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"Motivation as a form of working with children when organizing direct educational activities." Consultation (junior, middle, senior, preparatory group) on the topic: Motivation. Methods and techniques of motivation in preschool educational institutions

28.09.2019

Remains for training actual problem and to this day. Over the course of several years, children get used to the same rules, but there comes a time when they have to seriously change their views and lifestyle. Explaining to a child the importance and necessity of such changes is not easy, and here the experience of specialists in the field of child psychology comes to the aid of parents.

The value of quality motivation

Raising a child is an art. It is not enough to instill the basics of morality and behavior in society. The task of parents is to raise a worthy child, adapted to independent life. Many years of experience show that the carrot and stick method in education does not give the desired and sustainable results. It is useless to force a child against his will to do something that, in his opinion, is not necessary. But she is capable of creating real miracles.

You can study, play sports, do art, and much more. And to start the process, parents need to become more familiar with what motivation is, what its types are, and how to properly motivate a child, guided by his personal characteristics, without the involvement of specialists.

Types of motivation

It is interpreted differently by specialists, but in a general understanding it is the ability of an individual to satisfy his needs and desires through activities. But the process of third-party motivation can be compared to manipulation, which can be positive and negative. According to V.K. Viliunas, motivation is a whole system of processes that encourage a person to act.

Experts in the field of psychology identify 6 types of motivation, these are:

. It is not related to a specific process, but is determined by the result. For example, a child studies not for the sake of gaining knowledge, but for the sake of high grades, praise and receiving other awards.
Internal. The direct opposite of the previous look. A person is little interested in the result; he is completely immersed in the process of completing the task itself. Intrinsic motivation may include:
- Cognitive motives. They are based on an interest in acquiring knowledge and skills. Motivation is formed at an early age and depends on many conditions: level of development nervous system, nature of upbringing, family situation, etc. If the innate cognitive motive is not supported, it will need to be restored in the future. Therefore, it is useful to attend exhibitions, excursions and other educational events even with young children.
- Social motives. They imply the child’s desire to be useful, first in the family circle, and then in society. This also includes the desire to become literate, successful, and learn to interact with the team and others.
- The motive for avoiding failure. In this case, children do everything to avoid bad grades and disapproving remarks addressed to them. With such motivation, it is the grades that will determine how strongly the child will strive to study and whether he will do it at all.
- Achievement motivation. IN school years As a rule, it is this motivation that becomes dominant. It is especially pronounced in children with high level academic performance. It is important for them to complete tasks efficiently and on time and to receive appropriate encouragement. The purpose of such motivation is to become a professional. A child may intentionally take on work complex tasks and make every effort to solve them.
Positive. Motivation, which is based on positive stimulation. An example of a child’s positive motivation: “if I learn my lessons, I’ll get sweets and go on the rides.”
Negative. Motivation that comes from negative incentives, for example: “if I don’t learn my lessons, I will be punished.”
Sustainable.
Unstable.

Nuances of motivating preschoolers

At the age of 6-7 years, each of the above motivations takes place, but the predominance of any one has an impact on the formation of the individual’s character and his studies in the future. It is difficult to determine the predominant type of motivation, since children often answer stereotyped questions. For example, if you ask a child whether he wants to go to school, he will most likely answer in the affirmative without hesitation, which is due to several reasons. Firstly, children know what answer adults want from them, and they give it. Secondly, the child does not have sufficient knowledge of what learning at school entails. Therefore, he cannot give an accurate answer without understanding the essence of the question.

The basic needs of preschoolers are formed in early childhood, therefore, in the process of developing the child’s motives great importance has a family. Motivational basis schooling It is based on:

the individual’s desire to receive information from books, magazines, reference books, etc.;
awareness of the importance of learning;
the ability to find a balance between “I want” and “I need”;
the ability to complete things started;
the ability to give a competent assessment of one’s actions and results obtained, to identify one’s own mistakes;

The most powerful motivator for any child is the opportunity to receive a reward. In order to get what they want, children can do things that are unpleasant and boring for them. An example of this can be observed in the process when a child washes the dishes, knowing that upon completion of the task there will be a pleasant reward in the form of watching cartoons or computer game. In this case, we can also talk about the voluntary replacement of one’s “want” with an adult “need.”

Developing a positive attitude towards learning

IN general outline There are two ways to create a child’s positive motivation to learn.

The first is to formulate in a preschooler positive emotions in relation to the process itself in which the child is involved. This can happen in several ways at once:

approval from the teacher;
parents' faith in their child;
encouragement even for the smallest achievements;
adult support and interest in what the child is doing.

In this case, you should avoid criticizing the preschooler, focusing on what he does well, and not on where the child failed.

The second path involves the process of creating a positive one through awareness of the importance of learning. The benefits of learning are explained to the preschooler in detail and over a relatively long period of time, and what exactly the child will gain from studying. He must understand that he needs education (for example, to achieve desired result in the future), and not to parents or teachers. However, such motivation of preschoolers cannot be called sustainable. As soon as a child loses the desire for what he was initially set up for, his motivation will fade away.

Important conditions for developing motivation in preschoolers

To the basic conditions that are necessary for the successful motivation of children preschool age, can be attributed to:

To provide adequate conditions for effective motivation, it is necessary to create a favorable psychological climate. It is very difficult for a child to concentrate if there are constant conflicts in the house. This causes fear and other negative emotions in him.

Illustrative examples of motivating preschoolers

When developing motivation in preschool age, parents' actions do not necessarily have to be aimed at learning itself. For example, you can develop perseverance in a preschooler with the help of games, and he will apply the acquired skill in his studies.

Here are some examples of how parents can influence a child and stimulate activities that he or she initially dislikes.

Labor activity

Probably every parent will agree how difficult it is to introduce a child to cleanliness and order, and especially to the cleaning process itself. But everything can change if you switch to the game. For example, toys can be helped to get to their houses (placed on shelves or put them in a box). You can involve your child in real cleaning through personal example and by setting simple tasks for him, in which he will act as an assistant.

Few children will be able to refuse the “adult” act of dusting or washing a small area of the floor. The parent’s task is to thank, praise the child and make it clear that without him it would be more difficult to cope with the task. It is important to refrain from criticizing a child if he has done something wrong - this will forever discourage him from wanting to clean up.

Least favorite dishes

Children do not yet understand the benefits of foods, so they only want to eat tasty things. Feeding a child, for example, porridge, often becomes an impossible task for parents. But motivation will come to the rescue here too. And there are many options here - from the interesting design of the dish itself to the use of fascinating stories and fairy tales during the eating process. You need to show your imagination and serve your child a dish that will be decorated in an unusual and attractive way. This will make the child want to eat everything offered.

Another way to feed your child something he doesn't like is to use his imagination. You can imagine the dish not as food, but as an army of useful soldiers who want to protect his health, strength (for boys) and beauty (for girls). But they can get inside and start working only if the baby himself helps them, i.e. will eat The more colorful and interesting the process is presented, the more effective this method is.

Two common mistakes parents make

The first mistake that most parents make is that they do not support their child’s desire to learn new things. After a day of work, adults are tired, and they do not have the strength to answer the child’s questions. Not every parent wants to make an effort to explain something incomprehensible to their child, because it is much easier to say the stereotyped “when you grow up, you will find out” or “stop asking all sorts of nonsense.” If a preschooler regularly receives such an answer, his curiosity simply fades away, as does his motivation. Under no circumstances should you push your child away in such situations. You need to try to explain everything simply and understandably to him. If suitable words do not come to mind, you can always turn to children's encyclopedias, educational programs and cartoons. Even if the parent does not know the answer to the question posed by the child, you can honestly say this and offer to look for the answer together in relevant sources of information.

The second common parental mistake is to entrust the task of shaping the motivation of a preschooler to third-party institutions: first to the kindergarten, and then to the school. The same category of errors includes the delayed reaction of adults who believe that at 2-3 years old a child is still too young to be motivated, and at 5 years old he also still does not understand anything. This is a very big misconception! Just at the time when the child is just beginning to be active social life, takes his first steps (and this happens at about 1-1.5 years), it is already necessary to pay more attention to motivating the child. If you don’t miss the moment, studying will be much easier in the future. The child will strive to learn on his own without additional stimulation from adults.

As mentioned earlier, basic motivation originates in the child's family, so parents should take an active part in preparing the preschooler for learning.

Experts in the field of child psychology suggest using the following practical recommendations:

In the process of motivating a preschooler, it is important to take into account the child’s interests, his individual needs and priorities. At the very beginning, the main goal is not to educate the child, but to instill a desire to learn with pleasure. For example, if a child likes poetry, then the developmental process should be built on this, and even the multiplication table can be taught using rhymes.
It is very important to create in a child positive image schools. It sounds very simple, but in society a child may hear the opposite. The situation becomes more complicated in families with older children who complain about school and how difficult it is to study there. Such statements form a strong opinion in the child about educational institution as something bad and boring. It is necessary to protect the child from such feedback.
Create a rough idea of the school. Since the child cannot yet understand what exactly is being taught at school and what he will have to do there, information can be provided in game form. The peculiarities of the motivation of preschoolers lie in the fact that everything is learned through games. For example, drawing cheerful and bright pictures - ART; jumping, games - physical education; reading exciting stories and fairy tales - literature. Such a pastime will give the child positive emotions, and he will understand that school can be very interesting.
Development of horizons. Although a preschooler is small, he already has his own opinion, accumulated experience and knowledge. It is very useful to talk with your child on intellectual topics and ask his opinion on various issues. You need to perceive a preschooler as a little adult, then he will feel that his opinion is important and interesting, which means he needs to learn more in order to communicate later.

Useful information for parents

In order for a child to be drawn to knowledge, it is useful already from early childhood surround him mind games. These can be cubes, puzzles, puzzles, etc. Thus, under the guise of playing, he will develop his thinking. It is useful to choose games that involve working with small details, for example, stringing beads on a fishing line - this increases the child’s concentration and perseverance.

Children need to be given the opportunity to make decisions and act as they see fit. Of course, everything should be within reason, but it is in such situations that preschoolers learn to develop a logical chain, draw conclusions, evaluate their actions, and take responsibility for decision. This gives the child confidence and a feeling of “adulting”. Successful completion of assigned tasks builds self-confidence well. The baby needs to be given tasks that he can definitely handle. The feeling of accomplishment will do the trick.

In order not to cause fear of failure in a child, you should help him complete tasks and guide him. Then, over time, confidence will come to him, he will not be afraid of difficulties and will learn to cope with everything without outside help.

It is important to teach a preschooler not to be afraid to express his opinion and defend it. In family conversations, it is useful to ask your child what he thinks about the situation and what exactly his opinion is based on. This will teach the child to justify what is said and make decisions based on logical reasoning.

You shouldn’t indulge your children’s “wants” and buy toys and sweets on demand. It’s also not worth setting hard boundaries. If the purchase is not cheap, you need to explain to your child that you need to earn money for it. For example, clean up or wash your things. The child will understand that not everything in life is given for nothing, and in order to get something, you need to work hard.

Preschoolers benefit from reading children's books. While reading, you can fantasize and imagine what is happening in the book, even better if you can reproduce the action of the book in the form of a production home theater. Toys can act as actors. The benefits of such activities are priceless - the development of imagination, creative abilities, and memory occurs.

In motivating preschoolers special role is devoted to the development of curiosity. Ideal activity for this purpose - experiments. There are many most different options laboratory work for little chemists who surprise not only children, but also adults. This will develop in the child the spirit of a discoverer and a thirst for knowledge.

It is very important to allow a preschooler to make mistakes. Personal experience is the best and most memorable lesson. There is no need to scold your child. On the contrary, you should support him and explain that it is normal to make mistakes, and only those who do nothing do not make mistakes. For many parents, this will not be an easy task, but it will make the parenting process easier in the future. When a child understands that only he will have to answer for what he has done, he will think several times before doing anything.

Preschool education is a labor-intensive process, but quite realistic. It is impossible to give recommendations that are suitable for everyone, because each child is individual. If you take into account the child’s characteristics, his needs and priorities, the effectiveness of motivation will be much higher.

The topics of OOD, its purpose and course involve a creative approach. I try to use as many means as possible to make educational activities interesting, educational and educational in nature! Children are very affectionate, trusting, and inquisitive. Each activity reveals something new for them, which then becomes their own, familiar, understandable, and close. They do not like monotony, they cannot listen for a long time, or sit quietly. They love to play. That's why I include games during the learning process. During OOD we play serious and smart games. But we play not for the sake of playing, but in order to awaken in all children the spark of inquisitiveness and curiosity. They come to us and we invite you to visit famous heroes children's fairy tales, cartoons, funny and funny people. They ask children "cunning" questions, bring letters with requests, tasks, puzzles, etc.

Someone went to visit children, to those who correctly explained the route from kindergarten to their home.

Why always came with difficult questions. He himself is very literate and knows a lot. He is upset if few of the children can answer his questions. After all, something interesting and mysterious is remembered for a long time.

The children loved it when Pinocchio appeared in class and loved correcting his mistakes. Dunno was also interesting to them.

This is how I taught my children a lot using elements of play. Their mental stress and fatigue disappeared. They quickly and eagerly completed all tasks.

So, a serious, purposeful game helped to consolidate the children’s knowledge, summarize the lesson, and relieve mental stress.

Playing in preschool is one of the favorite activities.

Therefore, the game method occupies an important place in the education of preschoolers. Creating game situations allows you to attract the involuntary attention of children. In a game setting, it is easier for a teacher to activate children’s attention, keep it focused on the proposed content, and develop interest in working in a group environment.

The opportunity to develop creative abilities in preschoolers through play attracts the teacher’s attention to this type of children’s activity and allows him to use gaming techniques in the classroom.

When conducting games, children’s knowledge and interest are taken into account, to know and take into account the children’s gaming experience, to imagine what specific tasks are solved during educational activities when using one or another gaming technique.

The game is offered by the teacher, and this is how it differs from free play. The game should feel like a real game. One of the signs of a gaming technique is game task– determination of the purpose of the upcoming game actions by the teacher or children.

Age-appropriate play provides children with incomparable joy and allows adults to effectively guide their actions.

To arouse and maintain children’s interest in activities aimed at mastering basic knowledge and skills and developing cognitive activity, gaming techniques are widely used. Often the entire lesson is conducted in the form of a game.

Tell the children that something happened to some game characters. As a result, they urgently need those objects that can be sculpted, drawn, built, etc. The characters themselves cannot do this, but they have heard that in this group there are very kind and skillful children who will help them.
Ask the children if they would like to help (wait for an answer - consent).
Invite children to teach them how to do it very well (also wait for a response - consent).
During work, each child should have his own ward toy character, who is nearby and rejoices along the way, expresses his wishes, etc.
These toys are also used by the teacher to evaluate the children’s work, which is given on behalf of the toys, as if from their position.
At the end of the work, children must be given the opportunity to play with their charges, using the resulting product if desired.

It is advisable that the teacher’s stories should mostly feature the same characters. Then the children will love them and acquire a lasting interest in their lives and the events that happen to them.

The children's favorite was the bear cub Misha, a puppet theater character. He knows how to talk, pat the most distinguished people on the head, shake his head and feel sorry if something didn’t work out for someone or someone is upset about something. Misha congratulated the children on their birthday. Looked into children's works and "whispered" words of approval. Sometimes he would get angry with someone and go back into the forest. The forest is quiet, no one makes noise or bothers him. The children were interested in him and tried not to offend him so that he would not leave. They believe that Misha, like them, can think, get angry, and be happy. After all, children have no boundaries between the real and the imaginary.

The need to create gaming motivation continues in senior group preschool age.

Game techniques are used to arouse preschoolers’ interest in the proposed tasks.

Already on the new program content, solving new educational tasks, the teacher continues to present children with tasks that are difficult for them in a playful form, introducing motives that encourage preschoolers to do their work efficiently.

The preparatory group also uses game-based teaching techniques, but their share is significantly reduced, giving way to other techniques that allow children to form a conscious attitude towards the learning task.

In the senior, preparatory group, it is advisable not to include didactic games, but to unite them with a single theme, plot. For example: travel (to the forest, circus, space, etc.).

Game forms of OOD: performance, fairy tale, meeting, etc.

Every time we prepare for OOD, we repeatedly find it difficult. How to start? Why? To make it interesting for children. Our children love to travel, so I spend OOD in the form of travel.

I travel on a variety of occasions:

"To the land of fairy tales" .

"To the Land of Curiosities" .

"To Fantasy Island" .

"Journey to the Arts Square" , where we will get acquainted with architectural monuments.”

"Space flight on a rocket" . Etc.

Let me give you an example (design).

Guys, are you ready for our next trip?

Check if you took everything with you? Did you remember to take your imagination, invention, and good mood with you on the journey?

Before we map out the route for today's journey, listen to a story.

One day in a museum they accidentally discovered an old envelope that had fallen behind a shelf. Its edges were very frayed. The appearance of the mysterious envelope indicated that he had experienced a lot in his lifetime. The envelope attracted the attention of museum workers, and they immediately opened it. There lay a scrap of a letter, yellowed with age. In all likelihood, it belonged to some traveler. This envelope is with me now. Let's read it.

“On the map I depicted the location of the island, but, unfortunately, I cannot convey to you the beauty of its castles, palaces, towers, which was told to me by a person who visited this island and took part in its development. He also noted that all the structures were erected from rectangular, square and triangular blocks of various sizes.

It’s a shame that this fabulously beautiful island no longer exists.”

Guys, what do you think was written next, what did the traveler dream about? (The traveler dreamed of restoring these marvelously beautiful buildings).

So we'll head outside "Builders" , where we have to prepare construction details and plan structures.

Let me give you an example of a mathematical train journey.

Now we will go on a mathematical journey, where we will solve problems, examples, and count. We will learn ourselves and teach others.

Our train is unusual - mathematical. (I display a train and several trailers.)

And our familiar little engine brought us interesting tasks.

OOD can start with a surprise moment (someone sent a telegram, meeting with literary hero, letter of invitation, meeting with various animals, dolls).

OOD can be started by listening to a piece of music, by asking riddles, by making up a fairy tale, by having a conversation, by reading an excerpt from a poem, by reading an invitation card, by viewing a painting, etc.

When conducting OD on FEMP when getting acquainted with the concept "order" you can use this method.

When studying the concept "order" It is useful to arrange children in accordance with some order: by height, by age, by number order, etc. You can count various objects forward and backward. For example: suggest questions and tasks based on the pictures: (pictures: boy, fish, cat, hare, butterfly, wolf, chicken, bird, moth, bee).

Count everyone in order (the first is a boy, the second is a fish, etc.).

How much is a bunny worth? Wolf?

Who is located next to the butterfly? In front of her? After her?

What is the kitten's value from the end?

Children really like this game to develop attention: they close their eyes, and the teacher changes the order of objects or removes some object. We need to restore order.

According to FEMP. "Study of the number 7 and composition of 7" .

The number is illustrated on a number line as the result of adding 1 to the number 6. The composition of the number 7 is shown.

The number 7 played a big role in ancient mythology (7 Roman gods, seven wonders of the world in Ancient Greece etc.) and retained this role in literature. Remember the 7 dwarfs from the fairy tale "Snow White and the 7 Dwarfs" , you can read an excerpt from a fairy tale by A. S. Pushkin "ABOUT dead princess and 7 heroes" . Everyone knows proverbs and sayings in which the word appears "seven" : "Seven do not wait for one" , "Seven times measure cut once" , "Seven troubles - one answer" , "One with a bipod - seven with a spoon" etc. In these proverbs and sayings the word "seven" acts as a word "a lot of" . You may remember that we use seven day week, we are talking about the seven colors of the rainbow.

I consider motivation to be mandatory and one of the main elements in the upbringing and education of preschoolers. Otherwise, we risk ruining our children's childhood. Whatever preschoolers do within the walls of our kindergarten, they must do it with interest, so that their eyes light up, so that the children enjoy communicating with us. Otherwise it will be hard work. We will develop the child’s head, but his soul will suffer.

Abdinova Roza Rushanovna, teacher, MADOU Combined kindergarten No. 12 “Crane” Saratov region, Balakovo.
To successfully build a GCD, you need to interest the child and come up with gaming motivation. In the form of games, children are more successful in instilling knowledge from various educational areas, memory and thinking develop.

Date of publication: 06/29/2015

Creating gaming motivation in various types GCD depending on the age of the children.

Preschool childhood is the time of initial personality formation. In preschool age, the process of cognition in a child occurs in an emotional and practical way. Every preschooler is a little explorer, discovering the world around him with joy and surprise. The child strives to be active, and it is important not to let this desire fade away and to promote his further development.

The implementation of this task requires a qualitatively new approach to teaching and raising children, organizing the entire educational process. Numerous studies by teachers and psychologists have proven that the process of learning new knowledge is effective if it is based on the child’s personal experience and area of interest.

You cannot force a person to understand something, he needs to be interested. Therefore, the teacher’s task is to build a GCD in such a way as to retain the child’s attention, interest, and passion as much as possible. educational activities. For each GCD, you need to think through the gaming motivation.

Motivation is the result of a person’s internal needs, his interests and emotions, goals and objectives, the presence of motives aimed at enhancing his activities. Motivation (from the Latin movere) is an incentive to action. It is well known that there is no activity without a motive. For this purpose, incentives are used, i.e. external incentives for a certain activity, the tasks of which are to evoke and strengthen preschoolers’ own motives for activity. One of the important incentives for the formation of motives is the game. Each GCD should contain something that will cause surprise, amazement, delight, in a word, something that children will remember. In this case, it is important to take into account the age of the children; a technique that is suitable for the average, but not suitable for early age or preparatory group. It could be an interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known. The teacher should be emotional, artistic, use maximum clarity, the element of a fairy tale, surprise, children should move in the group space (use dynamic, relaxation pauses in their work, finger games, speech with movement, round dance games).

The teacher’s task is to develop children’s creative imagination by imitating the movements of animals, pronouncing onomatopoeia, using dramatization games, theatrical games (board, finger, glove theater, puppet, etc.).

Motivation determines the “program” of game actions. In this case, the following conditions must be taken into account:

1 An organization in which the child is involved in the process of independent search and discovery of new knowledge, solves problems of a problematic nature;

2 Intelligent and Practical activities the lesson should be varied;

3 You should constantly change the form of questions and tasks, stimulate the search activity of children, creating an atmosphere of hard work;

5 The more new material is connected with the child’s personal experience, which makes it interesting for him;

6 Accounting for individual and age, medical, psychological characteristics educators;

7 The emotionality of the teacher, his ability to maintain interest in the content of the lesson, to stimulate cognitive activity children.

During my time working with children, I came to the conclusion that creating playful interest in GCD from its very first minutes and maintaining interest throughout its entire duration is the key to a successful outcome of the activities of all its participants. In preschool age, especially in younger children, the role of play motivation in learning is great.

Let's consider game techniques using the example of such educational areas as “Cognition” (FEMP, “Formation of a holistic picture of the world”), “Communication”, “Artistic creativity”.

To create interest, use gaming fairy tales in any educational field, depending on the age of the children. The appearance of guests, especially fairy-tale ones, is interesting for younger and older children. Children “go” with them on a journey, into a fairy tale. Fairy-tale characters evoke a feeling of trust in them, a desire to help in fulfilling various tasks, actions. They immediately evoke positive emotions, so GCDs take place in an atmosphere of increased effort. The child has the opportunity to demonstrate independence and responsibility, for example in younger age“A doll came to our classes, let’s tell her a poem. The cat wants milk, let's make a bowl for her. Let's build a nesting doll house. Let’s draw a rug for the dog, etc.”

A special role is assigned to the substitution method, when various signs and symbols, diagrams and plans evoke associations in children with real images - this provides the child with greater freedom of imagination, thinking and promotes emotional liberation.

The role of gaming activities in the educational field of Communication is especially important. Children always find it difficult to compose stories based on a picture or subject pictures, or to retell the text. Usually, a lesson in composing a story begins with bringing in a picture and examining it, asking a riddle about what is depicted. Children quickly lose interest in it. To keep younger children interested, you can offer the game “Wonderful Box.” The teacher calls the children one by one and asks them to take out a picture and name what is drawn on it. You can use didactic games and exercises, word games “Who has it”, “What happens in autumn”, “Who hid where”, etc.

At an older age, when it is necessary to compose a story in a picture, the teacher tells the children that we will learn to compose a story from a picture, but they will learn which animal they will talk about only when each of them guesses the riddle and quickly draws the answer. The riddle is written in the ear.

You can offer the game “Bring the Picture to Life” - children should voice the characters in the picture, speak for them, imitate their voices. When composing a story based on the plot picture “Spring”, children play the game “Listen and Remember”. A story is read about this time of year. The motivation is as follows - at the end of listening, you need to remember all the words on the theme “Spring” - which were found in this story and each child names the word and puts a chip in the basket.

The educational activity of inventing stories can be carried out by dividing children into two teams in the form of a competition. Children like KVN games and quizzes, they give them a sense of healthy competition and also help increase interest.

In the game “Magic Chain”, the teacher makes up a sentence, the children complete the sentence, each naming one word. For example: “There is a hare sitting under a bush.” Children say gray, fluffy, long-eared.

Game “Radio Broadcast” - this game helps shy children express themselves, show their knowledge (the speaker hides behind a screen).

Game situations with elements of competition are also used in educational activities on FEMP. Games “Field of Miracles”, KVN, quizzes, game “Confusion”, “Catch the Mistake”. When familiarizing yourself with orientation in space – “Drawing up drawings, maps, diagrams. Children with interest complete tasks in which a character from a fairy tale or cartoon needs help. For example, “Help Dunno put the numbers in order. Game “Diving into a problem” (there is a knock on the door, they bring a letter from the astronauts, they ask for help, their ship has broken down, the route is unknown. You need to understand the scheme. The presence of game characters encourages children to perform mathematical activities, overcome intellectual difficulties. You can also use riddles - encryption, riddles about. geometric shapes, didactic games, labyrinths, crossword puzzles, invite children to make numbers from salt dough or plasticine. The teacher encourages children to independently search for answers to the question that arises, pays attention to new, unusual features of the object, makes guesses, asks for help, and focuses on experimentation, reasoning, and assumption. And when introducing children to the world around them, they are also used. fairy tale characters, journey into a fairy tale, into the forest, plot role-playing games, didactic and verbal games. Children play the game “Magic Wand” with interest - she gives children tasks or asks questions. In the older group, you can offer to solve a crossword puzzle with riddles, organize experimentation games, experiments, listening piece of music when getting acquainted with the seasons, listening to the sounds of living and non-living nature - the voices of birds, the sound of water, wind, waterfall, etc.

Using gameplay moments during the process visual arts refers to visually effective teaching methods. How smaller child, the greater the place in his upbringing should be played. Game teaching techniques will stimulate children’s attention to the task at hand and facilitate the work of thinking and imagination.

Learning to draw at a young age begins with game exercises. Children, following the teacher, first move their hand in the air, then their finger along the paper, supplementing the movements with the explanation “This is a boy running along the road. This is how grandma winds a ball, etc.” The inclusion of playful moments in visual activities at a young age is also carried out when depicting objects. For example, the Bunny knocks on the door, says hello, and asks to make a carrot.

Even with older children, it is possible to use play techniques. For example - While walking, children look at a landscape or a tree through homemade cameras; they can look at it by going to the window and depict what they perceive in a drawing. Thus, in a playful form, the child is instilled with knowledge from various educational fields, he learns to perform various actions, develops memory, thinking, creative abilities. The most important thing is to instill in the child an interest in learning. To do this, GCDs must be held in a fun way.

Preview:

Municipal budget educational preschool

kindergarten "Teremok" Tsimlyansk

Consultation

on the topic of: "Motivation. Methods and techniques of motivation in preschool educational institutions."

The consultation was prepared by:

Educator:

Romanovskaya E.R.

Tsimlyansk, 2017

"To digest knowledge,

You have to eat them with gusto."

Anatole Franz.

In connection with the entry into force of the Federal State Educational Standard, the achievements of children are determined not by the totality of specific knowledge, abilities and skills, but by the formation personal qualities that provide psychological readiness child to school, and the main type of education should be joint organized educational activities of children with adults, that is, the development of the child should be carried out in play. It is the game that allows you to develop abilities, mental and artistic abilities, and helps the baby to explore the world. In the game, he observes, remembers, develops imagination, and builds systems of relationships. The game allows, seemingly imperceptibly, to solve various problems, sometimes very complex ones, and move forward along the path of formation and development of children's intelligence. With the help of games, you can help a child become aware of himself and gain confidence in his own abilities. Communication during the game is an important element of personality development, a source of mutual enrichment.

Any activity should be interesting for children, but specially organized by the teacher, implying activity, interaction and communication, the accumulation by children of certain information about the world around them, the formation of certain knowledge, skills and abilities. Nevertheless, teachers continue to “study” children, but in such a way that the children themselves are not aware of it, and this educational process lasts throughout the day, being involved in various routine moments.

And here the motivational orientation of children’s activities comes to the rescue.

Motivation - is a combination of internal and external driving forces that motivate a person to take action.

Why is this motivation needed at all?

Goal of motivation – arouse children’s interest in an activity, an entertaining activity, or any activity, create conditions for enthusiasm, mental stress, direct children’s efforts to consciously master and acquire knowledge and skills.

Motivation allows you to solve several problems at once:

Expand and enrich the range of gaming skills.
Increase children's cognitive activity and performance.
Activate the processes of perception, attention, memory, thinking.
Smoothly regulate children's behavioral difficulties, gradually teaching them to obey the rules of the game.

Any interaction between a child and an adult begins with motivation. Without motivation from an adult, a preschooler will not be active, motives will not arise, and the child will not be ready to set goals.

Method is a method of influence or a way of transmitting knowledge.

Reception - options for using this method.

Methods and techniques are divided into gaming, verbal, visual and practical. Let's consider them separately.

1. Game methods and techniques in teaching children:

didactic games
outdoor games
fun games, dramatizations.

In the foreground are emotions . This is relevant for early and early preschool age. For example: teacher (during getting ready for a walk in the summer): guys, the bunny is going for a walk with us, bunny, put on a blouse and catch up with us. And the bunny answers that he doesn’t know how. guys, let's show the bunny how to dress. Bunny, look, our guys know how to dress themselves. children set an example of how to dress properly.)

You may also be interested inthe problem posed(for older people). For example: children, getting ready for a walk, find a note from the garden Scarecrow: “Guys, help. The sun is so hot that all the plants in my garden are about to die. And my hat doesn’t save me from the heat at all.” The teacher asks the children what to do in this situation, the children voice the options and go outside to water the garden. You can extend the game further, not just bring a hat for the Scarecrow from home or a dressing-up corner, but organize a competition for the best hat for the garden Scarecrow. At the end, Scarecrow will send a letter of thanks again.

Brightness proposed image (beautiful, aesthetic, anatomically correct toy or aid)

Novelty (an unfamiliar object always attracts attention. Little researchers awaken in children)

Game techniques:

a) Bringing in toys,

b) Creation of game situations(today we will be birds)

c) Playing with toys and objects(for example, reading the poem “They dropped the Bear on the floor”, didactic game"Tell me what it sounds like")

d) surprise, emotionality(show “The Bird and the Dog” - the teacher shows a squeaker, makes you want to listen, “Who is singing, look.” A bird flies in, circles over the children, sits in his arms, chirps.)

e) Sudden appearance, disappearance of a toy.

f) Changing the location of toys(bunny on the table, under the cabinet, above the cabinet).

g) Showing objects in different actions(sleeps, walks, eats).

h) intriguing settings.

2. Verbal methods and techniques:

1) Reading and telling poems, nursery rhymes, fairy tales.

2) Conversation, conversation.

3) Examination of pictures, staging.

Techniques:

Display with the names of toys and objects. The doll Masha walks, walks, bang - fell, fell. Masha, oh-oh, is crying.
Please say, say the word(this dress) .
Roll call up to 1.5 years("say-repeat").
Prompting the right word.
Explanation of the purpose of the item(dishes are what we eat and drink from).
Repeating a new word multiple times in combination with a familiar one(a cat has kittens, a hen has chickens).
Questions.
Completion of words at the end of a phrase("Kittens drink (milk)", "Katya, eat the soup (with bread)").
Repeating the word after the teacher.
Explanation.
Reminder.
Use of artistic words(rhymes, songs, poems, jokes).

3. Practical methods:

1) Exercises (Giving help).

2) Joint actions of the teacher and the child.

3) Execution of orders.

4. Visual methods and techniques:

1) Display of objects, toys.

2) Observation of natural phenomena and the work of adults.

3) Examination of living objects.

4)Sample display.

5)Usage puppet theater, shadow, tabletop, flannelgraph.

6) Filmstrips.

Techniques:

Direct perception of an object, a toy.
Display with naming(this is a rabbit).
Explanation of what children see(it’s Katya who came; Katya is going for a walk; go, Katya, go; oh, Katya ran and ran away).
Request-suggestion(Andryusha, come on, feed the bird).
Multiple repetition of a word.
Active action of children.
Bringing the object closer to children.
Assignment for children (go, Vasya, feed the rabbit).
Questions (simple for children under 1.5 years old, complex from 2-3 years old).
Artistic word.
Incorporating objects into children's activities(“Here I put a cube, another cube on it, another cube, it turned out to be a turret”).
Performing game actions.

Let's highlight eight types of motivation:

The first type is play motivation - “Help the toy”,The child achieves the learning goal by solving problems with toys. I use bright, aesthetic toys, preferably new ones.

In classes with kids you can’t do without game characters. The use of game characters and game motivation are interrelated. Game and fairy-tale characters can “come to visit”, “get acquainted”, “give tasks”, “tell exciting stories”, and also evaluate the results of the children’s work. Each character should be interesting and memorable, “have its own character.” A child’s desire to communicate and help significantly increases activity and interest. During work, each child has his own character (cut out, toy, drawn, to whom he assists). After finishing work, invite the children to play with toys.

With this motivation, the child acts as an assistant and protector, and it is appropriate to use it for teaching various practical skills. This motivation can be used in GCD applique, design, and drawing.

For example: (for junior and middle groups).

Application: Guys, look who's sitting on the stump? (Hare with little bunny). The hare is somehow sad, why do you think she is so sad? Guys, she said that her bunnies ran into the forest for a walk in summer coats, and it’s winter outside. But the older bunny listened to her and put on a winter coat. Let's help her find the bunnies and change her clothes.

Drawing: Guys, a hedgehog came to us. And he came with friends. They play hide and seek and don't know where to hide. Let's try to hide them under the leaves.

Modeling: Matryoshka was getting ready to go for a walk, and it was raining outside, there were puddles there. Let's make a path of pebbles for the nesting doll.

This example is suitable for children in the older, preparatory groups.

The bear destroyed the animals' house. They were left without a house. How can we help animals? (We can build them houses from cubes, appliqué, and paint them).

The second type of motivation is helping an adult - “Help me.”

Here, the motive for children is communication with an adult, the opportunity to gain approval, as well as interest in joint activities that can be done together.

We inform the children that we are going to make crafts and ask the children to help. We are interested in how they can help. Each child is given a feasible task. In the end, we emphasize that the result was achieved through joint efforts, that everyone came to it together.

This motivation can be used in sensory educational activities, fine arts, and in work activities.

For example:

Sensory and sculpting:Guys, I want to treat our gnomes to cookies. But I am alone, and there are many gnomes. I probably won't make it in time. Help me? You can make colorful cookies.

Labor activity: The guys will have guests coming to us now. Help me, please, put away the toys.

Collective works, collages “Vase with flowers”, “ Undersea world", "Magic TV" and others. Can be used in final activities on the topic of the week.

This type of motivation can be used from the 2nd junior group.

The third type of motivation “Teach me”- based on the child’s desire to feel knowledgeable and capable.

You tell the children that you are going to do some activity and ask the children to teach you. At the end of the game, give each child an assessment of his actions and distribute stars.

For example:

Play activity: Guys, our doll Tanya is going for a walk, I need to dress her for a walk. I do not know how to do it. Can you teach me?

Hand drawing: Guys, I want to make an unusual exhibition, but I can’t figure out how to turn a handprint into a drawing. Teach me.

This type of motivation can be used in gaming activities, in educational activities in older groups.

The fourth type of motivation is “creating objects with your own hands for yourself”- based on the child’s internal interest. This motivation encourages children to create objects and crafts for themselves or loved ones.

For example: Guys, look what I have beautiful card! This card can be given to your mother on March 8th. Do you want to give your mom the same one? And I show you how to make it.

I use it in artistic design, orientation, logic, manual labor, artistic creativity.

The fifth type of motivation is “Artistic word”.Using poems, songs, nursery rhymes, riddles, etc. This type of motivation can be used in all age groups.

The sixth type of motivation is “Verbal”.It is carried out only by verbal instructions. These are problematic situations, a competition technique, a request.

For example:

Dunno and his friends are arguing about where the air is, what it is for, and how it can be found out.
Thumbelina wants to write a letter to her mother, but she is worried that her mother will not be able to read it because the font is very small.

I use verbal motivation in educational activities, as well as in final events. (in senior and preparatory groups).

The seventh type of motivation is “Subject-effective”.These are letters, a magic basket, boxes, a magic box, a wonderful bag, posters.

The eighth type of motivation is “Use of ICT.”

Using a computer allows you to activate involuntary attention, increase interest in learning, and expand the possibilities of working with visual material, which contributes to the achievement of set goals.

For example: Game - quiz " Magic chest", the game "Find out a fairy tale", the game - association "Who needs what for work", as well as presentations on the topic.

This type of motivation can be used at any age in educational activities, as well as at final events.

Each activity should contain something that will cause surprise, amazement, delight, that children will remember for a long time. We must remember the saying “Knowledge begins with surprise.” It is important to take into account the age of the children and techniques that are suitable for each age. This system constructing, conducting and analyzing GCD helps you and your children obtain the necessary knowledge and prepare for school with interest and ease, without noticing that it is being taught.

Thus, to summarize, we can say that motivation in organizing joint and independent activities for preschoolers is a direct incentive, without which the child simply will not be able to engage in the pedagogical situation offered to adults. And the teacher, in turn, must be able to subordinate and combine different motives to achieve his teaching and educational goals, taking into account the individual character traits and interests of each of the children in the group.

Literature:

1. Doronova T. M., Gerbova V. V., Grizik T. I., Upbringing, education and development of children 3-4 years old in kindergarten: Method. Guide for educators working under the Rainbow program T. M. Doronova, V. V. Gerbova, T. I. Grizik. – M. Education, 2004.

2. Doronova T. M., Gerbova V. V., Grizik T. I., Upbringing, education and development of children 6-7 years old in kindergarten: Method. Guide for educators working under the Rainbow program / T. M. Doronova, V. V. Gerbova, T. I. Grizik. – M. Education, 1997.

3. Bozhovich L.I. Problems of the child’s motivational sphere // Study of the motivation of behavior of children and adolescents. - M., 1972.

4. Wegner L.A., Wegner A.L. Is your child ready for school. - M.: Knowledge, 1994.

5. Leontyev A. N. Activity. Consciousness. Personality. M.: 1977.

Municipal budgetary educational preschool institution

kindergarten "Teremok" Tsimlyansk

Consultation

on the topic of: "Motivation. Methods and techniques of motivation in preschool educational institutions."

The consultation was prepared by:

Educator:

Romanovskaya E.R.

Tsimlyansk, 2017

"To digest knowledge,

you have to eat them with gusto"

Anatole Franz.

In connection with the entry into force of the Federal State Educational Standard, the achievements of children are determined not by the totality of specific knowledge, skills and abilities, but by the formation of personal qualities that ensure the child’s psychological readiness for school, and the main type of education should be joint organized educational activities of children with adults, that is, the development of the child must be done in the game. It is the game that allows you to develop abilities, mental and artistic abilities, and helps the baby to explore the world. In the game, he observes, remembers, develops imagination, and builds systems of relationships. The game allows, seemingly imperceptibly, to solve various problems, sometimes very complex ones, and move forward along the path of formation and development of children's intelligence. With the help of games, you can help a child become aware of himself and gain confidence in his own abilities. Communication during the game is an important element of personality development, a source of mutual enrichment.

And here the motivational orientation of children’s activities comes to the rescue.

Motivation - is a set of internal and external driving forces that motivate a person to activity.

Why is this motivation needed at all?

Goal of motivation – arouse children’s interest in an activity, an entertaining activity, or any activity, create conditions for enthusiasm, mental stress, direct children’s efforts to consciously master and acquire knowledge and skills.

Motivation allows you to solve several problems at once:

Expand and enrich the range of gaming skills.

Increase children's cognitive activity and performance.

Activate the processes of perception, attention, memory, thinking.

Smoothly regulate children's behavioral difficulties, gradually teaching them to obey the rules of the game.

Method is a method of influence or a way of transmitting knowledge.

Reception - options for using this method.

Methods and techniques are divided into gaming, verbal, visual and practical. Let's consider them separately.

1. Game methods and techniques in teaching children:

didactic games

outdoor games

fun games, dramatizations.

In the foreground areemotions . This is relevant for early and early preschool age. For example: teacher (during getting ready for a walk in the summer): guys, the bunny is going for a walk with us, bunny, put on a blouse and catch up with us. And the bunny answers that he doesn’t know how. guys, let's show the bunny how to dress. Bunny, look, our guys know how to dress themselves. children set an example of how to dress properly.)

You may also be interested inthe problem posed (for older people). For example: children, getting ready for a walk, find a note from the garden Scarecrow: “Guys, help. The sun is so hot that all the plants in my garden are about to die. And my hat doesn’t save me from the heat at all.” The teacher asks the children what to do in this situation, the children voice the options and go outside to water the garden. You can extend the game further, not just bring a hat for the Scarecrow from home or a dressing-up corner, but organize a competition for the best hat for the garden Scarecrow. At the end, Scarecrow will send a letter of thanks again.

Brightness proposed image (beautiful, aesthetic, anatomically correct toy or aid)

Novelty (an unfamiliar object always attracts attention. Little researchers awaken in children)

Game techniques:

a) Bringing in toys,

b) Creation of game situations(today we will be birds)

c) Playing with toys and objects(for example, reading the poem “They dropped the Bear on the floor”, didactic game “Say what it sounds like”)

e) Sudden appearance, disappearance of a toy.

f) Changing the location of toys(bunny on the table, under the cabinet, above the cabinet) .

g) Showing objects in different actions(sleeps, walks, eats) .

h) intriguing settings.

2. Verbal methods and techniques:

1) Reading and telling poems, nursery rhymes, fairy tales.

2) Conversation, conversation.

3) Examination of pictures, staging.

Techniques:

Display with the names of toys and objects. The doll Masha walks, walks, bang - fell, fell. Masha, oh-oh, is crying.

Please say, say the word(this dress) .

Roll call up to 1.5 years("say-repeat") .

Prompting the right word.

Explanation of the purpose of the item(dishes are what we eat and drink from) .

Repeating a new word multiple times in combination with a familiar one(a cat has kittens, a hen has chickens) .

Questions.

Completion of words at the end of a phrase("Kittens drink (milk) ", "Katya, eat the soup (with bread) ").

Repeating the word after the teacher.

Explanation.

Reminder.

Use of artistic words(rhymes, songs, poems, jokes) .

3. Practical methods:

1) Exercises (Giving help) .

2) Joint actions of the teacher and the child.

3) Execution of orders.

4. Visual methods and techniques:

1) Display of objects, toys.

2) Observation of natural phenomena and the work of adults.

3) Examination of living objects.

4)Sample display.

5)Use of puppet theater, shadow, tabletop, flannelgraph.

6) Filmstrips.

Techniques:

Direct perception of an object, a toy.

Display with naming(this is a rabbit) .

Explanation of what children see(it’s Katya who came; Katya is going for a walk; go, Katya, go; oh, Katya ran and ran away) .

Request-suggestion(Andryusha, come on, feed the bird) .

Multiple repetition of a word.

Active action of children.

Bringing the object closer to children.

Assignment for children (go, Vasya, feed the rabbit) .

Questions (simple for children under 1.5 years old, complex from 2-3 years old) .

Artistic word.

Incorporating objects into children's activities(“Here I put a cube, another cube on it, another cube, it turned out to be a turret”) .

Performing game actions.

Let's highlight eight types of motivation:

The first type is play motivation - “Help the toy”, The child achieves the learning goal by solving problems with toys. I use bright, aesthetic toys, preferably new ones.

For example: (for junior and middle groups).

Drawing: Guys, a hedgehog came to us. And he came with friends. They play hide and seek and don't know where to hide. Let's try to hide them under the leaves.

Modeling: Matryoshka was getting ready to go for a walk, and it was raining outside, there were puddles there. Let's make a path of pebbles for the nesting doll.

This example is suitable for children in the older, preparatory groups.

The bear destroyed the animals' house. They were left without a house. How can we help animals? (We can build them houses from cubes, appliqué, and paint them).

The second type of motivation is helping an adult - “Help me.”

Here, the motive for children is communication with an adult, the opportunity to gain approval, as well as interest in joint activities that can be done together.

This motivation can be used in sensory educational activities, fine arts, and in work activities.

For example:

Sensory and sculpting: Guys, I want to treat our gnomes to cookies. But I am alone, and there are many gnomes. I probably won't make it in time. Help me? You can make colorful cookies.

Labor activity: The guys will have guests coming to us now. Help me, please, put away the toys.

Collective works, collages “Vase with Flowers”, “Underwater World”, “Magic TV” and others. Can be used in final activities on the topic of the week.

This type of motivation can be used from the 2nd junior group.

The third type of motivation “Teach me” - based on the child’s desire to feel knowledgeable and capable.

You tell the children that you are going to do some activity and ask the children to teach you. At the end of the game, give each child an assessment of his actions and distribute stars.

For example:

Play activity: Guys, our doll Tanya is going for a walk, I need to dress her for a walk. I do not know how to do it. Can you teach me?

Hand drawing: Guys, I want to make an unusual exhibition, but I can’t figure out how to turn a handprint into a drawing. Teach me.

This type of motivation can be used in gaming activities, in educational activities in older groups.

The fourth type of motivation is “creating objects with your own hands for yourself” - based on the child’s internal interest. This motivation encourages children to create objects and crafts for themselves or loved ones.

For example: Guys, look how beautiful my card is! This card can be given to your mother on March 8th. Do you want to give your mom the same one? And I show you how to make it.

I use it in artistic design, orientation, logic, manual labor, artistic creativity.

The fifth type of motivation is “Artistic word”. Using poems, songs, nursery rhymes, riddles, etc. This type of motivation can be used in all age groups.

The sixth type of motivation is “Verbal”. It is carried out only by verbal instructions. These are problematic situations, a competition technique, a request.

For example:

Dunno and his friends are arguing about where the air is, what it is for, and how it can be found out.

Thumbelina wants to write a letter to her mother, but she is worried that her mother will not be able to read it because the font is very small.

I use verbal motivation in educational activities, as well as in final events. (in senior and preparatory groups).

The seventh type of motivation is “Subject-effective”. These are letters, a magic basket, boxes, a magic box, a wonderful bag, posters.

The eighth type of motivation is “Use of ICT.”

Using a computer allows you to activate involuntary attention, increase interest in learning, and expand the ability to work with visual material, which helps achieve your goals.

For example: Game - quiz “Magic Chest”, game “Find out a fairy tale”, game - association “Who needs what for work”, as well as presentations on the topic.

This type of motivation can be used at any age in educational activities, as well as at final events.

Each activity should contain something that will cause surprise, amazement, delight, that children will remember for a long time. We must remember the saying “Knowledge begins with surprise.” It is important to take into account the age of the children and techniques that are suitable for each age. This system of constructing, conducting and analyzing GCD helps you and your children gain the necessary knowledge and prepare for school with interest and ease, without noticing that it is being taught.

Literature:

3. Bozhovich L.I. Problems of the child’s motivational sphere // Study of the motivation of behavior of children and adolescents. - M., 1972.

4. Wegner L.A., Wegner A.L. Is your child ready for school. - M.: Knowledge, 1994.

5. Leontyev A. N. Activity. Consciousness. Personality. M.: 1977.