Children learning activity

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Thus, the full development of children's educational activities allows them to form their psychological readiness for school , and in particular for schooling.

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

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

At senior preschool age a child develops the following elements of learning activity:

- the ability to determine the goal of the upcoming activity and ways to achieve it, to achieve results;

- self-control, which manifests itself when comparing the result obtained with a sample, standard;

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

- the ability to plan activities, focusing on its result.

As A.P. Usova's research has shown, for the development of a child's learning activity, it is necessary to form the ability to listen and hear the teacher, to look and see what he shows, to follow his instructions when completing a learning task. A. P. Usova considered the attitude of the child to the assessment by the teacher an important indicator of developing educational activity.

Instructional letter Min. Education of the Russian Federation: "On the practice of diagnosing the development of a child in the system of preschool education", dated 04/07/1999 No. 70/23-16

This letter states that the diagnostics of the development of preschool children, being included in preschool education, is designed to help teachers and parents of the child to properly build pedagogical communication with him.

The specificity of preschool age lies in the fact that all mental processes are very mobile and plastic, and the development of the child's potential largely depends on what conditions for this development will be created for him by teachers and parents. Psychological and pedagogical science unconditionally recognizes the fact that a child's real abilities can manifest themselves quite late, and the education he receives contributes to their manifestation to a large extent. Therefore, Determining the individual characteristics of a child of preschool age , it is preferable to first of all have in mind his "inclinations ", which are the basis for the further development of abilities.

This specificity does not allow us to consider the results of diagnostics (even if they are reliable) stable and determining the fate of the child . Any achievement of a child of preschool age at each stage of his development is intermediate and serves only as a basis for the choice by the teacher of methods and technologies for individual work . Testing data should not be allowed to be the basis for labeling a child. Unreliable test results can have especially serious consequences. They can have a negative impact on both the development of the individual and the further educational trajectory of the child.

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Content

• 1 prerequisites for educational activities in preschool age
• Features of educational activity of preschool children
  • 3. 1 Elements of educational activity
• 4 Functions and tasks of educational activity of preschool children

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

Prerequisites for learning activities at preschool age

The formation of the prerequisites for learning activities at preschool age begins in a game context. Being the leading activity, the game lays several important "bricks" in the development of the child's personality. They will form the basis that is necessary for successful learning activities.

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

Formation of logical thinking. Children still predominantly think in images, but abstract thinking is already forming in them. This is well seen in children's games.

If the younger preschooler definitely needs substitute objects for play, then speech becomes the main thing at the older preschool age. The guys agree on the rules, reason, analyze and give their arguments.

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

The emergence of a cognitive motive. Children become interested in learning. Previously, the kid was attracted directly to the game, at the same time he could learn something new. The older preschooler is eager to purposefully acquire specific knowledge that helps him to move one step further in the knowledge of the surrounding reality.

There is an interest in scientific facts, natural phenomena, new information. Hence - the desire to understand the arrangement of mechanisms, to understand the causes of a rainbow or hail in the middle of summer. Tales of "magic" in such cases will not satisfy preschoolers.

Interest in basic learning skills. Children show interest in such serious skills as reading and counting. Having mastered reading by syllables or learning to count within a dozen or even hundreds, a preschooler realizes that this is only the beginning. And he understands in which direction he should move: to be able to read and operate with numbers just as easily as adults.

Formation of arbitrariness of cognitive processes. An older preschooler is already capable of arbitrary regulation of perception, attention, and memorization. Previously, the child directed attention to the desired object, obeying the words of an adult: “Look carefully”, “Listen”. A preschooler of 6-7 years old can set himself the task: “I will now look at all the models of cars in this magazine”, “I will learn this rhyme and congratulate my grandmother!”.

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

What motivates a preschooler to learn

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

The child needs motivation to learn. Motivation is the desire and willingness to act. For a preschooler, this is a desire to gain knowledge, develop mental activity, constantly work on the formation of skills.

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

External motives

A preschooler gradually masters the functions and norms of the adult world through play and then joining work. This world attracts him in many ways. Children often say: "When I grow up and ...". What follows is a message about what achievements the desired adulthood will bring.

Senior preschoolers perceive learning activities as a matter that brings them closer to adulthood. In this case, there is an external motive for the educational activity of preschoolers.

Some children are attracted by the organization of classes. They like it when they have lessons and breaks, there are special notebooks for classes, etc. Such preschoolers are attracted to a new social role. Let their classes last some 15 minutes, but they feel like real students. It is obvious that an external motive is also manifested here.

Internal motives

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

The most important is the cognitive motive. The inner need of a preschooler to learn more keeps his interest and encourages him to concentrate on solving problems. There is a desire not only to ask chains of clarifying questions, but the desire to argue, prove, and present one's own arguments.

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

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

The motive of awareness of the social benefits of education is also internal. Not so often there are children - but they are - who convincingly state that society needs smart and knowledgeable people. “I want to invent such trains that they deliver passengers from one city to another in a few minutes.” Such preschoolers learn to read early, and their favorite books are children's encyclopedias.

Peculiarities of educational activity of preschoolers

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

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

Elements of educational activity

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

These include:

• goal setting;
• formulation of hypotheses;
• planning elements;
• attempts to monitor progress;
• readiness to correct the error.

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

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

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

It is not uncommon for children to report what they are doing now and what they want to do later. In role-playing games, they discuss the plot, distribute roles. This is basic planning. It is typical for older preschoolers. Younger children, on the contrary, talk about their actions at the time of execution or after they are performed.

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

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

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

Functions and tasks of learning activities of preschoolers

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

Still, the game is much less regulated than the training session. Gradually, the child should be prepared to consciously submit his actions to strict rules.

Preschoolers need learning activities. It performs several functions:

1. Teaches you how to manage your behavior and adhere to requirements.
2. Directs to use the specified course of action.
3. Develops the skill of working on the instructions of an adult.
4. Trains independent performance of tasks according to the model.
5. Forms the awareness that learning activities can be directed not only to a certain result, but also to the training of skills.

This type of activity develops later than such types as games, art, labor.

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