Comprehensive thematic planning of educational activities in preschool educational institutions

Comprehensive thematic planning of educational activities in preschool educational institutions

Bibliographic description:

Amaeva, N. I. Comprehensive thematic planning of educational activities in preschool educational institutions / N. I. Amaeva. — Text: direct // Pedagogical skills: materials of the V International. scientific conf. (Moscow, November 2014). - Moscow: Buki-Vedi, 2014. - pp. 131-132. — URL: https://moluch.ru/conf/ped/archive/144/6437/ (access date: 01/03/2022).


In the article, the authors talk about changes in the education system of Kazakhstan as an inevitable process that reflects new demands and needs of society.

Key words: criterion-based assessment, education system, creativity, personality, learning outcomes, geography.

Our world does not stand still. It is a dynamic system that is constantly developing and undergoing changes. They affected all spheres of human life, in particular, education. The growth of the intellectual potential of society, a large flow of information that requires people to have the skills to process and perceive it, as well as a change in consciousness in favor of the use of increasingly sophisticated technologies have contributed to the need to modernize the education system. The traditional type of assessment and lesson delivery is becoming obsolete. It is being replaced by a new format, which is characterized by the independence of students in finding solutions to problems and tasks, initiative in the learning process, and the introduction of research activities. In this format, a creative approach is encouraged, which allows children to open up, develop comprehensively, and show their creativity and originality.

Modern approaches in education radically change the activities and roles of such subjects as “teacher” and “student”. The milestone of change did not leave Kazakhstan aside.

The teacher is called upon to perform miracles; his students expect them from him, and this happens if he simulates the conditions under which the child’s personality receives the greatest development. Now the teacher is not a source of information. He guides and creates all kinds of conditions for the development of a competitive personality. The student must constantly, every day, make small discoveries for himself. This is an effective and creative approach to learning. [1, p. 122] And research, as we know, is a creative process, creativity cannot be imposed from the outside, it is born on the basis of an internal need, namely, the need for knowledge. [2, p. 27, 29]

It is worth noting such a concept as human capital. It is especially relevant now and means knowledge, abilities and skills that are accumulated into a single set and determine the resourcefulness and ingenuity of an individual in decision making. Every day we observe rapid transformations in the educational environment, which are becoming increasingly noticeable. This process changed not only its structure, but also its perception of reality. Now, instead of accepting information without questioning and being inactive in learning, a model of education is applied through the ability to ask questions and the ability to adapt to new life situations. The use of technical means in the educational process helps the development of a new personality, where its main goal is to improve the quality of one’s knowledge within a short period of time. Technological advances have made their contribution to this difficult issue. With their help, it is difficult to imagine the assessment process, especially in distance learning conditions. The modern view of educational content shows that teachers who can keep up with technological and methodological developments in their field are seen as innovative teachers. These are those who integrate technology into their studies, where Internet resources are the most important application form in the study of innovation.

Educational results have both personal and professionally oriented components. Therefore, assessment has a multilateral specificity, which takes into account national interests, psychological and pedagogical aspects, personal orientations and polytypical beliefs. All of the above forms the basis of a comprehensive assessment that describes qualitative and quantitative criteria for the student’s achievements and activities. It should be emphasized that the skill of assessment comes to each of us from an early age. It is built in constant cognition, in everyday actions and the ability to learn. In this context, it is necessary to highlight the creative orientation that goes alongside logical thinking. In the school education system, it is important to rely on students’ existing knowledge, which determines the nature of the decisions made. The classical approach to assessment has emerged relatively recently, but it has many shortcomings. It only involves the reproduction of the material received in the lesson, where the quality of the information presented is assessed. This approach has become obsolete and is less effective at the moment. Instead, such assessment as criterion-based assessment appears.

A large and constant part of the teacher’s creative process is carried out in public, in an environment of public activity.

One of the main goals of updated educational content is to make the learning process fun and entertaining, which will inspire students to search for new information. It is also worth noting the following equally important goals, implemented in the process of training and educating a versatile person of the new generation:

1. Improving the quality of the educational process, including the knowledge gained in the lessons, which will help students in the future become a creative, competitive and open person;
2. Improving the educational activities of students and the form of assessment in the context of updating the educational program;
3. “Mangilik El” in geography lessons (and other academic subjects)

No less important are the following aspects, such as building the content of educational lessons that ensure the formation of patriotic feelings and spiritual and moral qualities, civic responsibility of students, the development of their national self-awareness and tolerance, strengthening secular values ​​and the formation of conscious rejection by young people of the idea of ​​terrorism and extremism, the ability to communicate in conditions multi-ethnic Kazakhstan. [3]

Quite often the concept of “criteria-based assessment” is heard. But do we think about the goals and the process as a whole? One of the goals can be identified: determining and increasing the educational activities of students.

The criterion is a measuring unit in this concept. Transparency, openness and honesty of assessment directly depend on their choice. Let's consider each component in the context of an assignment in geography lessons. Students were asked to solve a population problem. Many of them wrote down only the answer without indicating the solution. Accordingly, the work of the student where the formula used and the solution steps are indicated will be more advantageous.

There have been studies in many countries around the world that have examined the effects of assessment criteria (performance-based or competency-based), relevance (the appropriateness and validity of criteria compared to others), and their interaction on academic performance. The results show that students who were given specific criteria received more accurate and truthful assessments of their performance, performed better on differentiated tasks, and achieved higher learning efficiency (defined as the ratio between performance and mental effort) compared to those who were given all criteria. Students who were given performance-based assessment criteria invested less mental effort into the assessment, resulting in improved learning efficiency. The interaction effect for response specificity indicates that the combination of performance-based and matching criteria results in higher-quality analyzes of worked examples compared to other criterion combinations. [4, p. 971]

The study of geography for an individual begins with the relationship between a person and a location. They develop based on the acquisition of specific skills necessary to understand and make the most of a geographic location. One of the main goals of studying geography in high school is to enable students to acquire skills that will improve their spatial awareness. Accordingly, a geography curriculum is under active development, the core elements of which are the skills, concepts, values ​​and attitudes developed since 2000.

Studying economic processes through the lens of human-geographic relationships is effective in promoting environmental conservation and developing the geographic skills of individuals.

In today's philosophy of education and structuring of knowledge, one of the basic elements that must be acquired by students has been adopted due to the need for a new approach to education. In this context, it is important to acquire practical skills in the implementation of all educational programs. The geography teaching curriculum adopts a skills-based structure. [5, p. 2166]

Problem setting plays a key role in geography lessons as it allows students to become familiar with the content of the subject, orients lessons towards pre-determined learning outcomes and is therefore important for assessment. At the same time, the use of tasks is complex, since it is necessary to take into account numerous aspects relating to the content of the subject and the individual characteristics of students.

Based on theoretical and empirical foundations, seven quality criteria can be identified for tasks in the field of geographical education:

1. Motivating and engaging students;
2. Taking student heterogeneity into account;
3. Structuring the learning process;
4. Clear formulation of goals and objectives;
5. Consideration of individual and social learning processes;
6. Constructive use of materials;
7. Promoting the development of specialist knowledge in specific subjects.

These criteria were found valuable for preparing, observing and thinking about problems in geography lessons, which has recently been considered a very comprehensive field of study. [6, p. 1]

Literature:

1 PEDAGOGICAL IZDENIS Akparattyk gylymi-adistemelik journal / PEDAGOGICAL SEARCH Information scientific and methodological journal / No. 4 (27) zheltoksan / December 2017 / “ORLEU” BAKO” AK BRANCHES “SKO PK BAI” / E .Sidorova. Conform! This means - take action!

2 Khmel N.D. Theory and technology of implementing a holistic pedagogical process / Textbook (To help teachers, graduate students, undergraduates, students) - Almaty, 2001.

3 https://bilimvko.gov.kz/ru/mangilik-el National idea “Mangilik El”

4 Fastré, Greet MJ; van der Klink, Marcel R.; Amsing-Smith, Pauline; van Merriënboer, Jeroen J. Assessment Criteria for Competency-Based Education: A Study in Nursing Education / Instructional Science: An International Journal of the Learning Sciences, 2014. Article link: https://eric.ed.gov/?q= Criteria+assessment&id=EJ1042882

5 Unlu Mehmet. The Level of Realizing Geographical Skills in Geography Lessons / Educational Sciences: Theory and Practice, 2011. Link to article: https://eric.ed.gov/?q=Unlu+Mehmet&id=EJ962693

6 Uwe Krause, Alexandra Budke and Veit Maier. Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers / Education Sciences, 2022. Link to article: https://eric.ed.gov/?q=Criteria+assessment+in+geography+lessons&id=EJ1288518

Key terms
(automatically generated)
: educational process, comprehensive thematic plan, kindergarten, preschool education, preschool age, week, planning system.

Planning in a preschool institution in accordance with the Federal State Educational Standard for Preschool Education

Planning in a preschool institution in accordance with the Federal State Educational Standard for Education.

Compiled by: teacher

Parkhomenko V.S.

Planning in a preschool institution in accordance with the Federal State Educational Standard for Education.

Today, big changes are taking place in preschool education, the foundation of which was laid by the state, which is showing great interest in the development of this area. In order to improve the upbringing and education of preschool children, the Federal State Educational Standards for preschool education were introduced, and SanPiN for the structure, content and organization of work in preschool organizations was approved, from 09/01/2013. The new federal law “On Education in the Russian Federation” came into force. The main goal of policy in the field of preschool education is quality education for preschool children. Currently, preschool institutions can choose priority areas, programs, types of educational services, new forms of work, focused on the interests of the teaching staff and parents.

For the first time in the history of Russian education, the Federal State Educational Standards of preschool education are a document that, at the federal level, determines what the main general education program of a preschool institution should be, what it determines the goals, content of education and how the educational process is organized.

The introduction of the Federal State Educational Standard for preschool education is due to the fact that there is a need to standardize the content of preschool education in order to provide every child with an equal starting opportunity for successful schooling.

However, the standardization of preschool education does not provide for the presentation of strict requirements for children of preschool age, does not consider them within a strict “standard” framework.

OOP is a model for organizing the educational process of a preschool educational institution. The basic general education program helps the child master the basic level of preschool education. It is designed to provide the preschooler with a level of development that will allow him to be successful in further education, i.e. at school and should be carried out by every preschool institution.

In the current conditions, according to many experts, the role of planning in education management is significantly increasing. Well-designed models of the educational process in preschool educational institutions serve as a guide for teachers and help solve the problems of quality education.

A holistic educational process in a preschool educational institution is a systemic, integral, developing over time and within a certain system, a purposeful process of interaction between adults and children, which is person-oriented in nature, aimed at achieving socially significant results, designed to lead to the transformation of the personal properties and qualities of pupils . The educational process provides each child with the opportunity to satisfy his developmental needs, develop his potential abilities, and preserve his individuality.

The educational process should:

• Combine the principles of scientific validity and practical applicability;

• Meet the criteria of completeness, necessity and sufficiency;

• Ensure the unity of educational, developmental and training goals and objectives of the children’s education process.

The educational process in each educational institution and for each pupil (student) has its own uniqueness and originality, due to the possibility of participation in its design by subjects of different levels - from the state to a specific teacher, parent and child.

To create an optimal model of the educational process in accordance with the Federal State Educational Standard for Educational Education, it is necessary to remember what basic educational models exist in preschool educational institutions at the present time.

Three models for organizing the educational process in preschool educational institutions

1. Training model

In recent years, it has been actively used in preschool educational institutions. The organization of the educational process in a preschool institution is based on the principle of divided educational methods, each of which has its own logic of construction. In this model, the adult’s position is that of a teacher: the initiative and direction of activity belong entirely to him. The model is designed for advance hard programming of the educational environment in the form of techniques. The educational process is carried out in a disciplinary school-lesson form. The subject environment serves the lesson - the methodology and takes the form of “teaching aids”. The attractiveness of the educational model for practitioners is determined by its high technological effectiveness and accessibility to a professionally trained teacher. To help the teacher, many notes are published - developments on individual methods, the content of which is not related to each other.

2. Complex thematic model

The organization of educational content is based on a theme, which acts as communicated knowledge and is presented in an emotional and figurative form. The implementation of the topic in various types of children's activities (“living” it as a child) forces the adult to choose a freer position, bringing it closer to a partner’s position.

The organization of the subject environment in this model becomes less rigid, and the creativity of the teacher is included.

The set of topics is determined by the teacher and this gives systematicity to the entire educational process. However, in general, the educational process is aimed more at expanding the child’s ideas about the world around him than at his development. This model is most often used by teachers and speech therapists.

The model makes quite high demands on the general culture and creative and pedagogical potential of the teacher, since the selection of topics is a complex process.

3. Subject-environment model

The content of education is aimed directly at the subject environment. An adult is the organizer of the subject environment, selects autodidactic, developmental material, provokes trials and records the child’s mistakes. The classic version of this model is the M. Montessori system.

Limiting the educational environment only to subject material and focusing on the child’s self-development in this model leads to a loss of systematicity in the educational process and sharply narrows the cultural horizons of a preschooler. At the same time, like the educational model, this model is technological and does not require creative efforts from an adult.

Conclusion: the features of these prototype models must be kept in mind when designing an optimal model of the educational process for preschool children. It is possible to use the positive aspects of the complex thematic and subject-environmental models: the unobtrusive position of an adult, the variety of children's activities, the free choice of subject material.

Modern requirements for planning educational activities in accordance with the Federal State Educational Standard for preschool education.

The basis of the educational process is planning. A plan is a project of pedagogical activities of all participants in the educational process. Planning is a scientifically based organization of the pedagogical process of a preschool educational institution, which gives it content, certainty, and controllability.

Psychological and pedagogical research in recent years has shown that the paramount importance in planning is not so much the teacher’s knowledge of the age and individual characteristics of children, but rather the consideration of their personal characteristics and capabilities. Developmental, personality-oriented interaction is understood as reliance on the child’s personal qualities, which requires the teacher to:

1. constant study and good knowledge of the individual characteristics, temperament, character traits, views, habits of children;

2. ability to diagnose, know the real level of development of personal qualities, motives and interests of children;

3. timely identification and elimination of reasons that prevent the child from achieving the goal;

combinations of education with self-education;

4. reliance on activity, development of initiative, and amateur performances of children.

Planning educational work in a preschool institution is one of the main functions of managing the process of implementing the basic educational program and reflects various forms of organizing the activities of adults and children.

Mandatory pedagogical documentation for the teacher is a plan for working with children. There are no uniform rules for maintaining this document, so it can be compiled in any form convenient for the teacher. However, there are several important conditions that the head of the preschool educational institution, senior educator or teacher must comply with when planning:

1. objective assessment of the level of your work at the time of planning;

2. identifying the goals and objectives of planning for a certain period of work, correlating them with the approximate general educational program of preschool education, according to which the educational process is organized, the age composition of the group of children and the priority areas of the educational process in the preschool educational institution;

3. a clear presentation of the work results that must be achieved by the end of the planning period;

4. selection of optimal ways, means, methods that help achieve goals, and therefore obtain the planned result.

An equally important condition for real work planning is taking into account the specific characteristics of the age group, a specific teaching staff, the real situation and conditions in which educational activities are carried out, as well as the professional competence of teachers.

A plan for educational work with children is a document according to which two shift teachers work. Therefore, it is a collaborative model and planning must be collaborative. Planning involves not only the process of drawing up a plan, but also mental activity, a discussion between two teachers about what needs to be done to achieve goals and objectives.

The plan can be adjusted and clarified during its implementation. However, the number of amendments can be kept to a minimum if the principles of forward and scheduling planning are followed.

No matter how the plan for educational work with children is designed, it must meet certain requirements:

be based on the principle of developmental education, the goal of which is the development of every child;

on the complex thematic principle of constructing the educational process;

on the principle of integration of educational areas in accordance with the age capabilities and characteristics of the group’s pupils;

ensure the unity of educational, developmental and training goals and objectives of the education of pupils, in the process of implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children;

the planned content and forms of organization of children must correspond to the age and psychological-pedagogical foundations of preschool pedagogy.

When planning and organizing the pedagogical process, it is important to take into account that the main form of work with preschool children and the leading activity for them is play.

According to the Federal State Educational Standard for Preschool Education, planning the educational process in a preschool educational institution should be based on a comprehensive thematic principle.

In accordance with the complex thematic principle of constructing the educational process, the Federal State Educational Standard for Educational Education offers, to motivate educational activities, not a set of individual game techniques, but the assimilation of educational material in the process of preparing and conducting any events that are significant and interesting for preschoolers. Training through a system of classes will be restructured to work with children on an “event-based” basis. Such events will be Russian holidays (New Year, Family Day, etc.), international holidays (Kindness Day, Earth Day, etc.). Holidays are joy, tribute, memory. Holidays are events that you can prepare for and look forward to. Project activities will become a priority. The criterion for this principle to work will be the child’s lively, active, interested participation in a particular project, and not a chain of actions as directed by an adult. After all, only an active person can become successful.

A topic is selected for 2-6 weeks;

All forms of educational work continue the chosen topic;

Brief recommendations are offered for parents on organizing joint child-adult activities at home;

Each topic ends with a final event (exhibition, holiday, sports entertainment, role-playing game, performance, etc.).

How do we understand “comprehensive thematic planning of the educational process”?

First of all, thematic planning is planning in accordance with the approximate basic general educational program of preschool education in all educational areas (physical, social-personal, cognitive, speech and artistic-aesthetic). What tasks does the author set? What conditions? What results should be achieved?

Types and forms of planning

Preschool educational institutions use two main forms of planning: annual and calendar plan. Teachers traditionally use the following types of planning: calendar-thematic, perspective-calendar, block, complex. A new type is modular planning.

Modular planning takes into account the peculiarities of the work of a modern preschool institution and consists of three interrelated sections:

• long-term calendar planning;

• ensuring continuity between the preschool educational institution and the school;

• communication with preschool education specialists and public organizations.

Pedagogical diagnostics are also included in planning to assess children’s achievements, the effectiveness of pedagogical efforts, and correct the level of children’s development.

Planning principles:

• an integrated approach that ensures the interrelation of all links and aspects of the pedagogical process;

• building a pedagogical process based on interaction and partnership between an adult and children;

• real consideration of the characteristics of the region, the situation, and the season of children’s age.

The priority direction of managing the pedagogical process is modeling and adapting exemplary educational models to the conditions of preschool educational institutions and preschool groups. The organization of the pedagogical process requires appropriate technologies.

Models of pedagogical technologies:

• individual pedagogical support;

• personal pedagogical support.

Algorithm for planning and tracking results

The algorithm for planning the educational process for the academic year can be presented as follows.

Step one is choosing the basis for building a thematic calendar. This can be planning in accordance with lexical topics that repeat from year to year (“Seasons”, “Adult Work”, “Road Safety”, “New Year”, “Moscow”, “Home and Family”, etc. .). Or planning based on a festive-event cycle, the basis of which is important events in the life of the child-adult team (Knowledge Day, City Birthday, Autumn Fair, Lantern Festival, New Year, Group Birthday, We Travel, etc.).

Step two is the distribution of topics for the academic year, indicating time intervals.

The topics selected by the teacher can be distributed over weeks. In addition, it is necessary to plan a developmental environment that will help expand children’s independent activities in mastering the proposed topics.

When choosing and planning topics, the teacher can be guided by the topic-forming factors proposed by N.A. Korotkova[1]:

• the first factor is real events occurring in the environment and arousing the interest of children (vivid natural phenomena and social events, holidays);

• the second factor is imaginary events described in a work of fiction that the teacher reads to the children. This is as strong a theme-forming factor as real events;

• the third factor is events specially “modeled” by the teacher, based on developmental tasks: introducing into a group of objects previously unknown to children with an unusual effect or purpose, arousing genuine interest and research activity: “What is this?”, “What to do with it? ”, “How does it work?”

• the fourth factor is events occurring in the life of the age group, “infecting” children and leading to the preservation for some time of interests, the source of which, as a rule, is the media of mass communication and the toy industry.

All these factors can be used by the teacher for flexible design of a holistic educational process.

Planning a thematic week should be based on a certain system of general requirements. First of all, it is necessary to highlight the tasks of working with children in accordance with the program of a specific age group of pupils and the topic of the week. For example: “to expand and generalize children’s knowledge about Moscow, the capital of Russia, its history,” or “the formation of primary ideas about oneself, family, society, state, world and nature.”

Next, you should select the content of the educational material according to the educational program. Think through the forms, methods and techniques of working with children to implement program objectives. Prepare equipment and think about what changes need to be made to the subject-development environment of the group (exhibitions, filling play corners, introducing new items, games, etc.).

The issues of organizing and monitoring the results of children's learning and development within the framework of the thematic week are also of great importance.

The teacher’s action algorithm in these areas may be as follows:

isolating from the program and formulating the pedagogical goal of the week, the development goals of the child (children);

selection of pedagogical content (from different educational fields);

highlighting the event of the week, the main form of organizing children’s and adult activities; formulation of individual educational and developmental tasks for each child and the group as a whole;

selection of methods and techniques for working with children and with each child individually;

practical planning of teaching activities for every day during the thematic week;

thinking through and organizing the process of discussing the results of the week’s event with children, while it is important to emphasize the role of each child in its preparation and conduct;

recording the results of children mastering educational tasks.

The effectiveness of comprehensive thematic planning

According to many experts, complex thematic planning is the most effective in working with preschool children. Thus, from the position of a senior educator, it allows you to systematize the educational process in a preschool educational institution and unite the efforts of all teachers and specialists, without missing a single pedagogical task during the year.

From the position of a teacher, this approach imparts systematicity and consistency in the implementation of program tasks in different educational areas of knowledge; a situation is created when the child’s all senses are involved, and, therefore, the material is better absorbed.

The child does not overexert himself, because a constant change of actions and impressions is ensured. At the same time, life in kindergarten is understandable and makes sense for children, because... they “live” the topic slowly, without rushing, having time to comprehend and feel it.

The child's consciousness perfectly retains events that are emotionally significant for him. And each time period (in this case a week) has a culminating point - an event for which the whole group is preparing. It could be a holiday, an exhibition of creative works, a game, a quiz. Experiencing events helps the child develop certain knowledge, skills, and abilities in educational areas.

The teacher’s task is to plan the educational process in such a way that, together with the student, they can fully experience all its stages: preparation, conduct, discussion of the results. At the same time, it is important that the child has positive emotional experiences and memories. At the same time, in joint activities with the teacher, the student takes a step forward in his development.

This method of planning the educational process requires a high level of professionalism, general culture and creative potential from the teacher. The teacher must be able to integrate educational areas, select the most effective forms of organizing children's activities to solve specific program problems, and also be able to combine different methods and techniques in a pedagogically sound manner, focusing on the age and individual characteristics of children.