Active methods of working with younger schoolchildren. Peculiarities of a psychologist’s work with primary schoolchildren

Pedagogical aspect of organizing individual work with primary schoolchildren

3. Ways to organize individual work with primary schoolchildren

Various scientists and researchers who are involved in the development and education of primary school children have invented all sorts of ways to work with children. I believe that the task of a competent teacher is to choose from the material provided exactly what is interesting to him, and, consequently, to his students.

Individual conversations with students occupy a large place in the study of students. During such conversations, it is possible to identify the motives of the student’s behavior, his interests and inclinations. If you approach the student sensitively and attentively, he will willingly talk about his desires and dreams, about his attitude towards teachers and parents. Such conversations should be informal, natural, sincere and conducted with pedagogical tact. Feeling sincere attention, goodwill and goodwill, the student, as a rule, openly talks about everything that interests the teacher. Tactful intimate conversation is not only a method of studying a student, but also an important form of their education. It is advisable that an individual conversation be conducted according to a predetermined plan, in a certain system. Then it is proactive in nature, an individual adjustment in general program pedagogical influences. Conversations are most often conducted in connection with frequently arising local conflicts and violations of discipline.

Organizing general work with children to master the rules of behavior is the main task. General methods and means of education must be specified in relation to different children and their moral experience. Individual work with children must be carried out in close contact with parents, defining a single line of educational influence, based on strengths student's personality.

What are the main ways and means of individual work with children?

Firstly, since the need for individual work arises due to a complex of reasons:

the negative impact of unfavorable family conditions,

failures at school, separation from school life and school staff,

antisocial environment.

The general strategy of educational influence should take into account both the family, the school, and the immediate environment. It is necessary to compare as much as possible, influence the parents, encourage them to rebuild the nature of internal relationships, pay more attention to the difficult child, advise the parents on a number of specific measures regarding him, and jointly determine a line of behavior. It is necessary for the school to change its attitude towards a difficult student, stop considering him incorrigible, find ways to approach him individually, and involve him in the general affairs of the team. Moreover, if the discord in the family has gone so far, then significant changes are impossible; the school must compensate for the shortcomings of family education. Finally, one should influence the student’s immediate circle, try to restructure the direction of his company, attract it to socially useful causes, and if this fails, then distract the student from the company, protect him from bad influence.

Secondly, it is impossible to correct a personality through the efforts of teachers alone, through the efforts of schools alone. In addition to the school, family, children's organizations, out-of-school institutions, class activists should be involved in this work. public organizations. And under all conditions, you just need to rely on a healthy children’s team, act together with it, through it. Only through joint efforts and unified educational influences can this problem be solved.

Thirdly, the main means of education should be the correct organization of the life and activities of a difficult child. We must remember that moral teachings and notations are not very effective means of educating a child, since he has long ago developed a prejudice, distrustful attitude and skepticism towards the words of the teacher. This does not exclude the possibility that an intimate conversation in an atmosphere of sincerity, trust and goodwill can be of great benefit.

Fourthly, education cannot be understood only as the elimination or eradication of something, the fight against shortcomings and vices. Re-education is also the formation of the development of positive habits, traits and qualities, and the careful cultivation of healthy moral tendencies.

Fifthly, it is necessary to involve the student in the process of self-education, to organize his own struggle with his own shortcomings. A.I. Kochetov, who revealed the system of educational influences on difficult schoolchildren, notes that the formation of the personality of a difficult student is a combination of re-education with ordinary measures of education and self-education. In other words, a difficult child should not be a passive object of educational influence; it is necessary to activate his personality, use its healthy moral forces to combat his own shortcomings. As A.I. emphasizes Kochetov, it is necessary to show a difficult schoolchild the true romance of moral education, try to form in him the ideal of a real, courageous, strong-willed person who would eclipse in the eyes of the student the ideal of a “dashing guy-leader”, to provide an inspiring role model. Kochetov specifically recommends how to organize the self-education of difficult children. In particular, it can begin with basic tasks for oneself for a short period of time. Such tasks should initially be based on the child’s pride and his desire to excel; as a rule, they are associated with extracurricular activities, communication between the class teacher and children. These include: conversation, intimate conversation, consultation, exchange of opinions, fulfilling a joint assignment, providing individual assistance in specific work, joint search for a solution to a problem or task. These forms can be used together or each separately, but most often they accompany one another.

In accordance with this, the nature of individual assignments for additional independent work of students is determined, and means of cultivating students’ interest in both learning and extracurricular work are selected. The most developed form is an individual assignment, which is not associated with either club work or mass events at an extended day school. This form of work requires the teacher (educator) to have a good knowledge of the psychology of his students, their abilities, inclinations, interests, in order to give each individual tasks, feasible and interesting assignments.

Forms of individual work with students:

Individual approach in lessons, use of elements in practice differentiated learning, innovative technologies, conducting non-standard forms of lessons;

additional classes with gifted children in subjects;

participation in school and regional competitions;

project activities of students;

visiting subject and creative clubs, extracurricular activities;

competitions, intellectual games, quizzes;

creation of children's portfolios.

It was mentioned above about project activities among younger schoolchildren. The following stages of this educational activity are distinguished [8]:

· motivational (the teacher declares a general plan, creates a positive motivational mood; students discuss and offer their ideas);

· planning - preparatory (the topic and goals of the project are determined, tasks are formulated, an action plan is developed, criteria for evaluating the result and process are established. Methods of joint activity are agreed upon, first with maximum help from the teacher, later with increasing student independence);

information-operational (students collect material, work with literature and other sources, directly carry out the project; the teacher observes, coordinates, supports, and is himself an information source

· reflective-evaluative (students present projects, participate in collective discussion and meaningful assessment of the results and process of work, carry out oral or written self-evaluation, the teacher acts as a participant in collective evaluation activities).

As the main solution to the difficulties of individual learning associated with the weakening of the direct leadership role of the teacher, the transition of teaching to reproducing the content of the material, the lack of criteria for student work and the great complexity of organizing training, a team-laboratory method was proposed, in which students, under the guidance of a teacher, independently carry out various experiments and through direct perceptions acquire certain knowledge and skills. Among the individual characteristics that a teacher needs to rely on, the most common are the characteristics of perception, thinking, memory, speech, character, temperament, and will. The dominant quality of a teacher working in the field of individual training and education, in my opinion (in addition to a high qualification level), is an excellent knowledge of both developmental and individual psychology.

The teacher is not limited to teaching and conducting education only at school. It is also important that the professionalism of the educator and organizer lies in mastering the largest number forms of work and the ability to use them to solve a specific pedagogical problem with maximum educational effect. “One-by-one”, according to A.S. Makarenko, individual education is the highest aerobatics in the work of an educator, teacher, and class teacher. To educate means to organize the activities of children. A person develops, forms his skills, behavior patterns, values, feelings in the process of modern activities with people and in the course of communicating with them. Therefore, in order to achieve educational goals, the class teacher must be able to organize a variety of activities for children (teachers call it developmental, nurturing), and for children it is their natural life.

Organization extracurricular activities children, including leisure time, in any school has always been and remains a very important area of activity for teachers. Activities with children in addition to lessons, communication with them in a more or less free environment are essential, and often decisive, for their development and upbringing. They are also important for the teacher himself, as they help to get closer to children, get to know them better and establish good relationships, reveal unexpected and attractive sides of the teacher’s personality for students, and finally allow them to experience happy moments of unity, shared experiences, human closeness, which often makes teachers and students are friends for life. This gives the teacher a feeling of the necessity of his work, its social significance, and relevance. as they say now.

The form of extracurricular educational work is, in my opinion, one of the ways of working with children and it can be defined as a specific way of organizing their relatively free activities at school, their independence with pedagogically appropriate guidance from adults. In educational practice there is a wide variety of forms of work; they are difficult to classify. We will try, however, to streamline the forms of educational work by highlighting the predominant, main component of educational work. We can say that our typification is based on the main means (methods, types) of educational influence, of which we have identified five: word, experience, activity, game, psychological exercises (training).

Hence, there are five ways of educational work with primary schoolchildren:

Verbal - logical

Figurative - artistic

Labor

Gaming

Psychological

From this point we saw that there can be influences on a child with the help of his environment, family, peers, as well as showing correct behavior by personal example. We saw that organizing general work with children to master the rules of behavior is the most important task. One of the ways of influence is an extracurricular form of education of a primary school student.

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To carry out education in children's educational institutions it is necessary to solve the following problems: determination of content, forms and methods of education taking into account age, individual psychological characteristics of students. Therefore, it is important to realize that today we need to talk not about event activities, but about educational activities, about human communication, about the formation of relationships, about the development of personal qualities.

Raising the younger generation is a multifaceted process. The physical and moral health of children is considered as priority areas in education; intellectual development; formation of personal culture and spiritual values; civic and patriotic education; aesthetic and labor education; formation of life plans for schoolchildren, preparation for family life, etc.

To implement pedagogical tasks, various forms of extracurricular educational work are used:

– traditional: oral journal, Classroom hour, ethical conversation, living room;

– discussion: debate, project defense, evening of solved and unsolved mysteries;

– national ritual: folk holidays, gatherings, folk entertainment;

– television: “Theme”, “Happy Case”, “KVN”;

– collectively creative activities: “Chamomile” relay race, ring circuit;

– non-standard: sports flea market, dance ring, poetry cross-country;

– improvisations: “At the mirror”, “Smeshinka”, “Theater-exprom”.

The professionalism of a teacher and organizer lies in mastering the largest number of forms of work and the ability to use them to solve a specific pedagogical problem with maximum educational effect. “One-by-one”, according to A.S. Makarenko, individual education is the highest aerobatics in the work of an educator, teacher, and class teacher.

To educate means to organize the activities of children. A person develops, forms his skills, behavior patterns, values, feelings in the process of modern activities with people and in the course of communicating with them. Therefore, in order to achieve educational goals, the class teacher must be able to organize a variety of activities for children (teachers call it developmental, nurturing), and for children it is their natural life.

The organization of extracurricular activities for children, including leisure activities, in any school has always been and remains a very important area of activity for teachers. Activities with children in addition to lessons, communication with them in a more or less free environment are essential, and often decisive, for their development and upbringing. They are also important for the teacher himself, as they help to get closer to children, get to know them better and establish good relationships, reveal unexpected and attractive sides of the teacher’s personality for students, and finally allow them to experience happy moments of unity, shared experiences, human closeness, which often makes teachers and students are friends for life. This gives the teacher a feeling of the necessity of his work, its social significance, and relevance. as they say now.

However, for this to happen, you need to know how to organize such work.

Methodists highlight types of extracurricular activities, which are possible at school, namely: cognitive activity, value-orientation, social, aesthetic, leisure. It is clear that all of them are closely related to the educational process, to the content of training and education at school and serve to achieve certain educational and educational goals. Thus, cognitive activity is aimed at developing cognitive interests, accumulating knowledge, developing mental abilities, etc.

Value-oriented activity, in essence, is the process of forming attitudes towards the world, forming beliefs, views, assimilating moral and other norms of people’s lives - all that is called values. The class teacher has ample opportunities to stimulate students to develop attitudes and views on life in various forms ah extracurricular activities: conversations on social and moral issues, class meetings, discussions, disputes. Of course, schoolchildren learn social values in all other forms and activities.

Social activities involve the participation of schoolchildren in school management bodies, various student and youth associations in and outside the school, participation in labor, political and other campaigns. This occurs in such forms as self-care work, school cleaning, school assemblies, meetings, elections and student government work, evenings, holidays, etc.

Aesthetic activities develop artistic taste, interests, culture, and abilities of children. It is difficult to overestimate the importance of aesthetic activities for students, which can be organized especially effectively outside of school in special institutions of additional education and clubs. School teachers, however, also have the opportunity to carry out this work in the following forms: performances, competitions, school theaters, concerts, festivals, excursions to museums, visits to theaters and much more.

Leisure activities mean meaningful, developing rest, free communication, in which the initiative should belong to the students, but the teacher should not be an outside observer, remembering his functions as an educating adult. Sports and recreational activities can also be included here. Free communication and leisure time for students can take place in a variety of forms: games, holidays, recreation evenings, collective birthdays, competitions, joint walks, hikes, etc.

The teacher must know and be able to do a lot in order to organize all these forms of work methodically correctly. First of all, in the pedagogy of educational work at school, the very concept of “form of work” is not very clear and it is difficult to distinguish it from the method. However, it is still important for the teacher to know how he organizes the activities of students, what capabilities he has, so to speak, a methodological arsenal.

Form of extracurricular educational work with children can be defined as a specific way of organizing their relatively free activities at school, their independence with pedagogically appropriate guidance from adults. In educational practice there is a wide variety of forms of work; they are difficult to classify. We will try, however, to streamline the forms of educational work by highlighting the predominant, main component of educational work. We can say that our typification is based on the main means (methods, types) of educational influence, of which we have identified five: words, experiences, activities, games, psychological exercises (training).

Hence, there are five types of forms of educational work with schoolchildren:

– verbal – logical
– figurative – artistic
– labor
– gaming
– psychological

Verbal and logical forms.

The main means of influence is the word (word persuasion), which evokes response emotions in children. This type of form includes conversations on various topics, class debates, meetings, conferences, lectures, etc. The main thing here is the exchange of information, messages from students, teachers and other adults, and discussion of problems. This type of educational influence takes place in the practice of schools all over the world, although the methodology, technique or even technology for its implementation may be different.

Figurative and artistic forms.

They combine activities of children where the main means of influence is a joint, predominantly aesthetic experience. The main thing here is to evoke strong, deep and ennobling collective emotions, similar to those that people experience in the theater, at holidays, and in other similar situations.

Great teachers, psychologists, artists, politicians and public figures well understood the enormous uplifting and unifying power of jointly experienced feelings, and also knew their destructive potential. The teacher must be able to provide children with shared experiences that will make them better people.

Such forms as a concert, performance, holiday, etc. have great potential.

Let us note in this regard that collective, mass experiences seem to occupy a large place in modern life, especially for young people: rock concerts, discos, informal “parties”. But, alas, not to mention the content and nature of these ideas, the noise and external effects there often fill the inner emptiness and leave no room for deep inner experience. In modern life, obviously, there is generally a lot of noise and there is no silence that would help a person discover himself. When organizing the life of schoolchildren, it is necessary to ensure that there are moments of silence filled with contemplation, penetration into phenomena, the discovery of new things in the world around them, in people, in themselves.

Labor forms of extracurricular work.

Joint work, and more broadly, various activities, any work, has a positive effect on children. This different types work at the school, from daily cleaning to school repairs, setting up and organizing a garden, park, organizing a farm, a school cooperative, a printing house, information center. This also includes various types of assistance to those in need, work in self-government bodies, social movements and organizations. Collaborative work can inspire no less than theater, aesthetic spectacle or celebration.

Game (leisure) forms of work.

These are games, joint recreation, meaningful entertainment. Games can be sports, educational, competitive, competitive. All of them, like the above-mentioned types of forms of educational work, often combine various means of influence: word, image, feelings, work.

Particular attention should be paid to PSYCHOLOGICAL FORMS of working with students. In forms of this type, the main means of influence are elements of psychological training, methods of practical psychology, individual and group psychotherapy. These are lectures, conversations, discussions, psychological exercises, consultations. They require some special knowledge and skills of the teacher.

For success when using various forms of work with children, the teacher must represent them hidden possibilities and on the basis of this it is most optimal to organize them. It should be remembered that, as we have already noted, any form of work involves exposure to words, sensory experiences, play (competition), and labor (work). On this basis, we can identify the following mandatory elements of all forms of work with students: information, experiences, actions. Information- this is something new and important that students learn about by participating in a particular activity . Experiences– this is their emotional perception of information and everything that happens, assessment, attitude. Actions– this is their joint activity (with each other and adults), which enriches and develops. Children participating in various types activities, learn new things, experience successes and failures, happy moments of creativity. Thus, they acquire the social experience they need and the personality orientation approved by society.

The forms of extracurricular activities and their content are very diverse and difficult to account for. Here are the most common ones that are most often encountered in school practice. At the same time, let us remember that many of them are carried out both on a school-wide scale and within a class or two parallel classes. In a modern school, class teachers and teachers organize the following activities together with children: holidays, evenings, fairs, “lights”, discos, usually tied to a calendar date or associated with the tradition of the school (Soviet solemn dates are supplanted by Christmastide, Maslenitsa, American Halloween, European Valentine's Day, etc.); traditional class and school duty, periodic school cleaning; competitions, days and weeks of knowledge in academic subjects; excursions to museums, businesses, attractions hometown, excursion trips to the city, country, going to the theater, less often the cinema; walks, hikes in the forest, to cultural and historical monuments, multi-day hikes and trips (mainly in summer); sports competitions, health days; workshop on rules of conduct and safety on the street, in the yard, at the entrance; release and competitions of wall newspapers, holiday posters, postcards and much more.

Let us especially note such a phenomenon as Classroom hour, needlessly pushed out of school practice. Class hour, in our opinion, has at least two meanings, the first of which is simply the time the class teacher works with the class, included in the lesson schedule (alas, no longer!). At this time, the class teacher can do with the class whatever he and the students deem necessary: conversations on a variety of issues, educational games, discussions, reading books, etc. Unfortunately, it happens that teachers gather students only to solve organizational issues and “Reprimands” for bad behavior and academic performance. Therefore, there is a second meaning of the concept “class hour” - a meeting of class students to discuss class matters. Here it is necessary to give the floor to student self-government, which will solve organizational and other pressing issues of class life. It seems that a class hour in the first and second meanings does not have to be held every week, but twice a month is sufficient.

Note that often the boundary between different types cool watch It’s quite conventional: at a class meeting dedicated to discussing class problems, the teacher, parents, and some guests can give a conversation or a message. But let’s say that conversations should not turn into personal verbal reprimands and edifications.

"Quiz".

Educational objectives: helps to increase the cognitive activity of schoolchildren.

This is a game of answering questions, usually united by some topic.

Requirements for the quiz:

- common topic;
– questions must be specific;
– select a certain number of questions;
– take into account the age and amount of knowledge of children, their interests;
– think over the form of the event – “What? Where? When?”, “Field of Miracles”, “Bray-ring”, “Happy Accident”;
– question – answer (oral or written);
– it is possible to conduct a quiz without prior preparation or the questions are given to children in advance;

The quiz can have different tasks:

– explain if you can;
– which statement is true, etc.

Give questions to broaden the horizons of children, to which they must find the answer independently from sources. Please indicate literature.

“Living Newspaper”.

Educational objectives: development of creative and communication abilities.

The model is old, it was invented by counselors of the 20s. The “living” newspaper was revived in the 50s. Strictly speaking, this is a performance in the form of a newspaper, the script of which is written, invented and staged by counselors and children in compliance with the genres of journalism: editorial, feuilleton, report, essay, interview, questionnaire, cartoon, literary parody, funny mixture, information, announcements, advertising and etc. The participants of the newspaper, and there should be at least 7-10 people, first discuss the program of the issue and come up with its composition. A newspaper can touch upon international events, talk about news in the country, in one’s native land, city, village, and always about one’s unit or class. The main thing is to choose the idea that the newspaper will defend and the phenomena that it will oppose.

A newspaper may have regular columns: “The Globe”, “Native Land”, “Ask - We Answer”, “Congratulations”, “This is Interesting”, “The Obvious - the Incredible”, etc. “Living Newspaper” can use the traditions of radio and television, the genres of the living word - fairy tale, fable, riddle, epic, ditty, couplets.

Participants in the newspaper can make costumes for themselves (hats from the newspaper; attributes; posters; cut out letters that make up the name of the newspaper, letters are usually pinned on shirts; costumes necessary for each role, and others); It’s good if the newspaper has musical accompaniment. A newspaper can be political, satirical, critical, environmental, funny, mischievous—all sorts of things.

“Quiet Reading Hour.”

Educational objectives: instills a love of books, the literary word and broadens one’s horizons.

An hour of quiet reading arises in contrast to schoolchildren’s boundless fascination with television and video films, which displace communication with books from the student’s life, freeing the developing psyche of a young person from the efforts of imagination, thinking and memory.

On the day when the “quiet reading hour” occurs, children and teachers bring with them to school extra-curricular books that they are “now reading”, they are provided with a time common to all members of the school community, when in silence and comfort each person can read quietly the book he brought.

This moment is pre-prepared: an announcement is posted, 1-2 days in advance, leaflets appear - reminders, teachers remind children about the planned task. As a result, very rarely do some schoolchildren forget to take a book with them to school. But this rare case is also provided for: teachers and a librarian select a number of books that they will offer to the child.

The educational potential of the “quiet reading hour” is not fully exhausted if, at the end of it, the list of books read by children and teachers is not made public. This list is posted at the end of the school day. “What we read today” and “What the teachers read.” An emotional atmosphere is created, intellectual leaders are highlighted, and the field of bibliographic knowledge is expanded. Children sometimes carry the idea of a “quiet reading hour” into the family, introducing their parents to reading books they have long forgotten.

“Project protection”(the project is a dream).

Educational objectives: development of imagination, creativity, communication skills.

“Project protection” is a form of group activity for children. In it, the student manifests himself as an individual, capable of not only assessing reality, but also projecting into it some necessary changes in the name of improving life. Much in these projects comes from dreams, from fantasy, but the basis for a fantastic flight of thought remains a real awareness of the course of today's everyday life.

Here are examples of thematic content of such projects: “Our school after 50 years”, “Classroom built by me”, “Art in our school”, “My grandchildren’s schoolyard”.

Initially, to protect the dream project, you can create free groups with a set of strict game roles: dreamer - speaker, critic of an opponent, ally, propagandist. The discussion of the project is programmed in this way, but the content remains free and unpredictable. Later, when defending projects as a form of creative play has been mastered, you can abandon group ones, moving on to discussing individual options for creative pictures of the future. The announcement of the upcoming competition can be bright, colorful, cheerful and kind, so that every schoolchild would want to create a dream project. Class teachers should support this flaring desire, encourage, and give the first advice on how to start the project.

It is better to evaluate projects according to different criteria, so that the first places in the competition are taken by several authors: “for the most daring project”, “for the most elegant project”, “for the most beautiful project”, etc.

From work experience.

Fairytale quiz for 2nd grade students.

Goals:

develop memory, thinking
introduce the structure of a fairy tale

Visibility: pictures with fairy-tale characters, drawings.

Developed skills and abilities: learn to guess fairy tales by the names of the characters and their actions.

1. Teacher's opening speech:

- There are a lot of fairy tales. Guys, do you like fairy tales?

– How do fairy tales differ from others? works of art?

-Who writes fairy tales?

Guys, now you will divide into 2 teams of 6 people each and compete. The rest will be fans. Questions will help you. Whoever answers the question will be on the team.

Questions: The named characters have double names. The beginning is given, you complete it.

So, the teams have been created.

2. Name the fairy tales based on the pictures.

umbrella – “Ole – Lukoil”
pea – “The Princess and the Pea”
sleigh – “Snow Queen”
nettle – “Wild swans”.

3. “Guess the fairy-tale names and objects.”

Five people tried to eat him, but the sixth one succeeded. (Kolobok)
Ivanushka's sister. (Alyonushka)
A reptile with three or more heads. (Dragon)
Fairytale hero, whose death is in the egg. (Koschei)
Traditional male name in fairy tales. (Ivan)

What did the bear wear to carry the girl along with the pies? (Box)
At its end is the death of one of the heroes. (Needle)
The dish from which the crane fed the fox? (Jug)
The name of the hero who slept on the stove (Emelya)
The dwelling of Baba-Yaga. (Hut)

4. Who can name more fairy tales?

- about children

- about birds

5. Portray the heroes of a fairy tale (skit, pantomime)

– Babu-Yaga

– Snake – Gorynych

6. Postman Pechkin accidentally dropped the telegrams, and they fell into our hands, but we cannot understand who they are from, maybe you can help us?

Happy Birthday.
I found boots that are fast walkers, I’ll arrive home soon.
I will, I will wash my face in the mornings and evenings.

Grandma and grandpa, save me, a fox is chasing me.
The fox took over my house and drove me out. Help!
A wolf came and ate 6 kids. Save!

Result: Guys, did you like the fairy tales? I am very glad that you know so many fairy tales so well! I hope that you will continue to read a lot of fairy tales from different peoples and different writers: Andersen, C. Perrault, the Brothers Grimm, etc. Until next time.

Literature:

Voronov V.“Diversity of forms of educational work”, w. “To the class teacher”, 2001 - No. 1, pp. 21-24.
Table “Types and forms of educational activities.”
R.N.Buneev and E.V.Buneeva“The little door to Big world”, literary reading, 2nd grade.
Russians folk tales and original fairy tales of different nations.

Types and forms of educational work.

No.	Kind of activity	Special purpose	Active forms of organizing activities
1.	Cognitive	Enriches the understanding of the surrounding reality, creates the need for vocational education, promotes intellectual development.	Lesson: seminar, lecture, role-playing game, project defense, creative report, test, non-traditional form. Extracurricular: conference, round table, pedagogical readings, intellectual marathon, extracurricular activities of the PCC (supplementing class activities)
2.	Public	Promotes the socialization of students, includes	Meetings with politicians, publication of periodicals, discussion, work of self-government, patronage.
3.	Value-oriented	Rational understanding of universal and social values, the formation of culture, one’s “I”.	Debates on moral topics, etiquette and professional ethics, solving pedagogical situations, testing, questioning, drawing up a psychological map, acts of mercy.
4.	Sports – Wellness	Healthy image life, forms strength, endurance, plasticity and beauty of the human body and relationships.	Clubs, sections, general physical training, sports competitions, friendly competitions.
5.	Artistic	Sensual worldview, the need for beauty, the realization of individual inclinations and abilities.	Musical and literary lounges, creative competitions. Additional education, amateur art concerts, performances in languages, excursions to museums, recreational evenings, holidays.
6.	Free communication	Mutually enriching leisure time for schoolchildren. Communicate with each other.	Group activities, “lights”, social hour, quiz, evenings, group name days.
7.	Labor	Creation, preservation and increase of material assets.	Socially useful self-service work, school duty, etc.

Corrective and developmental work

psychologist at school with children of primary school age in the conditions of the Federal State Educational Standard

This area of activity of a psychologist is the most complex and responsible. It includes a fairly wide range of forms of work:

group psychocorrectional classes (working with problems in the personal and cognitive spheres);

individual psychocorrectional classes (working with problems in the personal and cognitive spheres);

individual lessons with gifted children;

classes on psychological preparation of children for school;

thematic sessions with parents (for example, training seminars).

From the point of view of I.V. Dubrovina, the main goal of correctional work with children is to promote their full mental and personal development. In the process of implementing this direction, you cannot simply exercise the child; from the first stages of work, it is necessary to focus on possible achievements in the correction process. This is the unity of correction and development.

Correctional work aimed at development in the cognitive sphere includes classes on the development of the child’s mental qualities: memory, attention, observation, speed of reaction, thinking. It consists of the following areas:

formation of general intellectual skills (operations of analysis, comparison, generalization, identification of essential features and patterns, flexibility of thought processes);

development of attention (stability, concentration, expansion of volume, switching, self-control, etc.)

memory development (expansion of volume, formation of memorization skills, stability, development of semantic memory);

development spatial perception and sensorimotor coordination;

formation of educational motivation;

development of the personal sphere.

Classes are presented in the form of games and training exercises that directly affect the child’s mental qualities. Let's look at some techniques.

For example: game "Remember the move "(develops motor-auditory memory). The presenter shows the children movements consisting of 3-4 actions. Children must repeat these actions, first in the order in which the leader showed them, and then in the reverse order.

Movement 1 . Sit down – stand up – raise your arms – lower your arms.

Movement 2. Raise your hands with your palms up (“collecting the rain”), turn your palms down – lower your arms along your body – raise your arms at your sides in different directions.

Movement 3. Move your right foot to the right - move your right foot - move your left foot - move your left foot.

Movement 4 . Sit down - stand up - turn your head to the right - turn your head straight.

Exercise"Cryptographer" aimed at developing attention, associative memory. Each number corresponds to a specific letter (the key is given in the task). Children write down the corresponding letters instead of numbers and get a word.

Tasks“Add by analogy” , “Insert word (number)” are aimed at developing verbal-logical thinking - the ability to establish connections between concepts.

Tasks"Draw the same figure" , "Draw by dots" aimed at developing hand-eye coordination, spatial imagination, imaginative thinking, attention, and memory. Teaches how to navigate on a sheet of paper in a box. The same task can be carried out in the form"Graphic dictation" - name the direction and number of cells.

Tasks for logical thinking. Examples:

Kolya and Vasya are two brothers. One of them goes to kindergarten, the other - to school. Which of them is younger if Vasya is in second grade?

Dasha and Masha received straight A's at school: one in math, the other in reading. In what subject did Dasha get an A if Masha did not receive this grade in mathematics?

Owl, Donkey and Winnie the Pooh were given three balloons - a large green one, a large blue one and a small green one. How will they divide these balls between themselves if Owl and Donkey like big balls, and Donkey and Winnie the Pooh like green balls?

Ways to develop memory using mnemonic techniques:

Material grouping . The material being studied is divided into parts or groups. The load on memory is reduced exactly as many times as the number of parts into which the material to be memorized was divided.

Associations. It is useful to teach a child to figuratively imagine what needs to be remembered, to attract a wide variety of associations.

Schematic image . To memorize a phrase or word, the child makes a drawing as simple and schematic as possible.

Structuring the material. When structuring the material, connections and relationships are established within the memorized material, due to which it begins to be perceived as a whole.

Correctional work with younger schoolchildren is aimed at the intellectual, personal, and activity development of younger schoolchildren.

Kapsargina Dina Sergeevna, educational psychologist, MBOU Katanovskaya Secondary School

Application of active forms and methods of teaching in primary classes.

From work experience

Primary teachers

classes

MBOU secondary school No. 1

Shovgenovsky district

Brantova Razet Dovletbievna

Active learning methods- these are methods that encourage students to active mental and practical activity in the process of mastering educational material. Active learning involves the use of a system of methods that is aimed primarily not at the teacher presenting ready-made knowledge, memorizing and reproducing it, but at students’ independent acquisition of knowledge and skills in the process of active mental and practical activity.

The peculiarities of active learning methods are that they are based on an incentive for practical and mental activity, without which there is no movement forward in mastering knowledge. Active cognitive abilities are formed and developed in the process of cognitive activity. When a child is not just a listener, but an active participant in the cognitive process, he gains knowledge through his work. This knowledge is more durable. It is the form of active learning that is the first spark that lights the torch of curiosity. The teacher abandons the authoritarian nature of teaching in favor of democratic, exploratory and creative teaching. The main undeniable advantages are: a high degree of independence, initiative, the development of social skills, the formation of the ability to acquire knowledge, and the development of creative abilities. A sense of freedom of choice makes learning conscious, productive and more effective.

I have been working at an elementary school for twenty-four years.

In my practice I actively use different shapes and methods of organization educational process, focused on the creative self-realization of the student’s personality, the development of his intellectual and physical capabilities, strong-willed qualities and creative abilities in the process of creating new products that have objective or subjective novelty and have practical significance.

My teaching experience has shown that implementation in educational process active forms and methods of teaching make it possible to create favorable conditions for innovative cognitive activity of students, while children’s communication skills are developed. Students gain research skills, learn to draw conclusions and conclusions, and competently justify their answers.

Let's look at some methodological techniques:

1 . Integrated lessons with the involvement of subject teachers.

The main advantage of an integrated lesson is the ability to present to students the interconnection of subjects. Integrated lessons help unite the teaching staff, set common goals for them, and develop common actions and requirements. Theoretical and practical training are successfully combined in an integrated lesson.

2 . The lesson is a creative workshop.

The result of such a lesson is not only the creation of a creative product. In the process of work, there is an exchange of opinions, knowledge, and creative discoveries between students, which is facilitated by the alternation of individual, group activities and work in pairs. In the process of work, the student evaluates both his own point of view and all others. The most important quality of the process is cooperation and co-creation.

3. Lesson - game “What? Where? When?"

4. Lesson-research.

In this lesson, children perform the simplest practical work. The result of the lesson is knowledge gained through practical means and obtained through discussion of the results of practical research, i.e. exchange of experience.

5. Brain attack.

Brainstorming is a specialized method group work, aimed at creating new ideas that stimulate the creative thinking of each participant.

The purpose of such a lesson is to organize collective mental activity to find unconventional ways to solve a particular problem.

6 . Lesson-excursion.

A study tour is a form of educational organization that allows for observation as well as learning various items, phenomena and processes in natural conditions. Excursions contribute to the consideration of the phenomena being studied in their interrelation and interdependence, the formation of cognitive interests, and collectivistic relations.

7. Round table.

This is a method of active learning, one of the organizational forms of students’ cognitive activity, which allows them to consolidate previously acquired knowledge, fill in missing information, develop the ability to solve problems, and teach a culture of discussion.

8." General discussion"

The opportunity to develop the ability to listen, speak in turns, and express your opinion.

9. Role play.

This is a small skit performed by students.

Its goal is to visually imagine, see, and revive events familiar to students.

A sense of freedom of choice makes learning conscious, productive and more effective.

Active learning methods are methods that involve students in the process of “acquiring knowledge” and developing thinking. They allow you to: stimulate the mental activity of students; reveal your abilities; gain self-confidence; improve your communication skills; the opportunity to form creative thinking in students, develop students’ speech, and form the experience of interaction in a team, increases the developmental effect of learning. It can be argued that active methods training shifts the emphasis on the development of schoolchildren, not just reproducing acquired knowledge, but also using it in practical activities.

Group Discussions – Group discussions on a specific issue in relatively small groups of students.

Business games– a method of organizing the active work of students, aimed at developing certain recipes for effective educational and professional activity. Through play, learning becomes important because play is part of a child's life. A game is a means of relieving unpleasant or forbidden experiences for a student’s personality. The game is one of the means of forming psychological formations that are extremely necessary for the educational process - thinking, attention, memory. They must rivet the child’s unstable attention to the material, give new knowledge, and force him to think. Games should ensure the formation of educational activities.

One of the new means of checking the quality of training is tests. This is a qualitative way of checking learning outcomes, characterized by such parameters as reliability and objectivity. Tests test theoretical knowledge and practical skills. With the arrival of a computer at school, new methods for intensifying educational activities open up for teachers.

To summarize, I will note that each student is interesting for his uniqueness, and my main task is to preserve this uniqueness, grow a self-valued personality, develop abilities and talents, expand the capabilities of each self!

Corrective and developmental work
psychologist at school with children of primary school age in the conditions of the Federal State Educational Standard
This area of activity of a psychologist is the most complex and responsible. It includes a fairly wide range of forms of work:
group psychocorrectional classes (working with problems in the personal and cognitive spheres);
individual psychocorrectional classes (working with problems in the personal and cognitive spheres);
individual lessons with gifted children;
classes on psychological preparation of children for school;
thematic sessions with parents (for example, training seminars).
From the point of view of I.V. Dubrovina, the main goal of correctional work with children is to promote their full mental and personal development. In the process of implementing this direction, you cannot simply exercise the child; from the first stages of work, it is necessary to focus on possible achievements in the correction process. This is the unity of correction and development.
Correctional work aimed at development in the cognitive sphere includes classes on the development of the child’s mental qualities: memory, attention, observation, speed of reaction, thinking. It consists of the following areas:
formation of general intellectual skills (operations of analysis, comparison, generalization, identification of essential features and patterns, flexibility of thought processes);
development of attention (stability, concentration, expansion of volume, switching, self-control, etc.)
memory development (expansion of volume, formation of memorization skills, stability, development of semantic memory);
development of spatial perception and sensorimotor coordination;
formation of educational motivation;
development of the personal sphere.
Classes are presented in the form of games and training exercises that directly affect the child’s mental qualities. Let's look at some techniques.
For example: the game “Remember the movement” (develops motor-auditory memory). The presenter shows the children movements consisting of 3-4 actions. Children must repeat these actions, first in the order in which the leader showed them, and then in the reverse order.
Movement 1. Sit down – stand up – raise your arms – lower your arms.
Movement 2. Raise your hands with your palms up (“collecting the rain”), turn your palms down – lower your arms along your body – raise your arms at your sides in different directions.
Movement 3. Move your right leg to the right – move your right leg – move your left leg – move your left leg.
Movement 4. Sit down - stand up - turn your head to the right - turn your head straight.
The “Cryptor” task is aimed at developing attention and associative memory. Each number corresponds to a specific letter (the key is given in the task). Children write down the corresponding letters instead of numbers and get a word.
The tasks “Add by analogy”, “Insert a word (number)” are aimed at developing verbal-logical thinking - the ability to establish connections between concepts.
The tasks “Draw the same figure”, “Draw by dots” are aimed at developing hand-eye coordination, spatial imagination, imaginative thinking, attention, and memory. Teaches how to navigate on a sheet of paper in a box. The same task can be carried out in the form of a “Graphic Dictation” - name the direction and number of cells.
Logical thinking tasks. Examples:
Kolya and Vasya are two brothers. One of them goes to kindergarten, the other to school. Which of them is younger if Vasya is in second grade?
Dasha and Masha received straight A's at school: one in math, the other in reading. In what subject did Dasha get an A if Masha did not receive this grade in mathematics?
Owl, Donkey and Winnie the Pooh were given three balloons - a large green one, a large blue one and a small green one. How will they divide these balls between themselves if Owl and Donkey like big balls, and Donkey and Winnie the Pooh like green balls?
Ways to develop memory using mnemonic techniques:
Grouping of material. The material being studied is divided into parts or groups. The load on memory is reduced exactly as many times as the number of parts into which the material to be memorized was divided.
Associations. It is useful to teach a child to figuratively imagine what needs to be remembered, to attract a wide variety of associations.
Schematic image. To memorize a phrase or word, the child makes a drawing as simple and schematic as possible.
Structuring the material. When structuring the material, connections and relationships are established within the memorized material, due to which it begins to be perceived as a whole.
Correctional work with younger schoolchildren is aimed at the intellectual, personal, and activity development of younger schoolchildren.
Kapsargina Dina Sergeevna, educational psychologist, MBOU Katanovskaya Secondary School

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