ready for school. - M .: Knowledge, 1994.

The motivational sphere in preschool age is of certain interest for parents and teachers. The behavior of children during the period of personality formation is characterized by a certain naivety and simplicity. However, all the actions they perform have a hidden and conscious meaning, which is due to the received upbringing.

Due to the fact that the kindergarten period is a preparatory stage for further education, the formation of cognitive motivation must be given special attention. A model of behavior built at an early age will further determine not only successful learning, but also social relationships in society.

Types of preschool motivation

The development of internal driving forces in a child requires special study and attention. After all, the presence of a strong cognitive motivation in preschoolers will be the key to the successful development of certain areas of life.

At an early age, a child's behavior is a reflection of certain emotional experiences. However, performing certain actions, the preschooler does not always give an account of what exactly prompted him to such behavior. Motivation, which is stimulated by internal driving forces, always has a certain direction and is goal-oriented. In order to ensure the emergence of the necessary motivation, it is customary to distinguish four types in pedagogy:

Game motivation;
Help for an adult;
Craving for education;
DIY items creation.

The motivational sphere of the child is quite diverse. Interest in the world of adults encourages children to copy the behavior of their parents and loved ones. This feature is often used by educators when working with children. The most significant children's motive is considered to be their interest in everything new, in particular in play. It is this process of stimulating the inner driving forces that helps to establish the right relationship with adults.

The desire to receive a positive assessment of the actions performed makes children sensitive to the opinion of an adult. A motivated child is happy to carry out various assignments and follows the established rules. For a baby aged 3-5, the environment in which he is most of his time is of great importance. The emotional microclimate of the kindergarten determines the norms of behavior of the growing up child for the rest of his life.

How the desire for education originates

The leading role in the formation of cognitive motivation is played by the family, since it is at an early age that a person's social and everyday needs are laid down. In the conditions of family education, a preschooler develops an interest in everything new. The child learns to receive information from books and other sources, realizes the need for education. Over time, the baby begins to replace his “want” with a more serious concept of “must”. Creative activities help to instill in the child the idea that everything needs to be brought to its logical conclusion.

Parents who are seriously involved in the upbringing of their children will definitely teach the kid to admit his mistakes and adequately assess the result of the work done. Striving for some success at an early age is a solid foundation of educational motivation.

In pursuit of a certain result, older preschoolers quite often perform various everyday tasks in exchange for being allowed, for example, to watch TV or take a walk. Such motivation of preschoolers indicates that the child puts the concept of "must" above his own "want". You can strengthen the child's initiative with encouragement or praise. At the same time, punishment has the opposite effect.

Due to the instability of the motivational attitude, the promise of the child is considered a weak incentive. In this regard, it is practically useless to demand from the baby the obligatory fulfillment of this or that condition. In addition, promises unfulfilled for various reasons form negative personal qualities in the preschooler in the form of non-obligation and carelessness.

Stimulation to action

Many children of middle preschool age need external pedagogical influence on the motivational sphere. In order for the process of prompting to action to be purposeful, certain trainings must be carried out with the child:

The learning process should take place in close cooperation with the educator. Educators or parents must believe in the capabilities of the baby and thereby stimulate him to action. When working with a preschooler, you should not force events and rush to conclusions. Each baby is individual and unique in its own way.
It is very important to arouse an interest in any activity in the maturing person. To do this, you can use the curiosity of the baby. In the process of working with a preschooler, it is necessary to create situations that will require solving new problems.
The child needs to be explained in detail the reason for his failure or success. The teacher's assessment of his performance is a strong motivation. It is necessary to compare the results of the baby not with other children, but with his early indicators.

Communication with adults in a playful way contributes to the development of cognitive activity. In the process of such interaction, parents and educators stimulate not only the desire for education, but also convey their attitude towards this activity. The adult gives meaning to the cognitive activity of the baby and helps to direct the child's motivation towards a specific goal.

Motivation to develop motor skills

Various physical activity is formed in a person throughout his life. The acquisition of skills in a preschooler is due to a number of different factors and conditions. The degree of mastery of a particular skill is assessed by a person's ability to control his mind.

The development of new motor skills occurs according to the following prerequisites:

The child must have a minimum of knowledge about the technique of action;
He must have motor experience and a certain physical fitness.

Motor skill requires constant improvement and a meaningful approach. Therefore, when mastering a certain action, the age of the preschooler is of great importance. The duration of the transition from skill to skill and the effectiveness of training can depend on the following factors:

the child's giftedness for mastering a particular discipline;
the complexity of the task;
age;
the professionalism of the teacher;
the level of educational motivation.

Thus, the improvement of the motor skills of a small child is facilitated not by mechanical repetition of certain actions, but by the readiness of consciousness for independent mastering of the skill.

The psychology of mastering play motivation

Features of motivating preschoolers in a playful way are that in the learning process, the teacher must switch the consciousness of a small child from unconscious performance of actions to conscious. Also, the teacher should actively develop the creative imagination of children.

Awakening motivation through playful actions should take place according to a specific program and in compliance with strict rules:

The tasks performed must have a certain level of difficulty;
Classes should be interesting and varied;
In the process of playing motivation, the child must independently search for the necessary solution;
The form of classes must be constantly changing in order to exclude the creation of a tense working atmosphere;
The new material should be interesting to the child and as much as possible connected with his life experience.

Teachers are required to emotionally stimulate the preschooler's interest in completing the assignment. Maintaining the right welcoming atmosphere throughout the entire training cycle is the key to a successful solution to the task.

The interest of a small child can be awakened with the help of fairy-tale characters. Familiar characters always inspire a sense of trust. The kid is happy to go with them to impromptu tale, in order to become a direct participant in various events. The effectiveness of play motivation increases due to positive emotions and diligent efforts of the preschooler.

A special role in the development of the impulse to action is played by the substitution method based on the comparison of certain signs, symbols, concepts with familiar images. This tactic helps to emancipate the baby as much as possible and make him show his imagination.

When conducting game training, it is very important to have communication between the teacher and the student. For example, many children have difficulty retelling a particular text. With a long storytelling, kids quickly lose interest in such an activity. To prevent this from happening, the teacher can play up the situation in the form of a game with object pictures. It will be much more interesting for children to extract a colorful picture one by one and tell what is depicted on it.

In the development of drawing skills in a preschooler, you can also use the play method, because the smaller the kid, the more he should play. You can draw the attention of a younger preschooler to the visual arts with the help of the following exercises. The teacher first draws a certain object in the air or with his finger on paper and at the same time accompanies his actions with a verbal description. Then the children repeat the teacher's movement and thereby awaken the motivation to imitate. With older preschool children, this game should be carried out for a walk. They can look at the surrounding objects and nature through the viewfinder of an imaginary camera. Such activities develop memory, thinking and creativity well.

USE OF METHODS AND TECHNIQUES OF MOTIVATION

INDEPENDENT ACTIVITY OF PRESCHOOL CHILDREN.

Lilia Ivanovna Reznik, deputy. head of BMR,

Tatiana Nikolaevna Bychkova, Head

MDOU d / s No. 000 "Gnome", about. Tolyatti

One of the main conditions for the development of independent activity is the presence of a motive in a child, a specific impulse forcing him to learn, act, and perform actions.

Motives are very complex formations. Allocate:

Internal motives are needs, emotions, interests.

External motives are goals, that is, perceived results of activity.

Motives, and there are many of them, are always interconnected, and in the pedagogical process we are dealing not with one active motive, but with several. The classification of motives operating in the training system is distinguished according to various criteria. Let's highlight the motives that gradually develop and influence the development of the child during preschool childhood:

· Emotional motives;

· Game motives;

· Cognitive motives;

· Social motives;

· Volitional motives.

We have already noted that when organizing independent activity, as a purposeful educational and educational process, the management of motives should take place together with teachers and their pupils. Analysis of the literature has shown that motivation (from Latin “to move”) is a general name for processes, means, motivation of children to active cognitive activity. To do this, the educator must have various methods and techniques in his arsenal.

Consider this process:

1. Emotional motives .

In some theoretical sources, there is such a definition: motivation Is emotion plus direction of action. As a result, we can say that the child's activity in most cases contains both emotional and motivational components, which in practice are not easy to separate from each other.

It is known that emotions, their intensity and focus directly affect any activity, including independent. That's why the main task the educator should focus on the positive emotional attitude of the preschooler, which will evoke and support the motive for organizing his own activities. Depending on age, methods and techniques are used based on the occurrence of the following value experiences:

1. Altruistic emotions - experiences that arise on the basis of need and assistance, help, patronage of other people: the desire to bring other people joy and happiness; a feeling of concern for the fate of someone, care for someone.

2. Communicative emotions arising from the need for communication: the desire to communicate, share thoughts and experiences; feeling of sympathy, disposition; desire to earn approval from loved ones and respected people.

3. Gloric emotions are associated with the need for self-affirmation, for fame: the desire to win recognition.

4. Praxical emotions, they are characterized by enthusiasm for work: both the process and the result; desire to succeed in work; admiring the results of one's labor, its products.

5. Gnostic emotions associated with the need for cognitive harmony: the desire to understand something, to penetrate into the essence of the phenomenon; feeling surprised or bewildered; an irrepressible desire to overcome the contradictions in one's own reasoning, to bring everything into a system; a sense of guesswork, proximity to a solution; the joy of discovering the truth.

6. Aesthetic emotions associated with lyrical experiences: thirst for beauty; enjoying the beauty of something or someone; enjoying the sounds.

7. Acid emotions arising in connection with interest in accumulation, collecting: joy on the occasion of increasing one's savings; a pleasant feeling when reviewing your savings.

2. Another important group of motives that are constantly manifested in the behavior of children, - game motives related to interest in the the process of the game... These motives appear in the course of mastering play activity and are intertwined in it with the desire to act like an adult. V. S. Mukhina notes that going beyond the limits of play activity, they create harmonious conditions for the development of independent activity. The child himself can turn any activity into a game.

noted that new, progressive formations develop in play and a powerful cognitive motive arises, which is the basis for the emergence of an incentive to learn. According to the opinion, play is an emotional activity, and emotions affect not only the level of intellectual development, but also the mental activity of the child, his creative abilities.

Therefore, the use of play techniques and methods by teachers, their sequence and interconnection will contribute to solving the persistent motive of organizing the independent activity of children. Depending on the tasks and content of the activity, various structural elements of the game can be equally used:

An imaginary situation, an interesting plot,

Role-playing actions, relationships,

· Fairy-tale or literary characters, etc.

Peculiar game elements in training are game attributes, toys depicting animals, literary and fairy-tale characters, heroes of children's TV shows and cartoons. These techniques help to increase the cognitive activity of children, maintain their interest and stimulate the development of intrinsic motivation.

It should be noted that the nature of the play motives used by the teacher will be determined by the logic of the development of the independent activity of children and the achievement of a certain didactic goal.

For the development of various non-play types of activity, the importance of which increases at the next age stage, interest in the content of the activity and motivation for achievement are especially important. Thus, we are talking about cognitive, social and volitional motives.

3. Cognitive motives manifest as process satisfaction teachings and results, pursuit to knowledge, orientation towards methods of obtaining knowledge.

Cognitive motivation on the one hand is stimulated activities and stimulates independence, initiative and purposefulness in solving cognitive tasks. On the other hand, it generates specific intellectual formations and cognitive emotions - interest to activity, pleasure from the impressions received and from mental effort.

- Cognitive activity preschooler is mainly associated with a visual-effective and figurative way of cognition. Each of these methods presupposes a corresponding motivation, which has a specific content and expression:

In the first case, PM manifests itself in child experimentation in striving for independent achievement of the result (product or solution) and is expressed in the pleasure of the process of solving a new problem.

With the figurative method of cognition, the corresponding motivation is manifested in the perception of information, in the establishment of simple cause-and-effect relationships between events and phenomena, in various types of children's artistic activities, and is expressed in an interest in new knowledge (curiosity), in emotional responsiveness to impressions, in questions, proactive statements, etc.

The main task of the teacher is to develop and maintain cognitive interest, since it is one of the main conditions for the development of the motive for the child's independent activity. Analysis of the literature and research works made it possible to identify the following conditions for the formation of cognitive interest:

Creation of conditions for the development of interest: in the subject environment, in activity;

Support and experience, knowledge, skills of children;

Creation of a free, positive atmosphere;

Organization of systematic search activities;

The organization of activities in such a way that in the process of work there are new opportunities for solving problems.

Genuine interest, formed in the process of a specially organized active independent "search" activity, is characterized by an emotional and cognitive attitude to the process of this activity, which is internally motivated. This means that, in addition to personal and social motives, there are motives coming from the activity itself (the activity itself begins to motivate the child). At the same time, the child not only understands and accepts the goal of this activity, he not only wants to achieve the goal, but also wants to seek, learn, solve, and achieve.

The next group is

4. Social motives - these are motives associated with the emerging self-esteem, pride; motives for achieving success, competition, cooperation; motives associated with the moral norms assimilated in preschool childhood. Among the conditions conducive to the formation social motivation, the researchers call communication with adults and peers.

In preschool childhood, the following are formed:

Narrow social motives (positional) - recognition of others, encouragement, praise, worthy remuneration for your work;

Motives for social cooperation.

When choosing methods and techniques, the formation of social motives for the development of independent activities of children, the teacher must take into account:

Type of activity, form of organization of activity;

Children's experience of cooperation; social roles in the children's team; individual characteristics and skills of children's activities.

And the last group of motives -

5. Volitional motives - these are motives associated with a person's ability to self-organize, consciously regulate their behavior and activities, in the ability to overcome difficulties in achieving a goal.

Let's single out the indicators of volitional motivation in preschool age:

- goal setting, struggle and subordination of motives, planning, self-control in activity and behavior;

Ability to volitional effort;

- arbitrariness in the field of movements, actions, cognitive processes and communication with adults.

Volitional action is generally characterized by purposefulness, as a conscious focus of a person on a certain result of activity. First step volitional action associated with initiative, expressed in setting their own goals, independence, manifested in the ability to resist the influence of other people. Decisiveness characterizes stage of struggle of motives and decision making. Overcoming obstacles in achieving goals for stage of execution reflected in a conscious volitional effort, involving the mobilization of their forces.

The development of volitional motives in independent activity is an important indicator of a child's readiness for school and speaks of the formation of his arbitrariness.

When choosing methods and techniques for stimulating the development of independent activity, the teacher must take into account that when performing volitional actions, the child depends from speech planning and regulation .

It is in verbal form that he

- forms for himself what he intends to do,

- discusses with himself possible solutions in the struggle of motives,

- reminds himself of why he is performing the action, and

- orders himself to achieve the goal.

The child applies to himself the forms of behavior control that adults apply to him in his experience.

So, having considered the motives that are formed and significantly change during preschool childhood, we can say that the child's own activity is directed not by one motive, but by their totality. Therefore, the methods and techniques that the teacher will use to stimulate independent activity will be complex.

Khanina Irina Nikolaevna

Place of work, position:

Motivation is one of the keys to a successful class. And motivation contributes to the activation of children in educational activities.

American physiotherapist Glenn Doman, working for many years with preschoolers, observed as a result of observations that “the product of success is high motivation, and low motivation is the product of failure. Success creates motivation, and failure destroys it. Love and respect are what leads to success. Failure leads to disappointment, frustration leads to lack of motivation, and lack of motivation leads to failure to try again. Success leads to victory, victory leads to motivation, and it leads to the desire to win and to new successes. Love and praise are what every child desires the most. "

The quality of education is based on "3 pillars":

quality of information,
quality of teaching,
the quality of assimilation.

All children need motivation to help them achieve the desired results. Adults are a role model for their children and a source of motivation to achieve what they want. If children are motivated, they develop their abilities through their own efforts. These children have a craving for information that will help them on their way to their goals. In addition, motivation will help children focus on acquiring new knowledge and skills.

Motivation- this is a combination of internal and external driving forces that induce a person to activity, give this activity an orientation focused on achieving a goal.

Researchers have identified six mechanisms of motivation - these are the ways that you can increase the child's motivation to achieve a goal at home.

These 6 mechanisms are:

Encourage environmental research
To instill basic research abilities, such as: identifying objects, ordering, sorting, comparing
Praising your child for accomplishments
Assist in the development and training of skills
If possible, refrain from punishment and criticism for mistakes and poor results
Promote linguistic and symbolic communication

The fulfillment of all 6 conditions will help children to become motivated to achieve success from an early age.

Now consider t Types of motivation for preschoolers in kindergarten in organizing educational activities.

Pedagogical activities should contribute to the development of children (through children's activities inherent in this age: play, work, drawing, educational, productive activity). Therefore, it is necessary that children do not only everything that is required of them, but also transfer it into their independent activity. And this will only happen if the new knowledge and skills that we are trying to pass on to children are needed and interesting to them.

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

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

The first type - play motivation - "Help the toy" the child achieves the learning goal by solving toy problems. The creation of this motivation is based on the following scheme:

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

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

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

4. During work, each child must have his own character - the ward (cut out, toy, drawn character, whom he helps.

5. The same toy - the ward assesses the child's work, be sure to praise the child.

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

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

The second type of motivation is helping an adult - "Help me".

Here, the motivation for children is communication with an adult, the opportunity to gain approval, as well as an interest in joint activities that can be done together. The creation of motivation is based on the following scheme:

You inform the children that you are going to make something and ask the children to help you. Wondering how they can help you.

Each child is given a feasible task.

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

The third type of motivation "Teach me"

Based on the child's desire to feel knowledgeable and able.

1. You inform the children that you are going to do an activity and ask the children to teach you how to do it.

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

3. Each child is given the opportunity to teach you something.

4. At the end of the game, each child is given an assessment of his actions and must 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 "creating objects with your own hands for yourself"-

Based on the inner interest of the child. This 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.

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

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

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

If the child is already engaged in some interesting business, which means that he already has the necessary motivation, you can acquaint him with new ways of solving the assigned tasks.

For example:

Guys, look what a beautiful postcard I have! This postcard can be presented to mom on March 8th. 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 followed:

You cannot impose your vision on solving the problem on the child (maybe the child will have his own way of solving the problem)

Be sure to ask the child for permission to do a common business with him.

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

By acting together with the child, you acquaint him with your plans, ways to achieve them.

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

Use of playable characters.

In classes with toddlers, you cannot do without game characters. The use of playable characters and play motivation are interrelated. Game and fairy tale characters can "come to visit", "get acquainted", "give assignments", "tell fascinating stories", and can evaluate the results of the work of children. There are a number of requirements for these toys and characters.

Toys or playable characters:

Must be appropriate for the age of the children;

Should be aesthetic

Must be safe for the child's health,

Must have educational value

Must be realistic;

Should not provoke a child to aggression, cause manifestations of cruelty.

There shouldn't be many playable characters.

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

Using ICT as a means of increasing motivation for educational activities

In order to optimize the process of mental development of preschoolers, you can use training computer programs, with the help of which the education of children would be improved, the motivation and interest of children in the classroom would significantly increase. Using 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 the set goals.

Question to listeners: How do you see the benefits of ICT in educational work with preschoolers?

Algorithm for preparing GCD

Definition of the topic and leading concepts

Clearly define and articulate the topic of GCD

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

Defining goals and objectives

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

Planning training material

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

2. Pick up tasks for material recognition and creativity.

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

Thinking over the "highlight" of the lesson

Each activity should contain something that will cause surprise, amazement, delight that children will remember for a long time. It is necessary to remember the saying "Cognition begins with surprise." At the same time, 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.

In the course of GCD, the following methods are applied:

1. Explanatory illustrative, which include stories, showing pictures, methods of performing certain tasks.

2. Reproductive

3.search engines requiring mental work

3. Research, experiments

4. The teacher's readiness for the lesson.

5. Target setting of GCD.

6. Compliance with the requirements of SanPin.

7. Individual approach.

8. Availability of feedback.

9. Rational use of time.

10. Organization of the workplace.

11. Practical skills and abilities.

12. Independent work.

13 Development of speech, the quality of children's answers.

This system for constructing, 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 game modeling of practical situations. It increases interest, arouses activity, improves skills in solving real pedagogical problems.

Enhancement of mental activity

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

Sometimes the educator needs to find a way out of such a situation himself, when he needs to make a choice. I bring to your attention pedagogical situations requiring a choice

My choice

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

1. Offer to perform an easier option.

2. Ask to name all objects in one word.

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

2 situation: You are reading a problem to 6-year-old children: “Eight butterflies flew, sat on flowers. For each flower there were two butterflies. 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 a problem statement using signs and symbols.

3 situation When preparing children for school, they often ask questions: "Where is it better to ride a bike: on the asphalt or on the grass? How to find out where the wind is blowing? Etc." What property of thinking is formed in children by such questions:

1. Comparison.

2. Comparison.

3. Flexibility.

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

1. Encourage dialogue with you.

3. Pause to take further action

5 situation: You prepared for the lesson, 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 children:

1. Do another activity.

2. Offer the children matches instead of sticks.

3. Do the same lesson, but without the counting stick puzzles

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

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

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

3. Answer: "Well, no, so no!" Take your time, watch him. In subsequent conversations, talk about the positive side of school

Game exercise "Tales of 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 beautiful, sharp. I have a wooden shirt. I can write, draw, hatch. I come in different colors. I don't like it when guys mistreat me, break me or gnaw me. I am friends with paper and a paintbrush.

Game "Teremok"

Target:

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

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

5. Kravchenko, IV Dolgova, T. L. Walks in the kindergarten. Junior and middle groups. Toolkit/ 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. / Auth. - comp. E. V. Shitova: Volgograd: Teacher, 2009.

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

The motives of the child's behavior change significantly during preschool childhood. The younger preschooler for the most part 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 do this or that act. The actions of the older preschooler become much more conscious. In many cases, he can reasonably explain why he acted in this case, and not otherwise.

One and the same act, committed by children of different ages, often has completely different motivating reasons.

Some types of motives,

Self-love;

Self-affirmation;

Cognitive;

Competitive;

Moral;

Public.

Let's reveal each of the motives:

Motives andinterestachildren to the world of adults- This is the desire to act like adults. The desire to be like an adult guides the child in the 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’re big, and the big ones dress themselves” - they say to the child encouraging him to be independent. “The big ones don't cry” is a powerful argument that makes the child hold back tears.

Gamingmotives - 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, they color all the child's behavior and create the unique specifics of preschool childhood. A child can turn any activity into a game. Very often, at a time when it seems to adults that a child is engaged in serious work or diligently studying something, he is actually playing, creating an imaginary situation for himself.

Motivesestablishing and maintaining positive relationshipswithadults and children- These motives are of great importance in the behavior of a preschooler. A good attitude from others is necessary for a child. Many actions of children are explained by precisely this desire. Striving for positive relationshipswith adults makes the child reckon with their opinions and assessments, to comply with the established rules of behavior.

In preschool childhood, they develop ... Their starting point - arising at the turn of early childhood and preschool age

It is significant that children, as a rule, do not like very much to take on the roles of children. The role of an adult with respect and authority is always much more attractive. In younger and middle preschool children, self-affirmation is also revealed in the fact that they ascribe to themselves all the positive qualities known to them, not caring about their correspondence to reality, exaggerating their courage, strength, etc.

During preschool childhood, new motives are formed, associated with the complication of children's activities. These include .

Already at three or four years old, a child can literally bombard others with questions: "What is this?", "How?", "Why?" etc. later the question “Why?” becomes predominant. Often, children not only ask, but try to find the answer themselves, use their little experience to explain the incomprehensible, and sometimes 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 gain the approval of adults are expressed in him in attempts to do something better than others, and in simple attribution to himself positive qualities or in performing activities that are positively assessed by 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 required by the conditions of the game), and could not resist prompting their peers if they knew correct answer. As for the asterisk, every child demanded it, regardless of the result that he achieved.

Almost all board games offered to children of middle and especially senior preschool age, and most of the sports games are related to competition. Some games are directly called: "Who is more agile?", "Who is faster?", "Who is first?" etc. older preschoolers also introduce competitive motives into activities that do not include competition in themselves.

Of particular importance in the development of motives of behavior are moral motives expressing the child's attitude 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 of the meaning of their actions for other people. Initially, the implementation of generally accepted rules of behavior for the child acts only as a means of maintaining positive relationships with adults who require it. But since the approval, affection, praise that a 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. In 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 children's awareness of moral norms and rules, understanding of their universality, their real meaning. If a four-year-old boy, when asked why one should not fight with comrades, answers: “You cannot fight, otherwise you will get right in the eye” (that is, the child takes into account the unpleasant consequences of the action, and not the action itself), then by the end of the preschool period answers of a different order: "You cannot fight with your comrades, because it is a shame to offend them."

Among the moral motives of behavior, an increasing place begins to take public motives- this is

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, new types of motives appear. Between different types of motives, there is subordination, hierarchy

... The emerging hierarchy of motives gives a definite direction to all behavior. As it develops, it becomes possible to evaluate not only individual actions of the child, but also his behavior as a whole as good or bad. If the mainsocial motives become the motives of behavior,

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

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The formation of the child's motivational sphere is a fundamental problem in developmental psychology. The problem of motivation for learning arose when a person realized the need for purposeful training of the younger generation and began such training as a specially organized activity. Having arisen, this problem is still, if not the main, 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 education and upbringing, when analyzing pedagogical phenomena, increasingly 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, then, is called a motive? And the fact that, reflected in a person's head, stimulates activity, directs it to satisfy a certain need, is called a motive this activity.

One and the same act, committed by children of different ages, often has completely different motivating reasons.

Some types of motives can be distinguished, typical for preschool age in general, having the greatest impact on the behavior of children.

Children's interest in the world of adults;

Establishing and maintaining positive relationships with adults and children;

Self-love;

Self-affirmation;

Cognitive;

Competitive;

Moral;

Public.

Let's reveal each of the motives:

Motives of children's interest in the world of adults - It is the drive to act like adults. The desire to be like an adult guides the child in the 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’re big, and the big ones dress themselves” - they say to the child encouraging him to be independent. “The big ones don't cry” is a powerful argument that makes the 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, they color all the child's behavior and create the unique specifics of preschool childhood. A child can turn any activity into a game. Very often, at a time when it seems to adults that a child is engaged in serious work or diligently studying something, he is actually playing, 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, and praise from adults is one of the main levers of his behavior.Many actions of children are explained by precisely this desire.Striving 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 for the child, their relationship to him becomes more and more important. When a three-year-old child comes to kindergarten for the first time, during the first months he may not notice other children, he acts as if they were not there at all. He can, for example, drag a chair from under another child if he wants to sit down. But in the future, the situation changes. The development of joint activities and the education of children's society lead to the fact that the gaining of a positive assessment of peers and their sympathy becomes one of the effective motives of behavior. Children especially try to win the sympathy of those peers whom they like and who are popular in the group.

In preschool childhood, they develop motives of pride and self-affirmation... Their starting point - arising at the turn of early childhood and preschool ageseparating oneself from other people, treating an adult as a model of behavior.Adults not only go to work, engage in types of work that are honorable in the eyes of the child, and 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, and fulfilled his wishes.

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 very much to take on the roles of children. The role of an adult with respect and authority is always much more attractive. In younger and middle preschool children, self-affirmation is also found in the fact that theyThey ascribe to themselves all the positive qualities known to them, not caring about their correspondence to 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.

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

Already at three or four years old, a child can literally bombard others with questions: "What is this?", "How?", "Why?" etc. later the question “Why?” becomes predominant. Often children not only ask, but try to find the answer themselves, use their little experience to explain the incomprehensible, and sometimes 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 gain the approval of adults are expressed in him in attempts to do something better than others, but in simple ascribing 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 required by the conditions of the game), and could not resist prompting their peers 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 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 competition. Some games are directly called: "Who is more agile?", "Who is faster?", "Who is first?" etc. older preschoolers also introduce competitive motives into activities that do not include competition in themselves.Children constantly compare their successes, like to boast, they are acutely experiencing mistakes and failures.

Of particular importance in the development of motives of behavior are moral motives, expressing the child's attitude towards 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 of the meaning of their actions for other people.Initially, the implementation of generally accepted rules of behavior for the child acts only as a means of maintaining positive relationships with adults who require it. But since the approval, affection, praise that a 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. In 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 children's awareness of moral norms and rules, understanding of their universality, their real meaning. If a four-year-old boy, when asked why one should not fight with comrades, answers: “You cannot fight, otherwise you will get right in the eye” (that is, the child takes into account the unpleasant consequences of the action, and not the action itself), then by the end of the preschool period answers of a different order: "You cannot fight with your 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 begins to take public motives- this is 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 the children clearly imagine the people for whom they are doing the thing, feel sympathy for them, sympathy. So that the younger preschoolers finish the work on the flags, the teacher must tell them in a vivid, figurative form about the little children who are brought up in the nursery, about their helplessness, about the pleasure that the flag can give them.

By 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 do the assignments of adults, they usually answer: "I like it", "Mom told me." For older preschoolers, the answers to the same question are of a different nature: "I help, because it is difficult for grandmother and mom alone," "I love mom, so I help," "To help mom and be able to do everything." Children of different preschool age groups also behave differently in games, where the success of the team to which he belongs depends on the actions of each child. The younger and part of the middle preschoolers only care about their own success, while the other part of the middle and all the 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, new types of motives appear. Subordination, hierarchy is formed between different types of motives. , motives: some of them become more important for the child than others.

The behavior of a younger preschooler is vague, lacks a basic line, a core. The child has just shared a gift with a peer, and now he is already taking the toy away from him. Another jealousy helps the mother to clean the room, and after five minutes she is 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 guided by one or another motive.

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

On the contrary, the predominance of the child's motives forcing him to receive personal pleasure, to demonstrate his 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 unfavorable 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. Many different motives are found in the behavior of any person. But subordination leads to the fact that these different motives lose their balance, line up in a system. A child may abandon attractive play for a more important, albeit possibly more boring, adult-approved activity. If the child has failed in some meaningful business for him, then this cannot be compensated for by the pleasure received along the “other line”. So, a child who did not cope with the task was told that he was still great, 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 diminish in the least: because of the failure, the candy he received became "bitter" for him.

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Municipal budgetary educational preschool institution

kindergarten "Teremok", Tsimlyansk

Consultation

on the topic: “Motivation. Methods and techniques of motivation in a preschool educational institution. "

The consultation was prepared by:

Educator:

Romanovskaya E.R.

Tsimlyansk, 2017

“To digest knowledge,

We must absorb them with appetite "

Anatole Franz.

In connection with the entry into force of the Federal State Educational Standard, the achievements of children are determined not by the totality of specific knowledge, skills and abilities, but by the formation of personal qualities that ensure the psychological readiness of the child for school, and the main type of education should be joint organized educational activities of children with adults, that is, the development of the child must be carried out in the game. It is the game that allows you to develop abilities, mental and artistic abilities, helps the baby to learn about the world. In the game, he observes, remembers, develops imagination, builds systems of relationships. The game allows, as if imperceptibly, to solve various problems, sometimes very difficult, and move forward along the path of the formation and development of children's intelligence. With the help of the game, you can help the child become aware of himself, gain self-confidence. Communication during the game is an important element of personality education, a source of mutual enrichment.

Any activity should be interesting for children, but specially organized by the educator, implying activity, interaction and communication, the accumulation of certain information by children about the world around them, the formation of certain knowledge, skills and abilities. Nevertheless, teachers continue to “engage” with children, but in such a way that the children themselves do not know about it, but this educational process lasts throughout the day, being involved in various regime moments.

And here the motivational orientation of children's activities comes to the rescue.

Motivation - is a combination of internal and external driving forces that induce a person to work.

What is this motivation for?

Purpose of motivation - arouse children's interest in an occupation, an entertaining business, or any activity, create conditions for enthusiasm, mental stress, direct the efforts of children towards the conscious development and acquisition of knowledge and skills.

Motivation allows you to solve several problems at once:

Expand and enrich the range of playable skills and abilities.
To increase the cognitive activity and performance of children.
To activate the processes of perception, attention, memory, thinking.
Smoothly regulate the behavioral difficulties of children, gradually teaching them to obey the rules of the game.

Method - a way of influence or a way of transferring knowledge.

Reception - options for applying this method.

Methods and techniques are divided into play, verbal, visual and practical. Let's consider them separately.

1. Play methods and techniques in teaching children:

didactic games
outdoor games
fun games, dramatizations.

In the foreground are emotions ... This is true for early and younger preschool age. For example: a teacher (during gathering for a walk in the summer): guys, a bunny is going for a walk with us, a bunny, put on a blouse and catch up with us. And the bunny replies that he cannot. guys, let's show the bunny how to dress. bunny, look, our guys know how to dress themselves. children show an example of how to dress properly.)

You can also be interested inthe problem posed(for older age). For example: children, going for a walk, find a note from the garden Scarecrow “Guys, help. the sun is baking so hot that all the plants in my garden are about to die. And my hat doesn’t save me from the heat at all. ” The teacher asks the children what to do in this situation, the children voice the options and go outside to water the garden. You can extend the game further, not just bring a hat for the Scarecrow from home or the corner of the dressing-up, but arrange a competition for the best hat for the Scarecrow. At the end, the Scarecrow will again send a letter of thanks.

Brightness the proposed image (beautiful, aesthetic, anatomically correct toy or manual)

Novelty (an unfamiliar object always attracts attention. Little researchers wake up in children)

Game tricks:

a) Introducing toys,

b) Creation of game situations(today we will be birds)

c) Playing with toys, objects(for example, reading the poem "They Dropped the Bear on the Floor", didactic game"Say what sounds")

d) surprise, emotionality(Show "Bird and Dog" - the teacher shows a squeak, makes you want to listen, "Look who sings this."

e) The suddenness of the appearance, the disappearance of the toy.

f) Changing the location of toys(bunny on the table, under the closet, above the closet).

g) Show items in different actions(sleeps, walks, eats).

h) intriguing environments.

2. Verbal methods and techniques:

1) Reading and telling poetry, nursery rhymes, fairy tales.

2) Conversation, conversation.

3) Consideration of the picture, dramatization.

Receptions:

Show naming toys, objects. The doll Masha is walking, walking, bang - she fell, she fell. Masha, oh-oh, crying.
Please say, say a word(this dress) .
Roll call up to 1.5 years("say-repeat").
Suggestion of the right word.
Explanation of the purpose of the item(dishes are what we eat and drink).
Repeated repetition of a new word in combination with a familiar(the cat has kittens, the hen has chickens).
Questions.
Finishing a word at the end of a phrase("Kittens drink (milk)"," Katya, eat soup (with bread) ").
Repetition of the word for the teacher.
Explanation.
Reminder.
Use of artistic word(nursery rhymes, songs, poems, jokes).

3. Practical methods:

1) Exercises (Giving help).

2) Joint actions of the educator and the child.

3) Execution of orders.

4. Visual methods and techniques:

1) Display of objects, toys.

2) Observation of natural phenomena, labor of adults.

3) Consideration of living objects.

4) Sample display.

5) Use of puppet theater, shadow, tabletop, flannelgraph.

6) Filmstrips.

Receptions:

Direct perception of an object, toy.
Show with naming(it's a rabbit).
Explanation of what children see(this is Katya came; Katya is going for a walk; go, Katya, go; oh, Katya ran and ran away).
Request-offer(Andryusha, come on, feed the bird).
Multiple repetition of a word.
Active action of children.
Bringing the object closer to the children.
Assignment for children (go, Vasya, feed the rabbit).
Questions (simple for children up to 1.5 years old, difficult from 2-3 years old).
Artistic word.
Inclusion of objects in the activities of children("Here I put a cube, on it another cube, another cube, it turned out to be a turret").
Performing game actions.

There are eight types of motivation:

The first type - play motivation - "Help a toy"the child achieves the learning goal by solving toy problems. I use bright, aesthetic, preferably new toys.

In classes with toddlers, you cannot do without game characters. The use of playable characters and play motivation are interrelated. Game and fairy-tale characters can "come to visit", "get acquainted", "give assignments", "tell fascinating stories", and also evaluate the results of the work of children. Each character should be interesting and memorable, "have their own character." Children's desire to communicate and help him significantly increases activity and interest. During work, each child has his own character (cut out, toy, drawn, to whom he helps). At the end of the work, invite the children to play with toys.

With this motivation, the child acts as an assistant and protector, and it is appropriate to use it to teach various practical skills. This motivation can be used in GCD applications, designing, drawing.

For example: (for junior and middle group).

Application: Guys, look, who is this sitting on a tree stump? (Hare with a hare). Something the hare is sad, why do you think she is so sad? Guys, she said that her bunnies ran into the forest to walk in summer fur coats, and it's winter outside. But the elder hare obeyed her and put on a winter coat. Let's help her find the rabbits and change her clothes.

Painting: Guys, a hedgehog came to us. And he came with friends. They play hide and seek and do not know where to hide. Let's try to hide them under the leaves.

Modeling: Matryoshka was going for a walk, but it was raining outside and there were puddles. Let's make a path of pebbles for the matryoshka.

This example is suitable for children in older, preparatory groups.

The bear destroyed the house of animals. They were left without a house. How can we help animals? (We can build houses for them from cubes, an applique, paint with paints).

The second type of motivation is helping an adult - “Help me”.

Here, the motivation for children is communication with an adult, the opportunity to gain approval, as well as an interest in joint activities that can be done together.

We inform the children that we are going to make crafts and ask the children to help. We are interested in how they can help. Each child is given a feasible task. In the end, we emphasize that the result was achieved through joint efforts, that everyone came to it together.

This motivation can be used in GCD sensorics, fine art, in work.

For example:

Sensing and modeling:Guys, I want to treat our gnomes with cookies. But I am alone, and there are many gnomes. I probably won't be in time. Help me? You can make multi-colored cookies.

Labor activity:The guys will come to us now. Please help me put the toys away.

Collective works, collages "Vase of Flowers", "Underwater World", "Magic TV" and others. Can be used in wrap-up activities on the topic of the week.

This type of motivation can be used from the 2nd junior group.

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

You inform the children that you are going to do an activity and ask the children to teach you. At the end of the game, give each child an assessment of his actions and distribute stars.

For example:

Play activities: 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?

Hand drawing: Guys, I want to make an unusual exhibition, but I can’t think of how to turn a handprint into a drawing. Teach me.

You can use this type of motivation in play activities, in GCD in older groups.

The fourth type of motivation "creating objects with your own hands for yourself"- based on the inner interest of the child. This motivation encourages children to create objects and crafts for themselves or loved ones.

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

I use it in artistic design, orientation, logic, manual labor, artistic creation.

The fifth type of motivation "Artistic word".The use of poems, songs, nursery rhymes, riddles, etc. This type of motivation can be used in all age groups.

The sixth type of motivation is "Verbal".It is carried out only by verbal direction. These are problem situations, competition reception, a request.

For example:

Dunno with friends argue about where there is air, what it is for and how you can find out.
Thumbelina wants to write a letter to Mom, but worries that Mom will not be able to read it because of the very small font.

I use verbal motivations in the GCD, as well as in the final events. (in senior and preparatory groups).

The seventh type of motivation "Subject-effective".These are letters, a magic basket, boxes, a magic box, a wonderful bag, posters.

The eighth type of motivation "ICT use".

Using 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 the set goals.

For example: Game - quiz "Magic chest", game "Learn a fairy tale", game - association "Who needs what for work", as well as presentations on the topic.

You can use this type of motivation at any age in the GCD, as well as at the final events.

Each activity should contain something that will cause surprise, amazement, delight that children will remember for a long time. It is necessary to remember the saying "Cognition begins with surprise." In doing so, it is important to take into account the age of the children, techniques that are suitable for each age. This system for constructing, conducting and analyzing GCD helps you and your children to acquire the necessary knowledge and prepare for school with interest and ease, without noticing that they are being taught.

Literature:

1. Doronova TM, Gerbova VV, Grizik TI, Upbringing, education and development of children 3-4 years old in kindergarten: Method. A guide for educators working on the "Rainbow" program T. M. Doronova, V. V. Gerbova, T. I. Grizik. - M. Education, 2004.

3. Bozhovich L.I. Problems of the child's motivational sphere // Studying the behavior motivation of children and adolescents. - M., 1972.

4.Wegner L.A., Wegner A.L. Is your child ready for school. - M .: Knowledge, 1994.

5. Leontiev A. N. Activity. Consciousness. Personality. M.: 1977.