Organization: Municipal Educational Institution "Oktyabrskaya Secondary School"

Locality: Udmurt Republic, Glazovsky district, village. October

Introducing a child to the social world is an acute and pressing problem. It is capable of confounding a knowledgeable and experienced teacher, which is not surprising, the entire social world modern Russia contradictory, complex and ambiguous. How do we, adults and teachers, feel about it? How to introduce children to him? What attitude should a small child develop towards him? Finally, what ideas about the world around us should we introduce?

A child of preschool age perceives the social world around him not quite in the same way as we adults see and understand it. Due to little life experience, peculiarities of development of the processes of perception, thinking, imagination, still emerging ideas and concepts, high emotionality, the baby accepts and understands the social world in his own way. This cannot be ignored, but it is necessary to know.

The richness and breadth of a child’s ideas about phenomena public life, about the world of things created by human hands, largely determine both the mental and moral development of children. The more correct and vivid the impression, the more interesting and meaningful their life will be.

When organizing a pedagogical process aimed at familiarizing children with social reality, it is important for the teacher to remember that this process is complex, contradictory and complex in nature: the tasks of developing intelligence, feelings, and the moral foundations of the individual are solved in conjunction, and it is impossible to separate them one from the other. If a teacher is in a bad and indifferent mood and tells children about good deeds and the beauty of the world around them, it is unlikely that he will be able to evoke in them the necessary reciprocal feelings and attitudes. Introducing to the social world requires from the teacher not only skill and knowledge of the child, but also his own experience and clearly expressed attitude. Children of primary preschool age are at the origins of knowledge of the world around them. It is during these years that they form primary ideas about the environment, they master speech, methods of mental activity, they show cognitive interest and attitude towards others.

Here are some of the most important features perception of the surrounding world by preschool children.

Children are very observant. We are sometimes surprised at how they notice little things that you don’t seem to pay attention to. The child will notice that an ant is dragging a twig backwards, that the locomotive is humming and the train is beeping, that mom came home from work and didn’t hug or kiss her because someone offended her. Children notice many features of the structure of objects, animals, their behavior, the mood of people, however, mainly when they are related to them, and then reproduce in games: intonations, voices of loved ones, manner of moving, talking on the phone.

Ability to Observe the world- a very important advantage of childhood, it helps knowledge and penetration into the world. A child's powers of observation differ from those of an adult. Children notice more often small parts, external, as a rule, bright signs of objects, forms of behavior. A child's observational skills are based on his curiosity. Little children want to know everything. Their numerous questions to adults are the best manifestation of this feature. With age, the nature of the questions changes, if at three years old questions predominate: “what is this?”, then at four years old “why, why?” appear, and then very important for development: “how does this happen, how does it work?”, however, It has become more noticeable that today's children begin to ask fewer questions than children of the 90s.

- What do you think this is connected with?

Teachers' answers:

- Children receive a lot of information from external sources: television and the Internet.

- Many young parents, due to their own busyness, began to work less with their children, do not always answer their questions and thus do not encourage their children to ask about incomprehensible things.

Observing the world around them, children draw their own conclusions, conclusions, and establish connections between phenomena and facts. Sometimes their conclusions are correct and sometimes they are wrong. Everything is fine here, there is nothing to worry about. Adequate assessments are when, for example, a positive phenomenon is assessed positively by children, and a negative phenomenon – negatively. And yet, as psychologist D.G. said. Ekonin: “Children create their own picture of the world.”

- Do you think the gender of a child affects his perception of the world around him?

The gender of the child influences the nature of perception of the social world. Boys and girls, observing the same phenomenon or event, see it differently and remember different things about it. For example, they suggest paying attention to what kind of transport moves along the highway; the boys will notice the make of cars, size, and speed. And girls highlight the color of the car and the woman behind the wheel. Neuropsychologist T.P. Chrisman rightly writes: “They look and see differently; they listen and hear, they speak and are silent in different ways; feel and experience."

In the modern world, the problem of social development of the younger generation is becoming one of the most pressing. Parents and teachers are more concerned than ever about what needs to be done to ensure that the child entering this world becomes confident, happy, smart, kind and successful.

In this complex process of human development, a lot depends on how the child adapts to the world of people, whether he can find his place in life and realize his own potential.

It is known that a child’s perception of social reality is based on his ideas about the basic values of the world around him, which are formed at an early age at the stages of primary socialization and mastery of elements of cultural heritage. Gradually, the child develops “social and cultural competence,” which presupposes knowledge of the cultural characteristics of the people, their historically established habits, traditions, norms of behavior and etiquette, as well as the ability to understand and correctly use them in the process of communication. Therefore, today it is very important for a teacher to creatively approach the problem of familiarization with social reality. Knowledge about age and psychological characteristics makes it possible to effectively introduce them to social reality.

Socialization is a process that accompanies a person throughout his life and begins almost from birth. A person, as a social unit, learns the norms and patterns of behavior accepted in the society in which he lives, learns interaction, the ability to build relationships, first in the family, in a narrow circle of close relatives, then in a group of peers, then in larger societies.

Preschool age is the period of a child’s familiarization with the knowledge of the world around him, the period of his initial socialization. High sensitivity of preschool children, easy learning due to plasticity nervous system, create favorable opportunities for successful moral education and social development of the individual.

To promote a child's social development, adults need to encourage all forms of play. Take a closer look at how children play: most often they playfully reproduce the life of adults - they play store, doctor, kindergarten or school, “mother and daughter”...

One of the leading teaching methods is play. The social purpose of the game is that it serves as a means of transmitting “cultural acquisitions from generation to generation” and prepares children for work. G.V. Plekhanov drew attention to the fact that the game is social in its content, since children reflect what they see around them, including the work of adults. Adults, in turn, contribute to the spread of children's play with the help of specially created toys, rules, and gaming equipment, which are passed on from generation to generation, turning the game into a part of the culture of society.

In the course of the socio-historical development of mankind, play is becoming increasingly important for the formation of a child’s personality. With its help, children master the experience of interacting with the world around them, assimilate moral standards, methods of practical and mental activity.

The process of familiarizing children with social reality and their native land is carried out using various methods and techniques. It is wise to remember that children's learning is not limited to classes. Moreover, as A.P. Usova noted at one time, a child acquires a significant part of the knowledge and skills without special training, in everyday communication with adults, peers, during round dances and folk games, observations and events such as “Dads are all important.” , we need different dads”, “My dear mother”, “Maslenitsa”, “The earth is ours common Home", etc. Therefore, the task of the teacher is to help the child acquire complete knowledge outside of class. Children are very emotional and therefore the effectiveness of the process of introducing children to social reality largely depends on what means the teacher uses.

Means of introducing children to social reality:

The first, most voluminous and significant means is the social reality. It is not only an object of study, but a means that influences the child, feeding his mind and soul. The main function assigned to this tool is to show children the social world “from the inside” and help the child accumulate social experience, understand his place in this world as a member of the human community, a participant in events, a transformer. But it is necessary to remember that not any object of the social world is a means of education, but only that part of it that is understandable and accepted by a child of a certain age.
Objects of the man-made world , with which the child constantly acts or sees them in the immediate environment. Any object of the man-made world contains human social experience, the level of development of society, and technological progress. A special place in the objective world is occupied by a toy (technical, plot, folk). Through a toy, a child learns the diversity of life; the toy reflects the level of technical and social development of society, its moral values, and brings it closer to national roots. The doll has an exceptional place; it stimulates the development of social feelings.
Fiction is a source of knowledge and a source of feelings. “It is extremely important,” wrote V. Bryusov, “that children from an early age get used to seeing in literature something worthy of respect, noble and sublime.” In order for literature to become a means of introducing children to the social world, it is necessary to correctly determine the reading range of preschoolers, taking into account, firstly, the influence of literature on the emotional sphere of the child’s developing personality and, secondly, the high information content of this medium.
Clarifies and expands children's understanding of the world art . Here we mean art, and not pictures and paintings that the teacher uses for didactic purposes. The works of great artists touch the soul of even a small child and are capable of not only “informing” about certain objects and phenomena, but also evoking truly high moral feelings.

Purposeful, thoughtful pedagogical work will help enrich the child with new knowledge and teach him to think, reflect on what he knows. Moreover, such work will have a beneficial effect on the development of human, social feelings.

Preschool age is a time of active socialization of the child, entry into culture; development of communication with adults and peers, awakening moral and aesthetic feelings. The kindergarten is designed to provide the child with harmonious interaction with the world, the correct direction of his emotional development, to awaken good feelings, a desire for cooperation and positive self-affirmation.

The teacher must draw up a “social portrait” of the environment in which his preschool institution is located. This may include a description of the nearest social facilities: school, library, club, park, street. The child gets acquainted with the social world, and our task is to help him enter into modern world inquisitive and active, emotionally responsive, able to manage their behavior.

List of used literature:

Kozlova S.A., Kataeva L.I. My world: Introducing a child to the social world/ Correctional and developmental activities with preschoolers. – M., 2002.
Ivanova N.L., Kalinina A.M., Bardinova E.Yu. Social development of children in preschool educational institutions: Toolkit. – M.: TC Sfera, 2008.
Kozlova S.A. Theory and methodology for introducing preschoolers to social reality: Tutorial for students ped. textbook establishments. – M.: publishing center “Academy”, 1998.
Preschool teacher. – 2013. - No. 4 – p.98.

The second feature is that in teaching the word should be based on the child’s direct perception of reality, his sensory experience.

Teaching preschoolers should also touch the child’s emotions, evoke an emotional attitude, and promote children’s activity in acquiring knowledge.

Another feature of the education of preschool children is that it is organized by an adult and takes place under his direct supervision.

Thus, each type of activity contributes to the process of socialization of the individual in accordance with its specifics and is therefore important both in itself and in conjunction with other types organized into a single pedagogical process.

Topic V. MEANS OF AWARENESSING CHILDREN WITH SOCIAL REALITY

The effectiveness of the process of introducing children to social reality largely depends on what means the teacher uses. Let's consider these tools from the point of view of their diversity, potential for solving pedagogical problems and the specifics of use in working with preschool children.

It is known that in pedagogy there are differences between means of education and means of teaching. When it comes to introducing children to social reality, these two categories - education and training - cannot be considered in isolation from each other, since they are interconnected.

The first, most voluminous and significant means is social reality itself. It is not only an object of study, but also a means that influences the child, nourishes his mind and flyuryj

However, social reality as an objective reality can only be, but is by no means always, a means of educating and teaching preschool children. It becomes such if the subjects, objects, facts, events that the child encounters are understandable to him, accessible, and personally significant for him. For example, a one-year-old child may be in the thick of social events, intense relationships, and vivid facts. Is the social world a means of raising a child? Does it have a significant impact on the socialization of the individual? Perhaps, but only through indirect influence, through loved ones, through their emotional state. And the actual knowledge of social reality will occur through the child’s actions with objects, through communication directed at him directly. The rest of the world does not seem to exist for a child of this age, and therefore cannot be used as a means of education.

GOU SPO (SSUZ) "Chelyabinsk State Pedagogical College No. 2"

Preschool pedagogy
Test tasks for intermediate certification of students

Compiled by: Pronyaeva S.V.,
teacher of preschool pedagogy

Introduction

IN modern conditions development of Russian society, it is considered that one of the important reform trends educational system was the introduction of the state educational standard.
State educational standard designed to solve a wide range of problems, such as ensuring a high level of professional education and quality of training of specialists; ensuring academic freedom of the educational institution in the formation of flexible and variable content of education and organization of the educational process; ensuring the unity of the content of education and compliance with the norms and requirements for the organization of the educational process throughout the educational space of Russia; ensuring control over the effectiveness of the software system and the quality of education in it.
Training cannot be complete without regular and objective information about the degree of student learning educational material, about the practical application of their knowledge. The need for control of learning and assessment of knowledge is dictated by mandatory implementation following chain: learning goal - learning process - result - new goal. The most important component of educational technology is the test as a tool for measuring the level of knowledge, without which it is impossible to identify the fulfillment of the standard, but also to optimally manage the educational process, without which it is impossible to achieve high-quality mastery of the standard.
The course of preschool pedagogy is one of the leading in vocational education teachers, its study takes a fairly large amount of time, which requires various types and forms of control. Test control is not the only form of control; in the presented version it claims to assess knowledge along the content lines of the educational program and does not affect the practical skills of students.
These materials can be certified on the following grounds:
Name of academic discipline: preschool pedagogy
Name of educational program: Preschool pedagogy, 2005
Purposes of creation: intermediate certification
Number of tasks: 15
Number of options: 3, 4
Running time: 30 minutes
Type and form of tests: closed, with multiple choice answers
Rating: 100% - 80% - rating “5”
81-70% - score “4”
71-60% - score “3”
“5” - the student knows the program material, understands and has thoroughly mastered it, gives correct, conscious and confident answers to questions
“4” - the student knows the program material, understands it well, makes minor mistakes
“3” - the student discovers knowledge of the basic program material, experiences some difficulties, overcomes them with the help of the teacher
“2” - the student reveals ignorance of most of the program material, answers uncertainly, makes gross mistakes
Instructions for use: 1. Read the question carefully, paying attention to the construction of the question. 2. Indicate the question number and possible answers to it 3. If you wish, you can answer questions first, the answers to which do not cause you any difficulties, and then more complex questions

Test on preschool pedagogy for the topic “Education is the leading function of preschool pedagogy”

1.Education of preschool children is:
a) the process of introducing universal human values to the world
b) the process of formation of moral values
c) the process of interaction between an adult and a child aimed at developing the child’s personal qualities in accordance with universal human values

2. From the proposed groups of value relations, select the one that represents universal value relations:
a) Attitude towards family, attitude towards oneself, attitude towards the Fatherland, attitude towards culture, attitude towards art, attitude towards religion
b) attitude to national culture, attitude to material culture, attitude to the historical events of one’s country, attitude to national heroes, attitude to the traditions of one’s family
c) attitudes to national holidays, attitudes to one’s own birthday, attitude to genealogy, attitude to Orthodoxy, attitude to Russian culture

3. From a number of proposed definitions, choose the one that, in your opinion, most fully reveals the essence of the process of moral education:
a) Moral education - the influence of the teacher on the student with the aim of developing his moral qualities as a person.
b) Moral education is a pedagogical process aimed at promoting the development of moral qualities of an individual based on the assimilation of universal and national moral values
c) Moral education - organized interaction between the teacher and the students, aimed at the formation of consciousness, feelings and relationships

4. Indicate researchers on the problems of moral education of preschool children:
a) Vinogradova A.M.
b) Zaporozhets A.V.
c) Nikolaeva S.N.
d) Nechaeva V.G.

5. Select educational methods aimed at developing moral consciousness:
a) ethical conversation
b) a story on an ethical topic
c) encouragement
d) reading fiction

6. Identify methods that are not used in raising children:
a) suggestion
b) physical punishment
c) accustoming to the rules of social behavior

7.What is included in the content of preschool education:
a) physical education
b) polytechnic education
c) moral education
d) aesthetic education

8.What is the purpose of the ideal goal of education:
a) is a guide to human capabilities
b) helps to formulate the tasks of education in different areas of a multifaceted personality
c) is the basis for developing tasks in educational programs

9. Determine the principles of raising preschool children:
a) the activity of the child himself
b) the child’s need for love
c) the personality develops effectively in a situation of success
c) respect for children's rights

10.Name the main components of the mechanism of moral education of preschool children:
a) knowledge and ideas
b) skills and habits
c) moral qualities
d) feelings and relationships

11.The means of moral education in kindergarten are:
a) children’s own activities
b) the environment surrounding the child
c) nature
d) mass media

12. Name the semantic blocks that make up the content of moral education:
a) education of humanity
b) fostering collectivism
c) education of patriotism and citizenship
d) political education

14. Name the conditions for the effectiveness of the use of educational methods:
a) tactful application of the method
b) the reality of the method
c) humane application of the method
d) isolation of methods

15. What methods should be predominant in preschool age:
a) practical methods
b) methods of forming consciousness
c) methods of persuasion
d) methods of punishment

Test on preschool pedagogy on the topic “Child and Society”

1. Indicate the programs for the social development of children:
a) “I am a man”
b) “I, you, we”
c) “Discover yourself”
d) "Childhood"

2. What is included in the concept of “social reality”?
a) material objects
b) social phenomena
c) everything that surrounds the child

3. Highlight means of familiarization with social reality:
a) activity
b) knowledge
d) teaching aids

4.What function of knowledge characterizes the child’s familiarization with the values of knowledge:
a) regulatory
b) informative
c) emotional
5. Which of the trends in introducing children to social reality does not correspond to the age characteristics of preschool children?
a) optional knowledge
b) formal introduction of children to social reality
c) children are overloaded with knowledge about social reality

6.During what process does a child become involved in the sphere of social reality:
a) socialization
b) democratization
c) individualization

7.What methods of familiarization with social reality activate the cognitive activity of children?
a) surprise moments
b) switching to another activity
c) elementary and causal analysis

8.What types of activities contribute to the child’s involvement in social reality in real terms?
a) game
b) observation
c) household activities

9.What is the content of introducing preschoolers to social reality?
a) attitude towards oneself
b) attitude towards the Motherland
c) attitude towards people of different nationalities
d) familiarization with spatial and temporal relationships

10. What sections are included in the S.A. program? Kozlova “I am a man”?
a) The earth is our common home
b) What do I know about myself?
c) Man is a creator
d) Children all over the Earth are friends

11. What concept is the core concept in the “I am a Man” program?
a) Man
b) Reality
c) Child

12. What regulatory documents underlie the social development of a child?
a) Declaration of the Rights of the Child
b) The concept of preschool education
c) Regulations on preschool institutions

13.Name the researchers of problems of social development of preschool children:
a) A.V.Zaporozhets
b) E.V. Ryleeva
c) S.A. Kozlova

14.Name the indicators of the child’s social development:
a) level of mastery of self-service skills
b) social adaptation
c) social status
d) level of knowledge

15. The result of the social development of a preschool child is:
a) socialization
b) individualization
c) socialization-individualization

Test on preschool pedagogy on the topic “Raising a Healthy Child”

1. Determine the most accurate definition of the concept “physical culture”:
a) it is part of the general culture of the people
b) this is the totality of material and spiritual values of society that are accumulated, created and used for the physical improvement of people
c) a system of physical exercises
d) academic discipline in educational institutions

3.What means of physical education are used to solve health problems:
a) rational mode
b) good nutrition
c) social factors
d) artistic means

4. What means of physical education are used to solve educational problems:
a) an example of an adult
b) healing forces of nature
c) artistic means
d) own activities

5. What means of physical education are used to solve educational problems:
a) various activities of children
b) games
c) physical exercise
d) fiction

6.What groups of tasks are distinguished in the physical education system:
a) educational
b) developing
c) health
d) educational

7. Name the researchers of the theory of physical education:
a) P.F. Lesgaft
b) G.V. Khukhlaeva
c) T. I. Osokina
d) S.A Kozlova

8.What tasks belong to the group of educational tasks of physical education:
a) developing skills to perform basic movements
b) protection and promotion of health
c) formation of ideas about your body and health
d) education of will, courage, discipline

9.What groups of cultural and hygienic skills are included in the content of education of preschool children:
a) skills to manage one’s own behavior, discipline
b) skills to maintain order in the environment
c) food culture skills
d) skills of maintaining body cleanliness

10. What skills are included in the group of food culture skills:
a) chew food properly and use a napkin
b) hold a spoon, fork, bread correctly
c) thank you for eating
d) let small children and girls pass ahead

11.Select the principles of developing cultural and hygienic skills:
a) the presence of algorithmic implementation of procedures
b) creating conditions for the child’s independence
c) example of an adult
d) creating situations that clearly demonstrate the effect of household procedures

12.Name the methods for developing cultural and hygienic skills in kindergarten:
a) exercise
b) artistic word
c) game techniques
d) experiment

13.Name the main components of the educational process that are included in the content of the first half of the day:
a) morning appointment
b) walk
c) afternoon snack
d) classes

14. Determine the reason for distributing the content of children’s activities during a walk into stages:
a) the need to alternate between quiet activity and physical activity
b) algorithmization of the regime process
c) maintaining discipline
d) parents' demands

15.What components are included in the content of the walk:
a) observations
b) outdoor games
c) sports entertainment
d) duty

Test on preschool pedagogy on the topic “Continuity between a preschool educational institution and a school”

1. Continuity between kindergarten and school is:
a) one of the forms of communication between educational institutions
b) a set of educational programs
c) management structure

2.Select the content components of continuity:
a) paedocentric
b) communicative
c) informational and educational

3.Select types of readiness for school:
a) motivational
b) practical
c) intellectual

4. Select the components of motivational readiness for school:
a) interest in school
b) ability to cooperate
c) desire to learn

5. Indicate the tests that are included in the diagnosis of readiness for school:
a) Kern-Jirasek test
b) graphics test
c) “Secret” technique

6.Name the grounds for continuity between kindergarten and school:
a) development of curiosity
b) development of communication
c) learning to write and count

7. Name the options for interaction between kindergarten and school:
a) kindergarten-school
b) preschool
V) primary classes located in kindergarten

8.Select aspects of interaction between kindergarten and school:
a) methodical
b) informational and educational
c) communicative

10.Components of intellectual readiness for school are:
a) knowledge about school
b) desire to learn
c) cognitive mental processes

11.Name the researchers of the problems of readiness for learning at school:
a) L.A. Wenger
b) S.L. Novoselova
c) V.A.Petrovsky

12.Name the main activity of a preschooler:
a) educational activities
b) gaming activity
c) work activity

13.Name the main activity of a primary school student:
a) educational
b) educational and cognitive
c) productive

14.What is special preparation of children for school:
a) physical training
b) training in basic educational areas (mathematics, the environment)
c) psychological preparation

15. How the relationship between the kindergarten and the school is regulated:
A) special agreement about the interaction between kindergarten and school
b) a joint work plan
c) educational program

Test on the topic “Game activity of a preschooler”

1. Complete the phrase: “The main components of a game as an activity”:
a) goal
b) motive
c) result
d) actions
d) an imaginary situation
e) roles

2. Creative games are:
a) dramatization games
b) fun games
c) role-playing
d) mobile
e) musical
g) didactic

3. The basis of games with rules:
a) a set of formalized rules
b) an imaginary situation
c) a set of game actions
d) winning

4. Games with rules:
a) chess
b) lotto
c) "shop"
d) daughters and mothers
e) paired pictures

5. Type of relationship between those playing in games with rules:
a) friendly relations
b) involvement
c) competitions and rivalries
d) cooperation
e) rivalry

6. The end result in creative games:
a) he is not there
b) implementation of the game plan
c) winning
d) creative recreation of actions
d) victory
f) establishing friendly relationships

7. The main purpose of creative games:
a) enjoy the process
b) implementation of the plan
c) accept the role
d) actions with objects
d) organization of leisure time
8. Basic gaming tools:
A) toys
B) imaginary objects
B) substitute items
D) roles
D) game actions

9.Main components of role-playing games:
a) didactic task
b) game task
c) an imaginary situation
d) role
e) game actions
f) rules

10. Characteristic features of role-playing games for older preschoolers:
a) a chain of 1-2 actions
b) roles are not recognized
c) the imaginary situation is held by an adult
d) the content of the games is adult relationships

11. Select the correct statement:
a) “game child of labor”
b) the game is social in content
c) the game is social in origin
d) “work is the child of play”
e) the game has a biological origin

12. Name the researchers of role-playing game technologies:
a) A.P. Usova
b) D.B. Mendzheritskaya
c) L.S. Vygotsky
d) S.L. Novoselova
d) N.A. Korotkova
f) A.N. Leontyev

13.Name the main components of didactic games:
a) an imaginary situation
b) didactic task
c) gaming relationships
d) rules
e) roles
e) game actions

14. Determine the dependence on toys for the play activity of an older preschooler:
a) the child first identifies the game, then the toy
b) the child first chooses a toy, then a game
c) the game does not depend on the toy
d) the game can proceed without a toy
e) toy – the material basis of the game

15. What needs are satisfied in the game:
a) need for movement
b) need for communication
c) the need to act with objects
d) biological needs
e) the need to understand the world around us

16. What toys ensure the development of a child’s creativity?
a) game modules
b) substitute items
c) items and benefits
d) sets of themed toys
e) educational toys

17. Highlight the main components of leadership technology role-playing games S.L. Novoselova:
a) minimum number of toys
b) educational games
c) game "telephone"
d) activating communication between an adult and a child
e) subject-game environment
e) pretend games
g) familiarization with the surroundings

18. Highlight the paradoxes of the game identified by L.S. Vygotsky:
a) game-school of will
b) game-school of morality
c) contradiction between desires and capabilities
d) game and real relationships
e) the need to guide creative activity
f) the imaginary situation is constantly evolving

Preschool Pedagogy Test
Topic: Preschool education system

1.What stages of education does the educational system include?
a) preschool
b) after school
c) additional education
d) independent

2. What institutions are considered educational?
a) institutions of additional education
b) preschool
c) correctional
d) professional

3.What document defines the specifics of the institution’s activities and is the basis for developing the charter of the educational institution?
a) Law of the Russian Federation on Education
b) Standard regulations on an educational institution
c) Educational program
d) The concept of preschool education

4. Determine the types of preschool institutions:
a) kindergarten
b) orphanage
c) a kindergarten for supervision and health improvement with priority implementation of sanitary, hygienic, preventive and health-improving measures
d) child development center - kindergarten with the implementation of physical and mental development, correction and rehabilitation of all children

5.What components are included in the concept of “education system”?
a) a set of educational institutions
b) system of educational authorities
c) the totality of the system of educational programs
d) a set of state educational standards

6.What procedures constitute the system of legal framework for improving the quality of preschool education?
a) certification
b) licensing
c) program review
d) accreditation

7. The licensing procedure for a preschool institution provides the right to:
a) for teaching activities
b) to open a kindergarten
c) to admit children to kindergarten
d) for financing

8. The accreditation procedure for a kindergarten provides the right to:
a) for financing
b) to open a kindergarten
c) to protect the rights and dignity of the child
d) on the guarantees of the parent in raising children

9.What is the subject of examination during the licensing procedure for a preschool institution?
a) equipment for the pedagogical process
b) staffing
c) software
d) living conditions for children in kindergarten

10. In what case does a preschool institution receive increased funding?
a) if certified for category (second, first)
b) if it meets sanitary requirements
c) if it meets the parents’ requests
d) if it ensures the safety of the life and health of children

11. In what case does a preschool institution acquire the status of a “Development Center”?
a) if educational services exceed the requirements of Gosstandart in all areas
b) if educational services exceed the requirements of Gosstandart in one area
c) if the institution meets the requests of parents
d) if it receives increased budget funding

12. Who takes part in the certification procedure of a preschool institution?
a) the teaching staff of the kindergarten
b) parents
c) special commission
d) public organizations

13.Do the principles of state policy in the field of education apply to the preschool education system?
a) yes
b) no
c) partially
d) are adjusted taking into account the specifics of the kindergarten

14. Name the directions for the development of the preschool education system:
a) development of the theory and practice of preschool education
b) development of a network of preschool educational institutions
c) development of the material base of preschool institutions
d) personnel training

15.How is the national-regional component implemented in the content of preschool education?
a) updating the content with the traditions and culture of the area where the child lives
b) division of children by ethnic composition within a preschool institution
c) studying the interests of parents
d) updating child-rearing technologies

Preschool Pedagogy Test
Topic: Education of preschool children

1. Choose the correct answer:
a) teaching method is a way cognitive activity adult and child
b) teaching method is a system of ways for the teacher and children to work with the goal of children acquiring knowledge, skills and abilities, and developing cognitive abilities
c) a teaching method is a method of interaction with a child regarding the acquisition of cognitive information
2. Which of the listed methods are visual?
a) conversation
b) observation
c) showing methods of action
3. Which of the following is a form of training organization?
a) classes
b) excursion
c) looking at the picture
4.Game methods belong to the group:
a) practical
b) visual
c) verbal
5. Which of the following do not apply to verbal teaching methods?
a) conversation
b) showing a sample
c) a story based on a picture
6. Highlight the models of teaching preschoolers:
a) developing
b) activating
c) personality-oriented
7.Which teachers dealt with issues of preschool education?
a) A.S. Makarenko
b) A.P. Usova
c) N.N. Poddyakov
8. What is the main form of education in kindergarten?
a) classes
b) circle
c) independent activity
9.Choose the most complete answer:
a) training is the process of transferring knowledge, skills and abilities
b) learning is a way of acquiring cognitive information
c) learning is the process of interaction between a teacher and children in order to acquire knowledge, abilities, skills, and methods of cognitive activity
10. Name the main components of the learning process:
a) goal
b) method
c) method
d) form of organization
11.The purpose of education in preschool age is:
a) transfer of knowledge, skills, abilities
b) training in ways of knowing, experiencing and transforming the surrounding reality
c) transfer of experience
12.What is the didactic principle of teaching Ya.A. Komensky called the “golden rule of didactics” in preschool age?
a) systematic
b) visibility
c) availability
13.The purpose of what process is to transfer methods and means of cognition of the surrounding reality?
a) training
b) education
c) education
14. Name the components of the learning process:
a) learning
b) teaching
c) teaching
d) activity
15.What is included in the structure of educational activities:
a) educational task
b) educational activities
c) control and evaluation
d) practical skills

Test on the topic “Preschool pedagogy as a science”

1. Specify the most precise concepts of “preschool pedagogy”:
1. Preschool pedagogy is the science of teaching preschool children.
2. Preschool pedagogy is the science of raising children from birth to entry into school.
3. Preschool pedagogy is the science of education and development of preschool children.
4. Preschool pedagogy is the art of raising and teaching preschool children.
5. There is no correct answer.
6. I don't know

2.Indicate the most accurate definition of the concept of “learning”:
1. Training is a purposeful, systematic process of transferring knowledge, skills and abilities to students.
2. Education is a process of interconnected, consistently changing activities of the teacher and the child, aimed at the formation of knowledge, skills, and comprehensive development of the child.
3. Training is a process of active, purposeful interaction between the teacher and students, as a result of which students develop knowledge, abilities, skills, experience in activity and behavior, and personal qualities.
4. Education is a purposeful process of interaction between a teacher and a child, during which education and diversified personal development are carried out.
5. There is no correct answer.

3.Indicate the most precise meaning of the concept “pedagogy”:
1. Pedagogy – area of practical activity
2. Pedagogy - the art of education
3. Pedagogy is a field of scientific knowledge, science
4. Pedagogy - science and art
5. There is no correct answer.

4. At what time did pedagogy begin to take shape as a branch of theoretical knowledge:
1. in the 17th century
2. in the 18th century
3. in the 20th century
4. in 1148
5. There is no correct answer.

5.Whose name is associated with the formation of scientific pedagogy:
1. J.J. Rousseau
2. Ya.A. Comenius
3. K.D. Ushinsky
4. I.G. Pestalozzi
5. I don't know

6. Highlight the sources of pedagogy as a science:
1. Literature
2. Art
3.. Religion
4. Folk pedagogy
5. Teaching practice

7. Highlight the branches of modern pedagogy:
1Philosophy
2. Preschool pedagogy
3. Psychology
4. History of pedagogy
5. School pedagogy

8.Which branch of pedagogy studies the theoretical foundations of raising children with developmental disorders:
1. Private methods
2. Corrective pedagogy
3. Age-related pedagogy
4. History of pedagogy
5.. There is no correct answer.

9. The connection between pedagogy and which sciences is most significant:
1. Philosophy
2. Psychology
3. Anatomy and physiology
4. Computer science
5. Mathematics

10.Indicate the methods of pedagogical research:
1. Observation
2. Study of theoretical sources
3. Questionnaire
4. Laboratory experiment
5. I don't know

11.Indicate the characteristics of the education process:
1. Education is an eternal category
2. Education is a social phenomenon
3. Education is a historical phenomenon
4. Parenting is an ever-changing phenomenon.
5. Education is the function of the teacher

12.The category of basic pedagogical concepts includes:
1. Personality
2. Education
3. Activities
4. Method
5. Pedagogical process

13. Indicate what is the subject of preschool pedagogy as a science:
1. Child
2. Patterns of child development
3. Patterns of raising a child
4. Interaction between teacher and child
5. Objectives of pedagogy

14. In which book was the system of preschool education first presented?
1. “The Great Didactics” by Y.A. Comenius
2. “Mother’s school” Y.A. Comenius
3. “Hello, children” by Sh.A. Amonashvili
4. “The Birth of a Citizen” by V.A. Sukhomlinsky
5. “Teaching to Children” by V. Monomakh

15. Free answer. Justify how you understand the words of great teachers:
1.Sh.A. Amonashvili: “A truly humane pedagogy is one that is able to introduce a child to the process of creating himself”
2. K.D. Ushinsky: “In education, everything should be based on the personality of the educator, because educational power flows only from the living source of the human personality.”
3. K..D. Ushinsky: “To educate a person in all respects, you need to know him in all respects.”
4. V.A. Sukhomlinsky: “True education occurs only when there is self-education”

Test on preschool pedagogy “Labor education of preschool children”

1. Choose the most complete definition of labor education:
a) interaction between teacher and child in order to form a positive attitude towards work and mental qualities necessary for labor activity
b) a way to attract a preschooler to work
c) targeted influence on the child in order to form a positive attitude towards work
d) interaction between an adult and a child to develop the ability to work

2. Name the researchers of the problems of labor education of preschool children:
a) M.V. Krulecht
b) D.V. Sergeeva
c) S.L. Novoselova
d) M.I. Lisina

3. Select the types of work of preschoolers:
a) productive work
b) household
c) manual
d) applied

5. Choose ways to organize the collective work of preschoolers:
a) individual
b) labor is nearby
c) joint work
G) common labor

6. Select forms of organizing the work of preschool children:
a) self-service
b) work order
c) duty
d) joint work with an adult

7. Determine the components of labor as an activity:
a) motive
b) result
c) reception
d) method

8. Name the principles of labor education for preschool children:
a) the principle of voluntary participation
b) the principle of visibility
c) the principle of dialogue communication
d) the principle of humanization

9. Determine the specific features of duty:
a) always come from an adult
b) are a duty
c) this is work for others
d) are voluntary

10. What components reflect children’s ability to work:
a) mastery of the knowledge system
b) desire to work
c) the presence of generalized labor skills
d) the presence of special labor skills

11.Name the means of labor education for preschool children:
a) labor training
b) independent work activity
c) familiarization with the work of adults
d) proverbs and sayings about work

12.Note the specific features of household work:
a) has a cyclical nature
b) accompanies any activity
c) used only in early preschool age
d) the goal is distant in time

13.What forms of organization of labor education are typical for children of primary preschool age:
a) joint work with an adult
b) self-service
c) independent work activity
d) long orders

14.What types of work are typical for children of senior preschool age:
a) collective work
b) manual labor
c) labor in nature
d) individual labor

15.What are the differences between work and play:
a) procedural activity
b) effective activity
c) activities carried out in an imaginary plane
d) realistic activity

Answers to test tasks:

“Education is the leading function of preschool pedagogy”
1. c 2. b 3.b 4.a c 5. a b d 6. b 7. a c d 8. a 9. a b c10. a b d11. a b c 12. a b c13. b 14.a b c 15.a b c

« Child and society
1.a b c 2. b 3. a b 4. b 5.a b c 6. a 7. a 8. b c 9.a b c10. a b c11. a 12. a b 13. b c 14. a c d15.c

Raising a healthy child"

1.b 2. b c d 3. a b c 4.a c d 5.a b 6. a c d 7. a b c 8. c 9. b c d 10.a b c 11. a b d 12. a b c 13. a b d 14. a 15. a b c

Continuity between preschool educational institution and school

1.a 2.a b 3.a c 4.a c 5.a b 6.a b 7.a c 8.a b 9.a b 10.a c 11.a c 12.b 13.a 14 b 15.a b

"Game activity of a preschooler
1. a b c d 2. a c 3. a 4. a c d 5. c 6 a 7. a 8. a b c 9. c d e 10. d 11. a b c 12. b d e 13 b c d 14. a 15. a b c d 16. a b 17. a d e g 18. a b d e

Preschool education system

1. a c 2. a b d 3. b 4. a c d 5. a b c 6. a b d 7. a 8. a d 9. a b d 10. a 11. a 12. a c 13 a 14. a b c d15.a

Teaching preschool children

1.b 2.b c 3. a b 4. a 5. b 6. a b 7. b c 8. a 9. c 10. a b 11. b 12.b 13.a 14. b c 15. a B C

Preschool pedagogy as a science

1. 2 3 2. 3 3. 3 4. 1 5. 2 6. 3 4 5 7. 2 4 5 8. 9. 1 2 3 10. 1 2 3 11.1 2 3 12. 2 4 5 13. 3 14. 2 15.

"Labor education of preschool children"

1. a 2. a, b 3. b, c 4. b 5. b, c, d 6. b c d 7. a, b, d 8. a, c, d 9. b, c 10. a ,c,d 11.a,b,c 12.a,b 13.a 14.b,c 15.b,d

The method as a way of transmitting information and influencing the formation of personality is important. It determines the effectiveness of introducing children to social reality. Therefore, the teacher needs to consciously approach the selection of methods, correlating them with the purpose and objectives of education and training.

Remember what a method is as a pedagogical category, how it differs from a pedagogical technique.

In domestic pedagogy there are several classifications of methods. Each classification has its own justification, that is, it satisfies the implementation of a specific goal. There are two large groups of methods - educational methods and teaching methods. Let's take a closer look at the group of teaching methods, since they are aimed at cognition. These methods, in turn, are classified according to the main sources of transmission and perception of information (A. P. Usova, D. O. Lordkipanidze). And then these are verbal, visual, practical methods.

You can base the classification on the logic of knowledge acquisition (N.A. Danilov), and then these will be inductive and deductive methods.

If the classification is based on types of cognitive activity (M.N. Skatkin, I.Ya. Lerner), then these will be reproductive, problem-game, search, and research methods.

What other classifications of methods do you know?

Particular importance must be attached to the classification and selection of knowledge when introducing children to the social world. This is due to the fact that children are not only imparted knowledge. At the same time, the child develops an attitude towards himself, other people, and events in social life; conditions are created for his active involvement in social reality; The personal significance for a growing person of what is happening around increases. During the learning process, knowledge is refined, assessments are adjusted and formed, approaches to a generalized system of views and beliefs are developed, i.e., the foundations of worldview and worldview are laid.

Why has there been a need for a new classification of methods when solving the problems of familiarizing children with the social world?

Preschool children are able to consciously perceive social phenomena. However, this ability is most manifested when the process of acquiring knowledge is organized in such a way that stimulates the child to show curiosity, creativity, to express feelings, and to be active.

To solve such a triune task, methods for introducing children to social reality can be presented in four groups: methods that increase cognitive activity; methods that increase emotional activity; methods that facilitate the establishment of connections between different activities; methods for correcting and clarifying children’s ideas about the social world.

Let us consider each group of methods separately, understanding that this classification is largely arbitrary, since when using almost every method it exhibits significant characteristics. All this contributes to the conscious assimilation of the material and arouses interest in it. You should start with simple tasks, for example: “Distribute the pictures into two groups - in one, select everything that a cook needs to work, and in the other, everything that a doctor needs to work.” Children 4-5 years old can cope with this task. Similar tasks are solved with different content.

The complication of tasks goes along the line of increasing the number of objects for grouping and by complicating the basis for classification. For example, children are offered different objects or their images in pictures: a winter hat, a Panama hat, Toothbrush, ball, skis, pencils. The task is given to select items that a girl will need in winter, a boy in summer, and justify his decision. Next, from these same objects, children choose those that are needed for play, in order to “be healthy,” etc. It should be emphasized that the classification technique contributes to cognitive activity to a greater extent if it is used not as an end in itself, but in the context task that is close and understandable to the child: to select objects for thematic exhibition, pictures for an album, attributes for a certain game or activity, etc. In such a case, children feel the need to complete the task and realize its practical feasibility.

Try to develop classification tasks and test them in different kindergarten groups during practice. What conclusion did you come to?

Manifestations of independence, creativity, and invention are facilitated by the method of modeling and design.

Children’s ability to model has been successfully proven in psychological (L. A. Venger, E. A. Agaeva, L. I. Tsekhanskaya, etc.) and pedagogical (V. G. Nechaeva, N. F. Vinogradova, etc.) research. This method is absolutely necessary when introducing a child to the social world. It is advisable to teach children how to make a plan map. This could be a plan map of a street, a road to a kindergarten, a preschool site, etc. Children learn to place objects in space, correlate them, and “read” the map. Tasks like “Let’s create a route for the upcoming excursion” also serve the same purposes. Small building materials, paper crafts, toys, or substitute items can be used for modeling and construction.

Modeling and construction develop thinking, imagination and prepare the child to perceive a world map and globe. The effect on increasing cognitive activity is exerted by the combination in this method of verbal explanation, practical implementation and gaming motivation.

It should be noted that grouping and classification tasks work with great effect if they are used not as an end in themselves, but are subordinated to some practical task understandable to children, for example, selecting objects for a thematic exhibition, thinking over the placement of new toys and play corners in a group, selecting and find a place for work equipment, etc. Children’s understanding and acceptance of the motive for action contributes to their awareness and increases cognitive activity.

Remember the methodology for teaching children design and modeling. Transfer your knowledge to the method of familiarizing yourself with social reality: make a summary of the use of this method in Everyday life, check it out in practice.

Method of questions: asking children questions and developing the ability and need to ask questions, formulate them competently and clearly.

In everyday life, children ask adults many questions. The questions are varied in topic, depth, and motives. In general, the child’s questions allow us to judge the direction of his interests. The thought may arise that children do not need to be specifically taught to ask questions; they are already inquisitive. However, research (R.S. Bure, S.A. Kozlova, S.N. Morozyuk, etc.) shows that, as a rule, children do not ask questions to the teacher during classes or about their content. One of the reasons for this phenomenon lies in the stereotype that children have - during class the teacher asks questions, and the child only answers them. The teacher works without “feedback” and does not put children in a situation of active mental activity.

Free expressions of preschoolers are regarded as disciplinary violations, and therefore the child soon loses interest in classes. The focus on “regulated activity” fetters his thoughts, puts him in the position of a performer, and not an active participant in the discussion of the issues to which the lesson is devoted. Such underestimation of the thinking capabilities of preschoolers and fear of violation of discipline negatively affect the development of children's interests and curiosity.

When starting to teach children the ability to ask questions, the teacher should critically analyze his own skills and, above all, how and what questions he poses to children in conversations about what they have read, watched, or observed. Unfortunately, it is not difficult to see that reproductive rather than problematic issues predominate. The teacher requires the child to repeat what he has just heard, and not to think or reason. Often his questions simply do not make sense, because the answer to them is too simple for the child. For example, children in the older group are shown a picture with domestic animals (“Cat with Kittens”). The traditional question is asked: “Who is depicted in the picture?” This question is appropriate for younger children, but not helpful for older children. They want problematic, causal questions. If a teacher teaches himself to correctly formulate questions for children, then the direction of working with children will become clearer to him.

Test yourself and each other: can you ask a sensible question to the teacher after the lecture, to a friend about the book you read? What was your main difficulty?

This self-assessment will help you better understand children's difficulties. Children need to be encouraged to pose questions in class with a direct sentence (“Do you want to know anything else about the North Pole? Ask, I’ll try to answer”), a positive assessment aimed at both the fact of the question and its successful formulation. At the end of the lesson, you can leave 2-3 minutes specifically for children’s questions. If the teacher does this systematically, the children get used to this form of work and are ready to ask questions. The teacher’s task is to quickly and intelligently respond to questions: answer some immediately (if they relate to the topic of today’s lesson), say about others that this is the topic of the next lesson and the child will hear the answer later, offer answers to others to one of the children or instruct the child to look for the answer in the illustrations of the book, and then tell everyone. Accustoming a child to independently search for answers to his questions is very important, especially for the upcoming schooling, but tact and a sense of proportion are required from the teacher so as not to extinguish the children’s desire to ask adults questions. Repetition method

Repetition is the most important didactic principle, without the use of which it is impossible to talk about the strength of knowledge acquisition and the education of feelings. In a lesson, it can act as a leading method or methodological technique.

Write down and think about whether you agree with this statement, whether it fully reveals the pedagogical value of repetition.

“An educator who understands the nature of memory will constantly resort to repetition, not in order to repair what is falling apart, but in order to strengthen and build a new floor on it.” (K. D. Ushinsky). There are three possible forms of organizing repetition in classes to familiarize yourself with social reality. Direct repetition - children are required to be able to repeat what they have learned. Repetition occurs at the level of reproduction in the form and in the same formulations that were given during the initial perception of the material. An example would be repeated examination of the same picture, memorization of a poem, re-reading of a work of art, reproductive questions in a conversation, etc. Such repetition is possible and useful at the end of the lesson, when you need to consolidate the knowledge you have just acquired. The element of such repetition can also serve as a supporting, starting point in the transition to new knowledge. This type of repetition does not imply a creative attitude towards the material being learned, so it is used along with other types

Application of knowledge in a similar situation. Student repetition data is based on associative connections that arise during the perception of new material, new objects, objects. “What does this thing look like? What fairy tale of the Russian people does the Ukrainian fairy tale “Rukavichka” remind you of? In the last lesson we talked about musical instruments that people play different countries. Which people does this belong to? musical instrument? - such questions force children to remember what they already know and relate this knowledge to new ones. This form of repetition leads to the emergence of generalizations, promotes independent formulation of conclusions, and increases cognitive activity.

Complete this group with other species and prove that they belong to the group that increases the cognitive activity of children.

Repetition at an indirect level is the third form of repetition. The child returns to previously acquired knowledge in a new situation, when it is necessary to rely not on specific examples, but on previously made generalizations and conclusions. For example, children learned about the features of vision in humans and various animals. In the future, the teacher, relying on the knowledge acquired by the children, offers to solve a logical problem: who can best cope with the tasks of seeing in the dark; see from a very high altitude; read an interesting story in a book? To solve such a logical problem, the child needs to recall in his memory the generalizations made when familiarizing himself with the visual organs of humans and each animal separately. An imaginary situation also stimulates this type of repetition.

Solving logical problems

Solving logical problems can also act as an independent method aimed at increasing cognitive activity

Experimentation and experiments

Research (N.N. Poddyakov, I.S. Freidkin, L.M. Klarina, N.G. Komratova, S.V. Kozhokar, etc.) shows that this method is very effective in terms of increasing cognitive activity. As a rule, it is used in the knowledge of living and inanimate nature, but its capabilities are much wider. This method useful when familiarizing yourself with technical devices and discoveries, moral standards, etc. The value of this method is that it gives the child the opportunity to independently find a solution, confirmation or refutation of his own ideas.

The first, most voluminous and significant means of self is social reality itself. It is not only an object of study, but also a means that influences the child, feeding his mind and soul.

However, social reality as an objective reality can only be, but is by no means always, a means of educating and teaching preschool children. It becomes such if the subjects, objects, facts, events that the child encounters are understandable to him, accessible, and personally significant for him. For example, a one-year-old child may be in the thick of social events, intense relationships, and vivid facts. Is the social world a means of raising a child? Does it have a significant impact on the socialization of the individual? Perhaps, but only through indirect influence, through close people, through their emotional state. And the actual knowledge of social reality will occur through the child’s actions with objects, through communication directed at him directly. The rest of the world does not seem to exist for a child of this age, and therefore cannot be used as a means of education.

With age, the child expands his social world. As his mental development progresses, his cognitive interests become deeper, he begins to understand causal relationships and dependencies; The expression of feelings becomes more conscious. All this leads to the fact that the child begins to be influenced by a larger number of objects and facts, which means that social reality becomes to a greater extent a means of education.

Consequently, not any object of the social world is a means of education, but only that part of it that can be understood and perceived by a child of a certain age and a certain level of development and subject to adequate methodology.

Therefore important pedagogical tasks are the analysis and selection from the social environment of such content that carries developmental potential and can become a means of introducing the child to the social world.

The teacher draws up a social portrait of the environment in which the preschool institution is located. Such a social portrait includes: a description of social objects in the immediate environment (school, store, library, metro station, etc.); list of streets, squares indicating names and short designation title contents; an indication of significant dates that will be celebrated by the city or district this year (City Day, sports competitions, Maslenitsa, etc.) and in which children will be able to take part; a list of events that will take place in the preschool institution and group (birthday of the kindergarten, landscaping of the site, etc.).

Then the teacher highlights for each item what is accessible and pedagogically appropriate for children of his age group, and puts the corresponding work into the long-term plan.

In addition, the teacher thinks through how, using real life, he can introduce children to the activities of people and their relationships.

Try to create a social portrait of the preschool institution where you are doing your teaching practice. Show how you would use it with different age groups.

All of the above will make it possible to make the surrounding social reality a means of raising and socializing a child.

A means of introducing children to the social world can be objects of the man-made world with which the child constantly acts or which he sees in his immediate environment.

Any object of the man-made world contains the social experience of humanity, reflects the level of development of society and technical progress. This is why objects of the man-made world are so important in the process of socialization. The world is diverse, therefore the objects surrounding the child must be diverse in properties, qualities, and functions.

However, it should be remembered that not every object becomes a means of understanding the social world, even if it is in the field of view of children. A child may not notice an object or be interested in it until an adult points it out and creates conditions for the child to act with the object. Only in this case will the object subjectively - for a given child - become a means of understanding the world.

The objective, material world has a great influence on the emerging needs of a little person and serves as a kind of support for him in communicating with other people.

Special place In the objective world, a toy occupies a place for a child. It is also a means for him to become familiar with the social world. Through a toy, a child learns the diversity of life in its properties and qualities; the toy reflects the level of technical and social development of society, even its leading moral values and ideological guidelines.

It would be extremely interesting to analyze toys from different eras (ancient and middle ages, the Soviet period, the present), to identify the main trends for each time period.

It is known that toys vary in purpose and in their potential as a means for children to learn about the social world. A technical toy helps a child get acquainted with the achievements of technical thought, with methods of controlling objects, and gives an idea of a person’s ability to influence the world around him. A story-driven toy enriches children’s understanding of the world of adults and their activities. A folk toy helps to introduce a child to his national roots, to his people, which is also very important for the socialization of the individual. A special place among toys that contribute to children’s involvement in the social world is given to the doll, because it stimulates the development of social feelings.

Thus, objects and toys serve as a means of introducing children to social reality, presenting it in a materialized form, allowing them to expand their understanding of the world and develop practical skills in managing it.

Analyze the toys in the kindergarten group from the point of view of what information about the world around them they convey to the child. What toys do you think should be added to the group's play set? Justify your opinion.

Review the types of toys and their pedagogical functions in the preschool pedagogy course.

Artistic means play a major role in introducing children to social reality: literature, visual arts, music.

Fiction is both a source of knowledge and a source of feelings. Therefore, it is so important to introduce children to literature as early as possible. However, it should always be remembered that literature should not be used as a means of accompanying any of the child’s actions. She is valuable in her own right. It is extremely important, wrote V. Bryusov, that children from an early age get used to seeing in literature something worthy of respect, noble and sublime.

In order for literature to become a means of introducing children to the social world, it is necessary to correctly determine the reading range of preschoolers, taking into account, firstly, the influence of literature on the emotional sphere of the child’s developing personality and, secondly, the high information content of this medium. Therefore, it is important to select literary works of different genres: fairy tales, short stories, epics, fables, poems - and of different content - educational, humorous, on moral themes. Of course, when determining the reading range, it is necessary to remember the age capabilities of children in the field of perception of works of art.

The perception of text by preschoolers is closely related to, and often depends on, illustrations. Pictures in a book can also become a means of introducing children to the social world, as they concretize it through clarity and imagery.

Fine art clarifies and expands children's ideas about the world.

When we talk about fine art as a means of understanding the social world, we mean art, and not pictures and paintings that the teacher uses for didactic purposes. The works of great artists touch the soul of even a small child and are capable of not only informing about certain objects and phenomena, but also evoking truly high moral feelings. Unfortunately, adults underestimate a child’s ability to penetrate into high feelings, to touch the genuine, human. The selection of works is carried out on the basis of taking into account the child’s age, his interests, and the level of development of perception of visual creativity. These could be, for example, paintings by V.M. Vasnetsova, I.E. Repina, A.I. Kuindzhi, A.A. Ivanova, V.G. Perova.

Thus, the child becomes acquainted with the social world through a variety of means. They become the sources of knowledge of the world. It is only important to understand that, objectively being carriers of information, they become means of cognition under certain conditions, namely when they are accessible to perception (they are within the thresholds of information content), correspond to the age-related capabilities of perception, and are emotionally rich.

Considering the means of knowledge as its source, it is necessary to determine the position of the teacher. Can an adult organizing the education process influence the sources of knowledge and their perception by children?

From this point of view, all means as sources of obtaining information can be divided into three groups. The first group is sources from which the receipt of information is completely controlled and managed by an adult (probably this is only the adult himself, and only on condition that he controls himself when transmitting information about the world to children). The second group is sources that can be partially controlled by adults (fiction, visual arts, music). At the same time, the influence of an adult - a teacher, a parent - on the source itself, as a rule, is absent. Only means are selected from the standpoint of their pedagogical expediency. and finally, the third group includes those sources that an adult practically cannot control (random information that a child can receive from communication with peers, older children, from his own observations of the surrounding reality).

The teacher’s task is to ensure that children receive most of the reliable information from the first two sources, and, if necessary, timely correct the information received from the sources of the third group.