Independent activity of children in the 1st junior group of kindergarten: planning, forms, conditions and tasks

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

Pedagogical teams of kindergartens, in order to achieve their educational goal, must use in their work a methodically thought-out combination of two types of children's activities. One of them is joint. It involves the interaction of each child with the teacher and with their peers. The second type of activity is independent. This direction requires the teacher to pay close attention to his students. The adult in this case plays the role of an observer. He is no longer a playmate. And this requires a great concentration of a specialist on the methodological expediency of any step. This is especially true when it comes to the independent activities of children in the 1st junior group, that is, at the age of 1.5 to 3 years.

Definition of concept

Under the independent activities of children in kindergarten we understand such activities thatteach kids to fulfill the tasks set by adults of a developing or educational nature, without outside help.

In this case, the teacher does not participate in the process itself, but only guides the child.

Classification

There are four forms of independent activity of children. Among them:

1. Games. This type of DM, based on the psychological and pedagogical characteristics of a younger age, is the most in demand. It involves acquiring skills such as the ability to find parts for the simplest puzzles, alternating colors while working with a mosaic, finding the right use for toys (the spinning top spins, the cars drive), etc.
2. Motive. Such classes on the organization of independent activities of children in the 1st junior group are associated with physical activity. Pupils learn to catch the ball, hit it, and then direct it into the hands of a partner, as well as run around obstacles, etc.
3. Productive. This type of independent activity of children in the garden, attending the first junior group, implies the solution of household tasks that are feasible for kids. This includes, for example, the development of hygiene skills. It can be self-washing of hands or feet, etc. This category of skills also includes the ability to properly use cutlery, dress at a time when peers interfere with doing this, etc. A productive form of independent activity for children in the 1st junior group is the development of the most elementary artistic techniques. It could be a skillhold the brush or pencil correctly, paint the desired area of the picture, and so on.
4. Informative research. Such work is aimed at the independent activity of young children in the form of acquaintance with new information and its search. An example of this is flipping through books in a group to find the right picture.

Organization of work

Federal educational standards do not consider the organized independent activity of children as a separate area of education. GEF pays significant attention to the joint work of teachers with their pupils. Nevertheless, the target for each of the developing areas of knowledge (physical, cognitive, artistic and aesthetic, social and communicative) is to encourage children to independently choose methods of activity, as well as their implementation.

In today's society, there is a need for people with exploratory thinking, able to pose problematic questions, and then determine the algorithm for their elimination. At the same time, creative personality traits are also welcomed, expressed in the ability not to be limited by the framework of social stereotypes and standards. It helps to find the way to the most important discoveries.

Thus, the independent activity of children in the 1st junior group is an indispensable condition for the educational process. Such work will allow to educate a comprehensively developed personality. For the proper organization of such a pastime for kids fromThe educator will need to create conditions for the independent activity of children. It is important:

• allocate the optimal amount of time for classes;
• create space and the right atmosphere for children to be active;
• sorting material suitable for various forms of independent activities;
• choose the optimal arrangement of game accessories in the group.

Besides this, the creation of conditions for independent activities of children also implies active personal communication between the teacher and the child. At the same time, an adult needs to choose such a method of influencing the baby, which will correspond to the characteristics of his development.

One of the conditions for the independent activity of children is also the organization of the management of the preschooler's classes. One of the priority tasks facing the professional is to keep the child calm and balanced. That is why, in order to conduct the most effective story game, pupils will need to provide special paraphernalia that will allow them to fully reflect their own impressions and experiences.

Organization of the center of cognitive activity

In the formation of independent activity of children, an important role is assigned to the subject-spatial environment. It includes everything that surrounds the baby and to which he has constant access. In such a subject-spatial environment, the child should be given the opportunity to relax while playing. Here, kids must satisfy their cognitiveneeds for experimentation and observation.

When planning independent activities for children, it is necessary to organize activity centers for pupils with a different focus. These may include:

1. Information and Research Center. In this area for kids, an experimental workshop, a mini-laboratory, as well as various thematic corners (“The Age of Dinosaurs”, “Space Station”) can be equipped.
2. Game zone. In this part of the group room there should be sets of toys, as well as costumes for role-playing games (“Shop”, “Hospital”, “Kitchen”, etc.). A development center can also be equipped here. It is recommended to install racks with puzzles and didactic games on its territory.
3. Sports corner. Physical activity equipment should be placed in this area of the playroom.
4. Ecological corner. When allocating such a zone, a mini-garden, a winter garden, etc. should be placed in it.
5. Artistic and aesthetic part. It is a theater corner (costumes and masks of various characters for children, scenery that allows you to stage fairy tales), a place for productive creativity (there should be materials for drawing, modeling, paper construction, etc.), a musical island with a collection of various audio recordings with holiday songs, nature sounds and more.
6. Relaxing zone. It includes a rest corner, a magic room (tent, tent, sofa for quiet communication). The presence of such a zone is very important in order to maintain the mental he alth of the child. It is important for kids in a group to create conditions so that they can relax, retire, dream and recuperate.

The plan for independent activities of children, according to the Federal State Educational Standard, should also include active games during walks. Space for them should also be organized by the teacher. For independent games of children, a cook or doctor's corner can be equipped. In winter, on the site, the kids should actively sculpt snowmen and build snow fortresses. Such activities will help develop their creativity and motor skills.

Main Tasks

Independence is understood as a personal quality of a person, which implies independence, initiative and an adequate assessment of one's actions. This includes taking responsibility for your actions.

That is why the main tasks of children's independent activities are:

1. Formation of volitional qualities in kids. They lie in the psychological resistance of the child to the influence of external factors, such as the voices of children, street noise, and other people's opinions. At the same time, it is important for the teacher to teach children to bring the work they have started to the final result.
2. Development of self-regulating processes. This includes the ability to calculate your own strength, which is needed to carry out the planned actions. It is also important for the child to begin to feel his body, determining those moments when he requiresrest or change of activity.
3. Formation of the ability to independently build a game plan, research, observation and labor activity. At the same time, the child should strive to fulfill his plan without the help of adults.

The main goals of organizing independent activities of children in the 1st junior group is to develop their skills:

• wash your face and hands and dry them afterwards;
• eating on their own without the help of adults;
• put on and take off clothes, and fold things with minimal help from caregivers;
• share art supplies, toys, etc. with your peers;
• joint and individual games.

Organization Methodology

It is important for a teacher to do everything possible so that his pupils can, by connecting their imagination and a set of skills, occupy themselves in kindergarten in their free time. To do this, it is necessary to achieve a certain degree of independent activity of children of the 1st junior group during educational sessions. This problem can be solved by using the direct display method. So, an activity that is aimed at obtaining a specific result will be interesting and most productive.

For example, it can be making simple crafts, performing the simplest labor assignment, participating in a sports game. After mastering the algorithm of certain actions, as well as ways to implement them, the children will begin to transfer the forms worked out with the teacher toindividual activity.

Planning

The teacher organizes various independent activities of children in the sensitive moments of the kindergarten, namely:

• when taking babies in the morning - calm games and communication of interests;
• before lunch - games;
• when preparing for a walk and upon returning from it - self-service;
• before meals, as well as before and after quiet hours - hygiene procedures;
• during morning and evening walks - independent games and observations of natural objects;
• in the afternoon - socializing, spending leisure time, creating crafts and drawings.

Motivation

When planning independent activities for children, the teacher needs to come up with an attractive and bright reception for his pupils.

The most productive methods for kids are games that are combined with visibility. Such techniques are especially important for DM, which is associated with the training of hygiene skills.

Educational pictures

You can use this technique, for example, teaching kids to wash themselves. At the same time, the teacher should show them pictures like this, as “Mom washes her daughter.” Looking at her, children learn to use soap, wash it off, and then take their own towel. It is recommended to show a similar selection of pictures to kids in the locker room. This will allow the little ones not to be confused about what to wear for what. Similar hints can be found in lockers. With their help, children learn what thingson what shelves should they lie.

Games

This technique is used most often when organizing independent activities for children. And to make the games more detailed and conscious will allow kids to get a variety of impressions. To do this, the teacher should conduct thematic excursions with the little ones. For example, children can watch the work of a cook in the kitchen, a doctor in a medical center, etc. At the same time, it is important for the teacher to focus the attention of the kids on the most significant points. By doing this, he will help them learn what they see.

By focusing on certain details, children begin to understand the relationship that exists between the actions taken. Receiving such impressions gives the child material for new games. Their plot will reflect his knowledge of the world around him.

The teacher is recommended to enrich the content of such games. Certain dramatizations will help to do this, which introduce the kids to the patterns of behavior accepted in society.

For example, when training the skill of holding a spoon in the right hand and bringing it to the mouth so that the contents do not end up on the table, the teacher is recommended to use the game called "Feed the Mishka porridge." At the same time, children should “feed” plastic bottles from under the water, in which slits are made. The teacher offers the kids to take a spoon, collect cereals in it and feed Mishka, who cannot eat on his own. Moreover, the child should do this without spilling food on the table. Thus, fine motor skills are trained and learning to control theiraction.

Another interesting game situation that contributes to the implementation of independent activities is the exercise “Shoes made friends / quarreled”. In this case, the teacher offers the children drawings on which there is an image of the contours of two shoes - right and left. After that, the kids are given ready-made templates. They must be laid out so that the socks are directed in one direction and the color matches.

Self-care activities

Children attending the first junior group of kindergarten still have poorly developed fine motor skills, as well as coordination of movements. The teacher has to help the little ones in many ways, but at the same time he must provide them with the opportunity to do something on their own. Compliance with hygiene standards and familiarization with the culture of eating should be carried out at the regime moments of the preschool educational institution. Among them: holding breakfast, lunch and afternoon tea, dressing and undressing before and after a walk, etc.

The children's independent activity plan traditionally has a structure that includes 4 parts. This includes:

• using motivational techniques - 5 min;
• work on a specific aspect of self-service (main part of the course) - 10 min;
• independent activity of children (consolidation of skills) - 8 min;
• a statement of encouragement by the educator (summing up) - 2 min.

To teach self-service skills, an adult has to go through four stages with his pupils. Among them:

• explanation and demonstration of action;
• fulfillment of the plantogether with the child;
• kids themselves carry out the action with a verbal prompt from an adult;
• children do everything on their own.

Conversation

In the work of the teacher, together with other techniques, this one is also used. For kids 1, 5-3 years old, the conversation is especially relevant. Such children still need commenting on all the actions of adults. When talking, babies speed up the process of processing new information. In addition, the conversation allows them to quickly learn to speak clearly and correctly.

Monitoring

It is recommended that the teacher analyze the independent activities of children in the first junior group three times during the school year.

It is held when a child arrives, as well as in December-January and in May. Only in this way can objective conclusions be drawn that indicate the effectiveness of the work on developing the independence of children. Such an analysis will also allow the teacher to outline ways to eliminate existing shortcomings.

The analysis scheme should be developed with the participation of the methodological team of the preschool educational institution. In this case, the specifics of the educational process carried out in kindergarten must be taken into account. The fact is that, for example, groups of hardening, correction of a certain ailment, etc. can be organized in it.

The analysis considers the grades given to each child individually. In this case, a five-point scale is used. She meets the following criteria:

• 5 - the baby is able to independentlycope with any task;
• 4 - an adult sometimes has to repeat the necessary algorithm of actions for a child;
• 3 - the little one can cope with his tasks only after the teacher repeats the desired sequence of their implementation;
• 2 - the baby is not able to do something on his own even after the teacher demonstrates all the actions in front of him.