Social and communicative development in the senior group, GEF

2024 Author: Priscilla Miln | [email protected]. Last modified: 2023-12-16 00:21

Basic individual properties, including the basic principles of relations in the environment, are laid in the preschool period of childhood, therefore, special attention is paid to the problems of socialization of children in kindergarten. One of the priorities of the educational process in a preschool institution is the formation of social and communicative skills in children who are just learning to establish a connection with others. And the teacher of the preschool educational institution acts as a kind of conductor, ensuring the requirement for the complete formation of social and communicative skills in the child. This activity will require the deepest theoretical and actual knowledge and skills. It is worth learning more about projects for the social and communicative development of the older group of preschoolers.

Goals

Goals of social and communicative formation in preschool educational institutionsare defined by the GEF and are made up of:

• assisting the rising generation in the assimilation of universally recognized moral and ethical values;
• creating circumstances for the interaction of the child and other people, regardless of age;
• providing a framework for increasing self-sufficiency related to self-regulation as well as purposeful action;
• accumulation of the mental and emotional content of the personality (formation of the ability to empathize, be sociable, sensitive);
• formation of skills of safe action in society, at home, in nature;
• cultivating a respectful, respectful attitude towards family, comrades and the Fatherland.

Tasks

Achieving the set goals is permissible when carrying out regular work to implement a number of tasks of social and communicative development in the older group of children:

1. Development of speech. In the 1st and 2nd junior groups, the main tasks of the educator are the formation of motor skills, the development of speech culture, that is, the rapid study of sounds by children (a, o, e, p, m, b - in 1, 5–2 years; and, s, y, f, c, t, d, n, k, d, x - at 2–4 years old), and in addition, enrichment of the passive and filling in the active vocabulary of the younger preschooler.
2. In the middle group, the emphasis shifts to the formation of situations for the development of complex speech, that is, the assimilation of generally accepted norms for constructing sentences by retelling situations (according to illustrations, for example). In the senior andpreparatory groups, the main emphasis is on developing the ability to create a conversation with a friend or an adult, to intelligently compose monologues.
3. Incitement to various types of activity: fun, work. In the first younger group, for example, children play with themselves or tete-a-tete with toys (dolls, puzzles, pyramids), but in the second younger and middle groups, preschoolers enjoy playing in pairs, mini-groups (role-playing, mobile fun). In the preparatory group, children have specific preferences regarding this or that type of work and, having found like-minded people, consciously unite with them for this or that work. For example, several people play mother-daughter, water flowers in a team, fill out a nature calendar, etc. Some children who can read organize readings aloud, and sports fans play ball. The teacher, involving children in various activities, participates in all activities.
4. Developing self-service skills. In the younger group, this is work aimed at observing the sequence of dressing outside, before daytime sleep. With pupils of the middle group, the educator minimizes his assistance in these matters of self-service. And in senior and preparatory, the emphasis is on encouraging initiative, that is, the desire or need to wash hands before an adult reminds you to do it.
5. Cultivate skills of tolerant attitude to circumstances. So, if a dispute arose in the older group during the discussion of a literary work, it must be resolved peacefully and calmly.
6. Instill a positive attitude towards the world around, cultivate the habit of sharing with comrades.
7. To instill the skills of evaluating others and self-evaluation in a particular activity.
8. Teach polite communication.
9. Cultivate respect for elders.

Conditions for the formation of personality

The concept of "socio-communicative formation" establishes conditions that have a great influence on the development of a growing personality:

• family (personal personality traits, such as character, habits, are formed by heredity, the action of elders in the family);
• environment (the formation of character, the selection of methods of interaction are also determined by the fact that the child observes the boundaries of the house);
• upbringing (combination of methods of influence on the personality from the family and preschool educational institutions).

Work areas

Based on the goals and objectives, as well as the conditions and circumstances of the formation of the individual, social and communicative development is directly related to the activity side of the child's development. For this reason, in practice, the development of the child is carried out through the following areas of GCD (social and communicative development in the older group):

1. Game work. Game work is considered the main one for preschoolers, that is, the tasks and problems of educational activities are realized mainly through it.
2. Labor dynamism. Self-service. In juniorAt preschool age, these types of work have a sign-symbolic appearance; in this case, they use an imitation method when the children repeat the actions and movements of the elder. For example, the teacher takes a pencil, draws a line in a sheet of document - the kid repeats, then the adult draws 3 more lines so that the rectangle comes out - the child repeats again.

In the middle and senior groups, there is a shift in values towards partnership, that is, not a repetition of actions, but a common performance (or addition). For example, a baby takes a watering can from a shelf, an adult pours some water, a child waters a flower.

Diagnosis of social and communicative development in the senior group

Diagnostics is considered one of the forecasting tools, a method of studying and establishing the effectiveness of work in a specific time period. The definition of the social and communicative formation of older preschoolers at the beginning of the school year (October) and at the end (April) is being carried out.

Monitoring is a continuous and targeted observation of the progress of educational work in order to establish its dynamics and select ways and means of activity in order to extract the optimal result.

Stages of diagnosing social and communicative development in the senior group:

1. Preparatory. Stages, diagnostic methods are formed, diagnostic cards are printed for each baby.
2. Practical (actual diagnosis). The knowledge, skills and abilities of the child are studied for one to two weeks, using the game, conversation, monitoringplot-role-playing and directorial fun of the child, labor activity, performance of regime factors, looking at and considering plot illustrations. The information received is recorded in diagnostic cards.
3. Analytical. The results of the diagnosis are discussed by a team of teachers together with a specialist in psychology, compared with previous information.
4. Interpretive. The results are processed taking into account the conditions that could have influenced their change (the baby was upset, in a bad mood, on the eve of the disease, for this reason he was unable to show personal qualities).
5. Definition of goals and directions for follow-up. Diagnosis can be carried out in natural conditions for preschoolers.

Game tricks

This type of work of preschoolers is given special attention, since directly in the process of the game it turns out to explain the problem in more detail, work out and fix its solution. In addition, games can be used both in exercises (didactic), and when spending leisure time on the street or in a team (mobile). Fine motor finger play can be done at any time.

Children are very quickly involved in the game, but often leave it with difficulty, for this reason, game methods are rarely used for learning.

Didactic

In the younger group, the game "Let's teach the bunny to speak correctly" is used to form intonation expressiveness. Herthe essence is that a visitor comes to the lesson - a hare, who distorts phrases, for example, the names of animals (“Ishka” instead of “bear”, “from” instead of “cat”). The guys correct the bunny, correctly speaking phrases.

To teach how to compare geometric objects, they use the game "Find the Object": the guys stand in a circle, the teacher throws the ball to the baby, shows an illustration with a geometric figure, the baby names it and looks for a similar object.

The team often uses the game "Who says what", the purpose of which is to identify domestic and wild animals. Its essence lies in the fact that an adult, throwing a ball to one of the children standing in a circle, calls the animal. The kid gives the ball and says how this animal “talks” (the predator growls, the dog barks, etc.).

Mobile games

In the younger group, the emphasis is on developing the skill of jumping correctly, performing actions to the sounding text. For example, the game "Run to me": the guys are sitting on chairs, the teacher is located at the other end of the room. To the phrase "Run all to me!" the children run up to the teacher, who affectionately greets them. To the phrase "Run to yourself!" the guys will return to the chair.

In the middle group, the goals of outdoor games are the formation of endurance in running, climbing, jumping. The game "Chanterelle in the chicken coop" can be played both indoors and outdoors. On the benches (“in the chicken coop”) there are guys (“chickens”), on the opposite edge of the room there is a fox mink, the role of which is played by a baby or an adult. Chickens walk around the yard, at the signal "Fox" they are obliged to run away, the fox at this time seeks to detaina gaping chicken and take it to its own hole. If she succeeds, the child is out of the game.

In the senior and preparatory groups, the goal of outdoor games is the formation of endurance and skill to carry out actions in a coordinated manner as a whole team. Here is an example of an outdoor game for older preschoolers - the game “Take It Quickly”: cones, chestnuts or other small objects are scattered on the floor around the children, but one less than the number of players. According to the signal "Quickly take!" the guys bend down and take the object. Those who do not have enough are defeated. Mobile fun can be done both in a group and on the street.

Finger games

Classes of social and communicative development in the older group of preschool educational institutions include finger games. They contribute to the formation of fine motor skills, which is important in the younger and middle groups for the development of speech, and in the older and preparatory groups - for preparing the hand for writing. In addition, such games perfectly develop reaction, flexibility and memory:

• Younger group. "1, 2, 3, 4, 5, let the fingers go for a walk! 1, 2, 3, 4, 5, they hid in the house again." (In turn, all fingers without exception are unbent, starting with the little finger, then they are bent in the same order).
• Middle group. “Like our cat has boots on his feet. Like our pig has boots on his feet. And the dog has blue slippers on his paws.sneakers." ("Walk" with index and middle fingers on the table).
• Senior group. "Finger-boy, where have you been? - I went to the forest with this brother, cooked soup with this brother, ate porridge with this brother, sang songs with this brother." (Fingers are bent alternately).
• Preparatory group. "2 cats met: "Meow-meow!", 2 puppies: "Aw-aw!", 2 foals: "Igo-go!" what horns." (They show the horns by extending their index and little fingers.)

Tricks for motivation

In order for the guys to quickly become active and join the work, you should choose the best incentive methods that are included in the planning of the Federal State Educational Standard for social and communicative development in the older group:

1. Demonstration in the form of illustrations is a mandatory feature of any training. Whatever topic is discussed, the pictures should be presented in sufficient quantity. Thus, when studying the problem of "Speci alty", children should see illustrations from a person's workplace.
2. Poems, riddles. This technique can be used both at the beginning of training and in the middle, if the guys are a little distracted and they need to be “returned” to the topic. As a rule, riddles and poems are included before the stage of fixing the material used.
3. Games. In addition to finger games, all games without exception can play the role of motivational tools.
4. Verbal ways. They are especially productive if the teacher speaks or asks questions on behalf offantastic character.

Time

Projects for social and communicative development in the senior group include classes. Regardless of the age of the students, the training plan will be similar, and the time intervals for each of the groups are different, so in the younger group the lesson lasts 15 minutes, in the middle - 20, in the senior - 25, and in the preparatory - 30.

Beginning or updating of basic knowledge - 2-3 minutes, during which the teacher will consolidate the knowledge of children, referring to their past experience.

Main stage - 5–15 minutes. Preschoolers get acquainted with new material and work out the acquired knowledge, skills and abilities in practice. It certainly contains physical education and / or finger games, breathing exercises. Didactic fun is an essential part of the main stage of the lesson.

Fixing the used material - 5–10 minutes. As a rule, at this stage, the actual awareness of the acquired information takes place: pictures, applications, crafts. If time permits, games are included.

Final stage - 1-2 minutes. The teacher thanks the children for the lesson, gives encouragement (stickers, cutouts, etc.), if this kind of assessment method is established in the kindergarten monitoring concept.

The article examined in detail the main forms and methods of planning social and communicative development in the older group of preschoolers. Examples of possible games and activities were given. Also indicateddirections of social and communicative development in the senior group, middle and even younger.