Basic shapes preschoolers

Teaching Basic Shapes to Kids In an Interesting Way

Table of Contents

Kids have dynamic learning capabilities that are enhanced by their observation skills. However, parents need to take tiny steps while teaching preschool kids. Basic shapes and colors impact children. They try to understand their surroundings by looking at the different objects around them. All kinds of objects and structures help kids in learning shapes. As a parent one should introduce different shapes for kids at an early age. There are various shapes activities for kindergarten that can help kids learn and understand basic shapes.

Here is a downloadable PDF that lists out various shapes for kids. Teaching basic shapes for kids helps them understand their own observations. Different types of shapes for kids. Click on the download button to explore them. 

Basic shapes for kids are being taught at every preschool today. It is important to understand the necessity of shaping activities for kindergarten kids. Few ways in which kids are impacted by basic shapes are:

1. Visual Information
2. Sign and symbols
3. Alphabets and numbers
4. Mathematical concepts
5. Categorization and comparison 
6. Problem-solving
7. Symmetry

1. Kids Learn how to organize visual information

Children observe their surroundings very keenly and encounter different shapes every single day. Teaching basic shapes for kids helps them understand their own observations. The visual information they gather comprises compound shapes that are formed by a combination of basic shapes. Shapes’ names for kids enable them to identify the basic shapes in compound shapes. For instance, when a child looks at a car it appears to be a rectangular box. However, children will learn to identify the compound shapes in a car once they learn basic shapes. 

2. Helps to teach signs and symbols

Symbols are very important for kids. But it will take some time for kids to get used to it. Kids take some time before they can actually name the shapes they see. However, this does not indicate that the kid is unable to comprehend basic shapes. Signs on the other hand impart certain information and details. Basic shapes for kids help them store information in their minds. Kids are usually 5 to 6 years old when they start following signs and symbols

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3. Help kids identify different alphabets and numbers

Toddlers may get confused among all the alphabets they see. As parents, it can be challenging to teach various letters and numbers. Kids tend to mix up similar-shaped letters like “b” and “d”. Patience is important while correcting these mistakes. Learning shapes for kids help them differentiate among the letters. Therefore all the preschools cover learning shapes for kids before moving into Alphabets and numbers.

4. Basic mathematical concepts can be taught

Once a child is comfortable identifying shapes for his /her own, they can start learning simple mathematical operations like addition and subtraction. It is always easier to teach addition than subtraction. Therefore we advise parents to start teaching addition and then venture into subtraction. Basic shapes for kids include balls, matchboxes, dice, etc. So you can pick the object of your choice and start teaching simple maths to your kids.

5. Categorization and comparison

Facial recognition and navigation skills are swiftly developed among kids who can categorize and compare various shapes. As kids learn to differentiate shapes, they understand facial features and their differences. It is also important to note that different shapes for kids imply different geographical locations or features. Have you noticed, in kids’ drawing- mountains and hills are always triangles and houses have a square or rectangle structure with a triangular roof? We do suggest you take a look and understand how kids observe and compare the shapes around them.

6. Problem-solving

Brain development and thinking skills are really important for a kid in preschool or kindergarten. Shapes and colors are directly responsible for brain development. Kids analyze structures and start with 2-D mental mapping and then gradually, as the year progresses, they start 3-D mapping. These mental mapping of shapes plays a crucial role in the development of problem-solving abilities in children.

7. Symmetry

Kids love to play around the parks or fields. This is important for the development of their motor skills. However, kids tend to lose their balance more often than adults. Growing up, we all had cuts and bruises on our knees Over the years these injuries started disappearing even when sports activities became more rigorous. This happens when kids are unable to understand the basic concept of balance and center of gravity. Now even though terms like the center of gravity feel fancy for kids, it is important to teach symmetry with the help of basic shapes for kids. This will help them understand how to position themselves and develop motor skills. 

Different shapes for kids are available ranging from basic shapes to compound shapes. Basic shapes are simple shapes that can not be broken down into simpler shapes by general conventions, examples include square, circle, triangle, etc. Compound shapes can be split into simpler shapes, examples include Arrows, Starts, etc. Let us go through a few shapes to understand better. 

1. Basic Shapes for kids

Shapes like squares, triangles, circles, and rectangles are taught first to kids. Once a child learns how to categorize and name these shapes, they are taught more complex shapes. However, it suggested that ample time is spent on basic shapes for kids. This is because all the shapes are taught at a later stage depending upon the concepts developed during learning basic shapes for kids. It may require a little while for kids to pick up the concept but we suggest parents be patient.

2. Advanced Shapes for kids

Once a child is familiar with basic shapes he/she is ready to learn advanced shapes for kids. These shapes include arrows, stars, and hearts. Advanced shapes do not include 3-D structures in preschool as it may confuse them. Kids with a clear conception of basic shapes will be able to ace this topic quickly. 

Till now, we saw how important basic shapes can be for a child's brain development. Teaching shapes can be cumbersome without activities as children find it difficult to comprehend something that can not be observed. Activities and games will help kids learn while having fun.

Now, we will look into a few activities and games to help your child play and learn. 

1. Flashcard shapes for kids

Flashcards are a really fun and interactive tool while teaching kids. They can be purchased in stores or prepared by hand. You can draw different shapes on cards made out of thick paper to prepare a set of flashcards. Use these cards to play with your child. Ask your kid to pick up a card and name the shape drawn on the card. Maintain a scoreboard and let them beat their own high scores.

2. Shapes for kids chart

Bright and colorful shape names for kid's charts are available in the market. To prepare them at home, you need to draw shapes and write down their names. Colorful shapes are easier to remember for kids. Ask your kids to look at the beautiful chart every day in the morning before going to preschool or kindergarten. 

3. Shapes hunt

Just like a treasure hunt, shapes hunting is fun and easy for preschoolers. Use a set of flashcards with different shapes on them. Ask your kid to pick up one card and identify the shape and once he or she has identified the shape, ask them to find an object of the same shape around the house. This will keep the kids engaged and help them relate basic shapes to their surroundings.

4. Puzzle games

Two types of puzzles are available for kids to learn basic shapes. The first one contains pieces of brightly colored basic shapes for kids. These shapes need to be fitted onboard with hollows similar to the shapes. These boards with pieces of basic shape for kids are available in preschool supply shops and toy shops.

The second type is a conventional puzzle with bigger pieces. Once a child is proficient in basic shapes for kids they can try to join the pieces of a picture together.

We suggest you go for basic puzzles with pictures of fruits and flowers to keep the level easy for your child.  

In the former section, we came across the various benefits of teaching basic shapes for kids. It is one of the most important topics covered in the kindergarten and preschool syllabus. Even though your child may be learning shapes for kids in school, it is suggested that parents help them out with shapes games for kids. This is because the identification of shapes and naming shapes are two different objectives. Kids tend to forget shape names.

Start teaching basic shapes to your child and try to relate them with the objects around you. This will help kids relate the concept of basic shapes with their surroundings. We suggest parents start with basic shapes and gradually move into advanced shapes. Spend more time on basic shapes for kids to build the foundation for advanced shapes. 

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• Regular Shapes are those which have equal sides as well as equal angles. Irregular Shapes are just the opposite,i.e, their angles and sides vary.
• Examples of Regular Shapes are Square, Circle, Equilateral Triangle, etc.
• Examples of Irregular Shapes are Rectangle, Heart, Right-angled triangle, etc.

• Cylinder - Circles
• Cuboid - Rectangles
• Cube - Squares
• Pyramid - Rectangles and Circles
• Tetrahedron - Triangles

• Geometric: These are simple shapes like rectangle, square, triangle, etc. which are geometric in nature. They form the basis of other types of shapes.
• Organic: These shapes are curvier in nature and have a natural feel to them (for example, the shape made after the ink is spilled on a paper is of organic type). These are more soothing and relaxing to the eyes.
• Abstract: These shapes are complex in nature and are mostly used in graphics designing purposes. They are aesthetically beautiful but are not naturally found.

11 Activities to Teach Basic Shapes to Young Children

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Did you know that helping children learn shapes promotes a strong foundation for both math and literacy? 

Identifying, categorizing, and creating shapes help young children gain mathematical reasoning skills in their early childhood years that will set them up for success later in school. It also builds background knowledge needed for learning the alphabet. (Who knew a triangle or a circle had so much power?!)  

Teaching basic shapes is one of the most fun learning objectives for teachers and parents alike, in part because there are endless ways to do it! You can use anything and everything from wooden blocks to puzzles to magnetic tiles. Simple cutouts from construction paper or felt fabric also work great. If you can imagine it, you can do it. (And your child can, too!) 

Young ones learn best through imaginative play and active engagement. So, as you think through when, where, and how to do shape activities with your child, keep in mind that the most effective learning occurs when children take an active role. 

Table of Contents

• When to Introduce Shapes
• Why Teach Shapes to Young Kids? 
• What Shapes to Start With
• Activities for Teaching Shapes to Kids 
• Conclusion 

When to Introduce Shapes

It is never too early to introduce basic shapes, just as it is never too early to introduce talking, singing or reading.  

Children begin learning about the world around them from as early as infancy. In the very early years, babies absorb information by watching and listening to the people and events in their sight. Young children are drawn to the contrast of black and white picture books – this is one great tool for teaching basic shapes to your very young child. 

As they grow into toddlers and preschoolers; puzzles, blocks, magnetic tiles, and various arts and crafts activities are excellent ways to teach shapes. Children as young as two may be ready to learn basic shapes like circles, squares, and triangles. 

Please keep in mind, though, that all children develop at different paces. The activities we will share provide entry points for children at all readiness levels – from pre-reading toddlers who know just a few words to elementary schoolers ready for enrichment. 

Why Teach Shapes to Young Kids? 

Shapes provide a powerful foundation for learning. Identifying, classifying, and creating basic shapes helps kids develop a strong basis for mathematical reasoning and literacy. They also help children learn across content areas because they:

• Provide an introduction to symbols
• Serve as a precursor to recognizing and differentiating among letters & numbers
• Teach symmetry 
• Introduce patterns
• Present opportunities to practice comparison and classification 
• Encourage mathematical problem-solving 
• Organize & categorize visual images

That is a lot of learning! 

Did you know your toddler is building a foundation for strong visual-spatial reasoning when she builds with her colorful wooden blocks? Your preschooler is learning to read not only by listening to stories and practicing with letters, but also by sorting shapes! 

Teaching shapes should be an ongoing endeavor that both teachers and parents support. You can always be teaching and reinforcing basic shapes, even if you’re not sitting down for a special shape activity. Pointing out where you see prime shapes in your everyday life is a great place to start.  

What Shapes to Start With

There is no universal rule about which shapes should be introduced first, second, third, etc. But, early childhood teachers typically begin with the most 2D familiar shapes. These include the circle, triangle, square, rectangle and oval. 

These shapes are easy for kids to identify in the real world and through toys. As you go about your day, help your child notice the shapes as they occur naturally. 

For example, the bottom of your coffee cup is the shape of the circle. Your kitchen window may be shaped like a square. The cereal box at the breakfast table is probably shaped like a rectangle. When you spend time noticing the shapes of common household objects, your child will begin to notice them, too. Encourage this! Celebrate this! 

The different sizes and orientations of these “real world” shapes will help expand your young child’s mathematical thinking abilities. She will be able to recognize that not all triangles are equilateral, for example. Some rectangles are “tall” and others are “long,” and ovals vary in length. 

Most children’s toys include basic shapes like circles and rectangles. They may be found in knob puzzles, picture books, coloring pages, and magnetic tiles. They may be in different colors and textures, but retain the same recognizable form. These basic shapes are a great place to start with your toddler or preschooler.  

Other shapes with more complex attributes, such as hexagons and parallelograms, may be introduced later in elementary school or with younger children who show mastery of identifying and manipulating beginning shapes. As your child shows signs of being ready for more advanced shapes, be sure to use correct mathematical language (like angles, sides, and parallel) to help reinforce her teacher’s instruction.

Activities for Teaching Shapes to Kids 

To help your child learn to identify basic shapes, try a variety of activities to engage her in active learning and imaginative play. If one activity seems to fall flat, no worries! Try another one. You are sure to find a few fun, hands-on activities that light up your child’s love for learning. 

1. Sorting 

One of the best ways to teach shapes is through sorting activities. You can use just about any toy or material to help children sort. Wooden blocks, foam blocks, and magnetic tiles all work great. Even cut-out 2D card stock shapes will be effective! 

Modeling works for most children so they can see how to engage with the activity. Show them how to put rectangles in one pile and circles in another pile. Hold up a toy and look at it, and say:

“I see this shape is round. It must be a circle! I’ll put it in this stack.” 

Then, hold up another toy, and offer a different observation,: 

“This shape has corners. It’s different from the circle. I’ll put it over here.” 

Take care to use age-appropriate math language, naming the shape and offering helpful observations about their attributes. This helps children build a foundation for math vocabulary and learn to compare visual images. After a couple of examples, let your child explore the toys or materials independently. It’s OK if he makes mistakes – that’s how children learn. 

For very young children, it may be helpful to have all the circles be one color, all the rectangles a different color, all the squares another color. This will help reinforce the idea of “same” and “different” if some of the shapes are of different sizes. Your child will know a “fat” oval is still an oval if all the other ovals are blue and the shape he is holding in his hands is also blue. 

2. Matching 

Matching is another excellent way to help children learn shapes. Just like with sorting activities, you can use almost any toy or material for matching.

• Encourage your child to match puzzle pieces that are the same shape. 
• Try matching felt, sandpaper, or cardstock cut-out shapes to promote multi-sensory learning.  
• Use markers or crayons to color matching shapes in a shape collage on a coloring page. 

3. Inset Puzzles

Inset puzzles with a variety of shapes and bright colors are a great way to help children become familiar with introductory shapes.

Many inset puzzles (especially knob and chunky puzzles) include the basic shapes like circle and square. They also come with more advanced shapes such as letters, numbers, fruits, vehicles, and animals.

As you work with your toddler or preschooler on these puzzles, be sure to say the name of the shape as you help or watch her manipulate the puzzle piece.

4. Magnetic Tile Shapes

Use magnetic tiles to help kids learn to orient shapes in different positions and create new, larger shapes from smaller ones. 

Unfortunately, many children’s books and early teaching materials present 2D shapes in only one familiar position. When children see the shape in an ‘unusual’ position, they may struggle to recognize it as a shape they know because they don’t have a deep understanding of its properties.

For example, children might recognize equilateral triangles as triangles but be confused by right isosceles or obtuse scalene triangles, simply because they have never seen a 3-sided shape positioned with such angles. Of course, young kids will not know or understand the different mathematical names of triangles, but using a variety of materials (like magnetic tiles) to learn shapes lays a strong foundation for visual and spatial reasoning. 

Playing with 2D magnetic shapes also helps children see how shapes can be rotated, reflected, and flipped. 

• Long, flat rectangles can turn into tall, skinny rectangles! (And it’s still a rectangle!) 
• Magnetic squares can be stuck together to make a 3D cube! 
• Two magnetic squares joined together makes one rectangle! 

And on and on go the possibilities for learning to see shapes in a broader context. Magnetic tiles are an open-ended toy that offer hours of imaginative play and learning fun for children of all ages.

5. Drawing  

Never underestimate the power of a simple piece of paper and a pencil. Some children just love to draw. 

If your child likes drawing, encourage them to practice drawing shapes. You may also provide a ruler or other straight edge to help them draw shapes with neat lines and perpendicular angles. 

An older child may enjoy measuring the length of the sides of her shapes and creating shape-pictures, like robots or other objects made of recognizable 2D shapes. 

For an extension activity, offer a challenge of creating a specific object, like an animal, made only of polygons, for example.

Alternatively, you could allow your kid to draw using chalk instead of a pencil. This is a quick and easy activity to set up that requires minimal adult intervention.

If needed, you can offer a few example shapes to help your child get started, and then sit back and watch how he creates. Maybe your child will make a field of flowers whose petals are made of ovals and stems are made of thin rectangles. Or perhaps your child will draw one ‘wobbly’ square and then scribble inside it. Either way is OK.

Note: some children may need extra help grasping the chalk or drawing lines if their fine motor skills are still developing.   

6. Shapes Collage

This is a favorite activity for young children. A shapes collage is simply a compilation of shapes. Details can be filled in however you wish! 

• Use stencils or stamps or free-hand drawing to create a collage of shapes on construction paper
• Pre-cut a handful of shapes and help your child glue them onto paper 
• Use tissue paper and mod podge to create a textured collage (best for ages 5 and up)
• Make a color-themed shape collage to celebrate a holiday, such as a red, pink, and purple heart collage for Valentine’s Day, or black and orange circles and rectangles for Halloween  

And if you’re in a hurry, you could buy some ready shapes for your kids to use to quickly create collages.

7.

Who doesn’t love playdough? 

Toddlers love playdough. Preschoolers and elementary school kids love playdough. And lots of adults enjoy a bit of playdough play, too!

Whether you use die-cuts to stamp playdough shapes or free form play, this moldable magic offers endless opportunities to create shapes with your children. 

Try making animals or food or tools or anything you wish. Of course the shapes won’t be perfectly straight or round, but you will still have plenty of opportunities to notice the shape and nature of your creations:

“Your worm looks like a very long, skinny oval!” or 

“Your food truck is shaped like a squiggly rectangle!”

8. Sensory Tables

A sensory table is essentially any large bin that is filled with special sensory materials. Some of the more common fillings are: 

• Water
• Soapy water
• Sand
• Dry beans
• Rice
• Dry cereal
• Dry pasta noodles
• Snow
• Whipped cream
• Shaving cream
• Even dirt

Choose any filling that suits your child and your own tolerance for a little mess. Then, find or create shapes that you can put into the filling. 

One place to start it by putting cut-out shapes or magnetic tiles into a sensory table full of sand or dry rice. As you become more familiar with sensory play and how to manage materials, experiment with shapes of different textures, colors, sizes, and attributes. 

The purpose of using sensory tables is not to practice memorization or recall but rather to encourage your child to engage all of her senses while increasing creativity and independence.

In case you don’t have a suitable bin to use, you may buy one such as this table.

9. Play Hopscotch with Shapes

Do your children get antsy after too much time indoors? If so, bring the learning outside! 

Use chalk to create a simple hopscotch template on your driveway, sidewalk, or porch. But, instead of using numbers to fill in the squares, use shapes! 

You can play hopscotch with shapes in as many ways as you can imagine. To start, try having your child simply hop from square to square and name the shape she lands on. Then, introduce a challenge by inviting her to hop only to shapes with 3-sides, or to make a pattern in her hops by moving from circles to 4-sided shapes. 

When children invent the rules for their own play, they are more engaged and for longer periods of time. So, encourage your child to make up her own rules, too!

10. Geoboard Shapes 

Geoboards are a great math tool for introducing length and width in 2D shapes. 

Many early elementary school teachers use geoboards to help children learn to create their own 2D shapes with rubber bands around the individual pegs. Creating is a higher level of thinking than recognizing and naming them from a picture. 

Geoboards are also a very helpful way to introduce the concept of perimeter and area.

If your child is ready for this kind of learning, go for it! 

11. Printouts and Worksheets

While children learn best through play, there is a time and place for worksheets, too. It is important to be able to sit for a few minutes at a time and work on an activity with pencil and paper.  

If your child is 5 or 6 years old or older, offer printouts from time to time to help them practice their shape identification and classification skills. They may practice writing the names of the shapes, drawing the shapes, sorting/matching the shapes or measuring the shapes. 

Younger children (toddlers and preschoolers) can also work with basic paper to learn shapes. Instead of writing with pencils, try using shape stamps, or provide markers or paint to practice following instructions. Maybe they will color all the circles blue and paint a red dot in all the squares. 

Teaching shapes can be a joyful, energizing activity for both adults and children. 

With just a bit of planning, teachers and parents can introduce basic shapes to young children through a world of creativity and fun. Guided hands-on activities like play dough creations and shape collages are the best way to facilitate learning shapes for kids of all ages, especially the littlest ones!

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Municipal budgetary preschool educational institution Kindergarten No.

Form of organization of education is a way of organizing education, which is carried out in a certain order and mode.

Forms differ:

• according to the number of participants;
• the nature of the interaction between them;
• ways of activity;
• venue.

Our kindergarten uses frontal, group, individual forms of organized education, development and training.

Individual form of organization of education allows individualization of education (content, methods, means), however, it requires a lot of nervous costs from the child; creates emotional discomfort; uneconomical training; limiting cooperation with other children.

Group form of organization of training (individual-collective). The group is divided into subgroups. The bases for a complete set: personal sympathy, common interests, but not on levels of development. At the same time, it is important for the teacher, first of all, to ensure the interaction of children in the process of development and learning.

Frontal form of organization of training . Work with the whole group, a clear schedule, a single content. At the same time, the content of training in frontal classes can be activities: both cognitive and speech in nature, and artistically productive. The advantages of this form of education are a clear organizational structure, simple management, the possibility of interaction between children, the cost-effectiveness of education; The disadvantage is the difficulty in individualizing learning.

The main form of organizing development and learning in our preschool educational institution is organized educational activities (OOE). Organized educational activities are organized and conducted by teachers in accordance with the main general educational program of the preschool educational institution and the recommendations of the Federal State Educational Standard. OOD are held with children of all age groups of the kindergarten. In the daily routine of each group, the time of the OOD is determined in accordance with the "Sanitary and epidemiological requirements for the device, content and organization of the working hours of preschool educational organizations".

Organized educational activities are organized in all areas of educational work with children: familiarization with others, speech development, musical education, fine arts, design, the formation of elementary mathematical concepts, physical culture, etc.

educational activities stand out three main parts.

First part - introducing children to the topic of the lesson, setting goals, explaining what children should do.

The second part of is the independent activity of children to fulfill the task of the teacher or the plan of the child himself.

The third part of - analysis of the performance of the task and its evaluation.

Requirements for organizing organized educational activities

Hygiene requirements:

• directly educational activities are carried out in a clean, ventilated, well-lit room;
• educator, constantly monitors the correct posture of the child;
• does not allow overwork of children in the classroom;
• provides for the alternation of various types of children's activities not only in different classes, but also throughout one lesson.

Didactic requirements:

• precise definition of the educational tasks of GCD, its place in the general system of educational activities;
• creative use of all didactic principles in unity when conducting GCD;
• determine the optimal content of GCD in accordance with the program and the level of training of children;
• choose the most rational methods and techniques of teaching, depending on the didactic goal of GCD;
• ensure the cognitive activity of children and the developmental nature of GCD, rationally correlate verbal, visual and practical methods with the purpose of the lesson;
• use didactic games for the purpose of teaching (board-printed, games with objects, plot-didactic and dramatization games, verbal and game techniques, didactic material;
• systematically monitor the quality of children's assimilation of cognitive material (knowledge, skills and abilities).

Organizational requirements

• have a well-thought-out plan for conducting GCD;
• clearly define the purpose and didactic tasks of GCD;
• competently select and rationally use various teaching aids, including TCO, ICT;
• to maintain the necessary discipline and organization of children during the GCD.
• conduct GCD in a playful way, because in the game, the child to a greater extent masters the ways of communication, masters human relations.
• GCD in a preschool educational institution should not be carried out according to school technologies, but should be organized as a planned GCD in the morning and evening in a playful way, in regime moments, in the play and creative activities of children.
• GCD should be carried out in a certain system, connected with the daily life of children (knowledge gained in the classroom is used in free activities.).
• When organizing the learning process, the integration of content is useful, which allows you to make the learning process meaningful, interesting for children and contributes to the effectiveness of development. To this end, integrated and comprehensive classes are held.

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Methods, forms, means of educational activities

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How is it expedient to describe the ways, methods, forms and means of implementing the program?

1. In accordance with the objectives of the educational areas.
2. In line with expected learning outcomes.
3. Focused on the GEF targets.

Rules for describing the methods, methods, forms and means of program implementation:

1. In accordance with the Federal State Educational Standard DO:

• Implementation of the program in forms specific to children ..., primarily games, cognitive and research activities, creative activity.
• Age appropriateness.
• Combining education and upbringing into a single holistic educational process.
• Developing nature of education.
• Variation.
  

2. In accordance with the "Exemplary Basic Educational Program":

• All forms together and each separately can be implemented through a combination of organized by adults and independently initiated types of activities freely chosen by children.
• Must ensure the active participation of the child in the educational process in accordance with their abilities and interests, the personality-developing nature of interaction and communication, etc.

3. In accordance with the "Methodological recommendations for the use of POOP DL in the development of an educational program for DL ​​in an educational organization."

• Versatility and variability.
• Usefulness of OOP for ECE: concreteness, orientation towards flexible planning of the educational process.
• Focus on the targets of the standard.

4. The rules established by the developers of the BEP, taking into account the author's comprehensive educational program "From Birth to School".

• Combination of principles of scientific validity and practical applicability.
• Compliance with the criteria of completeness, necessity and sufficiency (solving the tasks set using a reasonable "minimum" content and methods).

DESIGN OF VARIATIVE FORMS, WAYS, METHODS AND MEANS OF IMPLEMENTING THE EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION

Koreneva-Leontieva L.V.

Kindergarten No. 25 of the Central District St. Petersburg

The task of designing an educational program for preschool education is relevant for all preschool educational organizations in the Russian Federation. At the same time, an unambiguous interpretation of the requirements of the Federal State Educational Standard for preschool education [1] to the content of the educational program of preschool education has not been developed to date. The question of determining the content and format of designing variable forms, methods, methods and means of implementing the educational program of preschool education remains significant. Participants in the process of designing educational programs of preschool education pose the following questions: education? What is the point of designing this part of the educational program? How specifically do you need to design ways, methods, means and forms of program implementation? Interpreting the conceptual series: forms, methods, methods, means, we came to the conclusion that the largest concept is the concept of "form". The concept of "form" can be considered as "organizational form of educational activity" [5]. With such a broad interpretation, the form can be defined as an external structure of the educational process, the nature of which is determined by a system of stable links between content, methods and means. The main forms of organizing educational activities in preschool education are: forms of independent activity of children, forms of joint activity of a teacher and children in regime moments, forms of joint activity of a teacher and children within the framework of continuous educational activities. Sometimes in pedagogical science the concepts of “form of education” and “form of organization of education” differ.

For example, M.I. Makhmutov understands the form of education as the collective, frontal and individual work of students, and under the form of organization of education - a specific type of organization of this activity [2]. Thus, when describing the construction of time periods of the educational process, one can indicate the expected volume of “forms of education” characteristic of preschool education : collective, subgroup, frontal, network and individual work, build their hierarchy for the implementation of the educational program in each age group. But it is also possible to indicate specific forms of educational activity, for example, game situations, story-based didactic games, social and communicative trainings, communication situations, projects, TRIZ situations, etc. When describing specific forms of educational activities in order to increase the systemic nature of the description, program developers can build a description by educational areas, taking into account age groups, individual characteristics of the development of each children's team. All forms together and each separately can be implemented through a combination of organized by adults and independently initiated activities freely chosen by children. The method can be considered as a sequence of actions (work) aimed at obtaining a result.

Method (literally - the path of movement towards the goal) - a system of teacher actions aimed at organizing children's activities to solve an educational problem. The concepts of "method" and "method" can be combined into the following construction: method - the sequence of using methods. A tool is a material or ideal object that is used to achieve educational goals. Under the ideal object, it is customary to understand the established norms and rules of behavior and activities, communication, traditions of the organization. The means of implementing the educational program are materials of the subject-spatial developing educational environment that contribute to solving the problems of the educational program. Determining the relationship between forms, methods, methods and means of implementing the Program allows you to build ways to individualize the educational activities of children. Let's consider a possible scheme for linking these concepts. The forms of implementation of the Program include a set of forms with their tasks, methods are selected based on the tasks. The selection and hierarchy of methods in a specific form of implementation of the Program determines the way the Program is implemented. Based on the method of teaching, the subject-spatial developing educational environment changes. Suppose the following forms are used in the implementation of the Program: - forms of subgroup work; - forms of individual work; - forms of collective work; - forms of frontal work; - forms of network work. The form of network work is used to solve the following tasks: the development of the child's personal qualities, his oral communication competencies, the ability to adapt to a different educational environment, traditions and pedagogical approaches (socialization) [4].

Schools, museums, libraries, organizations of additional education are common network partners for preschool educational organizations. The most common form of networking is project activity. Depending on the choice of a network partner, elements due to network interaction will appear in the subject-spatial developing educational environment. For example, when interacting with a museum of fine arts, special attention is paid to the preparation of exhibitions, reproductions of familiar works of art appear, materials related to the life and work of the studied artists, the range of visual materials expands, thematic collections can appear, mini-museums are organized, etc.

How is it expedient to describe the ways, methods, forms and means of implementing the program? Firstly, in accordance with the tasks of educational areas - this makes it possible to single out forms, methods, methods and means of implementing the educational program that are specific and universal for educational areas. Universal categories - will allow formulating trends towards the integration of educational areas, and unique categories - will show the individual nature of each area, most often unique categories - this is an indicator of the need to attract additional specialists or additional education of the teacher. Secondly, in accordance with the expected educational results. This will allow you to adjust the content of the program depending on the level of development of children, their achievements. Thirdly, with a focus on the targets of GEF DO. The educational program should be focused on achieving targets, and when choosing one or another method, choosing the form of education, it is useful for the teacher to correlate his choice with the ultimate goal of educational activity [3]. Let's give an example of designing variable forms, methods, methods and means of implementing the educational field Social and communicative development” in the senior general developmental group. To do this, it is necessary to specify the objectives of educational activities. We will choose for designing the task: "Assimilation by the child of the norms and values ​​​​accepted in society, including moral values." This task is focused on the following targets of the Federal State Educational Standard for preschool education: “A child can follow social norms of behavior and rules in various activities, in relationships with adults and peers. Adequately shows his feelings, tries to resolve conflicts. Designing methods for implementing the educational area is closely related to determining the results of solving the tasks (educational results). This is due to the focus of the methods on solving the problems of education or training, on achieving the expected result. Determining the result of solving a problem is connected with its translation into the language of the child's "action", his achievement, formulated diagnostically. This approach makes it possible to assess the degree of effectiveness of the application of the chosen methods and methods of organizing educational activities.

The task “Assimilation by a child of the norms and values ​​accepted in society, including moral values” can be solved in the following way (using the following sequence of methods): 1. An example of an adult. 2. Presentation and explanation of new rules. 3. Accustoming to positive forms of behavior. 4. Game methods (game sketches, dramatization games, simulation games for reproducing behavioral options for children and adults, emotional states, plot-didactic games). 5. Method of free self-expression of thoughts, feelings, views. 6. The teacher's story, reading fiction. 7. Watching movies, cartoons. 8. Consideration of paintings and illustrations. 9.Ethical conversations. In other age groups, the sequence of using the methods will differ depending on the age characteristics of the children. In this case, the means of implementing the task will be used: - ideal: the rules of a culture of behavior; -material: card index of games, etudes, plot and didactic games; a selection of children's books, illustrations and cartoons. This will achieve the following educational result: it applies the rules of cultural behavior. Thus, a consistent description of the forms, methods, methods and means of implementing the PLO DL allows you to build an integral system of educational activities in the content section. Such a system enables teachers - users of the educational program of preschool education to consciously design work programs, keeping the relationship between the forms they choose, methods, methods and means of implementing the Program and the targets of the Federal State Educational Standard of preschool education, educational results

Literature:

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