The message “Motives that motivate a child to activity. Features of motivation of preschoolers

28.09.2019

This article is devoted to an urgent problem in the education system: the formation of positive motivation in preschool children, methods and techniques for its development.

Motivation(from Latin moveo - I move) - this is common name for processes, methods, means of encouraging children to active cognitive activity.

It is necessary to distinguish between the concepts of motive and purpose. A goal is a foreseeable result, and a motive is an incentive to achieve a goal.

Positive motivation remains in preschoolers actual problem For modern system education. Society requires active inclusion in education already from childhood. Therefore, motivation should be as effective as possible already in kindergarten. The main goal of motivating a preschooler is to develop activity, improve the quality of cognitive activity and speech development.

Types of motivation:

Extrinsic motivation- motivation that is not related to the content of a certain activity, but is conditioned by circumstances external to the subject (for example, if I do well, my mother will buy me a car).

Intrinsic motivation– motivation associated with the content of the activity itself. In turn, internal motivation is divided into positive and negative motivation. Positive motivation is based on positive incentives (for example, I will learn how to make a “cup” and my mother will be happy). Negative motivation is based on negative incentives (for example, if I don’t do a “motor”, my parents will punish me).

Methods for developing motivation in preschoolers coincide with traditional methods of raising preschool children:

Verbal
Visual
Practical

These methods are used in speech therapy practice using various techniques:

Didactic games and gaming techniques

D. Ushinsky also noted that children learn more easily new material during the game. Depending on the educational task and content of the lesson, the following can be used:

Speech games and games for the development of mental functions(“Clap when you hear”, “The fourth wheel”, “Help Dunno”, “Traffic light”, “What is missing”, “Word garden”)

Fairy tales (“The Tale of the Merry Tongue”)
Role-playing relationships (speech development with the help of role-playing games: “Kindergarten”, “Zoo”, “Travel”)
Fabulous and literary characters(Dunno, the dog Naida, Fedora, Pinocchio, Aibolit, etc.)
Travel games, trips, adventures (to the forest, to the zoo, to different types transport, to the Land of Vowel Sounds)
Board and printed games (“Speech therapy lotto”, “Topsy-Turvy”, “Alphabet”, “Gifts of Nature”, etc.)
Surprise moment (letter, package, guest, etc.)

Creating a Success Situation

One aspect of increasing the motivation of preschoolers is encouragement. Words of approval and praise from adults help build self-affirmation and confidence in one’s own actions. Encouragement must be deserved (within the child’s capabilities). It is necessary to have conversations with parents about the possibility of creating a situation of success.

Fairy tale therapy

The use of fairy tale therapy in speech therapy classes leads to persistent positive dynamics V speech development and emotional - volitional sphere; phonemic perception, articulatory motor skills, sound pronunciation improves, syllabic structure words, language analysis, grammatical structure, vocabulary, lexical-grammatical relations, coherent speech.

Visual materials

Visualization facilitates the assimilation of material and contributes to the formation of sensory prerequisites for the development of speech skills. Reliance on sensory images makes the acquisition of speech skills more specific, accessible, and conscious.

Visually - gaming tools contribute to the development of vocabulary - grammatical structure speech, spatial relations, visual perception, attention, memory, thinking, speech practice. These can be subject pictures, illustrations, plot pictures, visual methodological manuals and games made from bright, modern, easily processed materials, aesthetically designed.

Application of ICT

In order to optimize the process of development of cognitive activity and speech development, ICT can be used. Currently, computer programs for speech therapy speech correction are being developed and improved. Computer program “Learning to speak correctly. Speech development." aimed at the formation of the phonemic system and coherent speech. The correctional speech therapy program “Games for Tigers” is a ready-made set for use by a specialist in several correctional areas, which allows you to use the entire analyzer system and organize a differentiated approach to training. The “Home Speech Therapist” program colorfully presents articulatory gymnastics, gives detailed description sounds, characters motivate, easily and accessiblely give knowledge to the child.

Professor Higgins' program is a complete phonetic and lexical multimedia reference book - a simulator designed for those who want to learn to speak grammatically correct, with good and clear pronunciation, which is the norm of speech.

You can use your own computer developments and presentations.

On individual lessons You can save samples of the child’s speech in the computer’s memory at the beginning, during and at the end of sound pronunciation correction. By giving children the opportunity to listen to these samples, the speech pathologist can achieve high positive motivation. This makes it easier for the child to understand his mistakes and strive to eliminate them in the future.

Competitive moments

For example, breathing exercises“Football”, “Storm in a Teacup”, the game “Who can choose the most words?”, “Guess the riddle”, “Who will be the first to make a word diagram”, “Fishing”.

Logorhythmics and finger games

Help develop general and fine motor skills, intensify interest in speech therapy classes. For example, the Zheleznovs’ logorhythmics.

Elements of art therapy(modeling, applique, drawing)

Art therapy methods in speech therapy sessions are used to relieve psychological stress, stressful situations and in the correction of neuroses.

There are also non-traditional methods for developing the motivation of preschoolers in speech therapy classes. For example, multitherapy.

Teacher – speech therapist Borisova E.A. proposes, in order to stimulate motivation and cognitive interest in a child, to use stories from modern animated films. She believes that an example of a cartoon character that can be used in speech therapy classes as a means of increasing the cognitive activity of children is Luntik.

“Luntik and His Friends” is a wonderful, kind and educational animated series, the main character of which is a creature that flew to us from the Moon - a small, fluffy and very kind lilac creature - Luntik. He takes his first steps on our planet, gets to know the world and tries to find himself in it, finds true friends and a good family. Good humor, beautiful scenery, funny stories and very bright characters series will not let your child get bored while watching amazing and such interesting adventures lunar guest. The image of Luntik is close to children age group from two to four years. The absence of negative aspects in the main character of the cartoon, as planned by the creators, makes children kinder and also teaches the basics of morality and ethics.

The Smeshariki are a friendly family of funny round characters, each of whom has a range of personal hobbies. In terms of its attractiveness, the series is not inferior to the best achievements of classical Russian animation. Special attention When creating the series, we pay attention to the use of natural forms and colors, which switch the child’s attention to the diversity of the surrounding world, compensating for the dryness and technogenic nature of most modern images. The spherical shape of the characters symbolically emphasizes their goodwill and peacefulness, and also allows the child to easily reproduce their favorite characters.

Pedagogical support for preschoolers and junior schoolchildren in the “Smeshariki” project is aimed at increasing the effectiveness of the development and upbringing of the child in the spirit of tolerance and non-violence, as well as the formation of cognitive interests, intellectual and creative abilities, skills of constructive interaction with others, as well as the basics of life safety.

An integrated educational activity (speech therapist-educator, music director, teacher-psychologist, etc.) also helps in developing the motivation of preschoolers. Such activities help to perceive information holistically and interestingly. The voluntary attention of preschoolers is in the development stage, therefore, in order to attract active attention, it is necessary to alternate forms and methods of teaching in a timely manner. Physical education sessions can be included in the structure of classes. They help not only to shift attention, but also contribute to the development of general, fine and articulatory motor skills.

Using diagnostics, the level of cognitive activity of children in speech therapy classes can be assessed as high, medium or low.

A high level of cognitive activity of children in speech therapy classes corresponds to:

children’s emotionally positive reaction to an invitation to a lesson;
adequate speed reaction to the start of the lesson;
questions to the speech therapist about the upcoming lesson and its topic;
stability of attention to the proposed tasks;
interest in the lesson from beginning to end;
live emotional reaction to the proposed activity;
a sincere desire to cope with all the difficulties encountered during the lesson.

The average level of cognitive activity of children in speech therapy classes corresponds to:

calm reaction of children to an invitation to a lesson (no sudden animation is observed, but there are no manifestations of negativism);
The child’s behavior in class can be assessed as passive: he does not show interest, there is no active participation);
when contacted directly, the child responds adequately;
attention is unstable;
the emotional background is passive.

A low level of cognitive activity of children in speech therapy classes corresponds to:

sharply negative emotional reaction of children to an invitation to a lesson;
attempts to delay the start time of classes;
absence of any questions about the upcoming lesson;
increased distractibility of children throughout the lesson;
passive or negative reaction on the proposed tasks;
reluctance to overcome difficulties encountered, indifference to what is happening

Indicators of the severity of cognitive activity are:

Prepared by:

teacher of 1st qualification category

Khanina Irina Nikolaevna

Motivation as a form of working with children in organizing

directly educational activities.
One of the keys to a successful lesson is motivation. And motivation contributes to the activation of children in educational activities. American physical therapist Glenn Doman, working for many years with preschoolers, observed as a result of observations that “the product of success is high motivation, and low motivation is the product of failure. Success creates motivation, and failure destroys it. Love and respect are what lead to success. Failure leads to disappointment, disappointment leads to lack of motivation, and lack of motivation leads to failure to try again. Success leads to victory, victory leads to motivation, and it leads to the desire to win and new successes. Love and praise are what every child desires most.” The quality of education is built on “3 pillars”: 1. quality of information, 2. quality of teaching, 3. quality of learning. All children need motivation to help them achieve their desired results. Adults are role models for their children
and a source of motivation to achieve what you want. If children are motivated, they develop their abilities through their own efforts. Such children have a craving for information that will help them on the path to their goal. In addition, motivation will help children focus on acquiring new knowledge and skills.
Motivation
- this is a set of internal and external driving forces that encourage a person to activity, give this activity a direction focused on achieving a goal. Researchers have identified six motivation mechanisms - these are ways in which you can increase a child's motivation to achieve a goal at home.
These are the 6 mechanisms:
 Encourage exploration of the environment  Instill initial exploration skills such as: identifying objects, ordering, sorting, comparing  Praise the child for accomplishments  Provide assistance in developing and training skills  If possible, refrain from punishing and criticizing for mistakes and poor results  Stimulate linguistic and symbolic communication Fulfilling all 6 conditions will help children become motivated to achieve success from an early age. Now let's consider t
types of motivation of preschool children in kindergarten with

organization of educational activities.
Pedagogical activities should contribute to the development of children (through children's activities inherent in a given age: play, work, drawing, educational, productive activities). Therefore, it is necessary that children not only do everything that is required of them, but also transfer this into their independent activities. And this will only happen if the new knowledge and skills that we strive to pass on to children are necessary and interesting to them. At the same time, such techniques are needed that will ensure the emergence of the necessary motivation in the vast majority of children.
In the pedagogical literature, four types of motivation are distinguished:
:
The first type is play motivation - “Help the toy”,
the child achieves the learning goal by solving problems with toys. Creating this motivation is based on the following scheme: 1. You tell them that the toy needs help, and only children can help them. 2. You ask the children if they agree to help the toy.
3. You offer to teach children to do what the toy requires, then the explanation and demonstration will interest the children. 4. While working, each child should have his own character - a mentee (a cut-out, toy, drawn character to whom he provides assistance. 5. The same toy - the mentee evaluates the child’s work and is sure to praise the child. 6. At the end of the work, it is advisable that children played with their charges. With this motivation, the child acts as an assistant and protector, and it is appropriate to use it for teaching various practical skills.
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. Creating motivation is based on the following scheme: You tell the children that you are going to make something and ask the children to help you. Wondering how they can help you. Each child is given a feasible task. At the end, you emphasize that the result was achieved through joint efforts, that everyone came to it together.
The third type of motivation “Teach me”
Based on the child’s desire to feel knowledgeable and capable. Creating this motivation is carried out according to the following scheme: 1. You tell the children that you are going to engage in some activity and ask the children to teach you this. 2. You ask if they are willing to help you. 3. Each child is given the opportunity to teach you something. 4. At the end of the game, each child is given an assessment of his actions and must be praised. For example: -Guys, our doll Tanya is going for a walk, I need to dress her for a walk. I don't know how to do this. Can you teach me?
Fourth

motivation

"Creation

items

their

hands

myself"
-
Based on the child’s inner interest. This motivation encourages children to create objects and crafts for their own use or for their loved ones. Children are sincerely proud of their crafts and willingly use them. The creation of this motivation is carried out according to the following scheme: 1. You show the children some kind of craft, reveal its advantages and ask if they would like to have the same one for themselves or for their relatives. 2. Next, show everyone how to make this item. 3. The completed craft is given to the child. Pride in the work of your own hands is the most important basis for a creative attitude to work. If the child is already busy with some activity of interest, and therefore already has the necessary motivation, you can introduce him to new ways of solving the tasks. For example: - Guys, look what I have beautiful postcard! This card can be given to your mother on March 8th. Do you want to give your mom the same one? And you show how it can be made.
When motivating children, the following principles should be observed:
: - you cannot impose your vision on solving a problem on a child (maybe the child will have his own way of solving the problem) - be sure to ask the child for permission to do a common business with him. - be sure to praise the child’s actions for the results obtained. - acting together with your child, you introduce him to your plans and ways to achieve them. By following these rules, you give children new knowledge, teach them certain skills, and develop the necessary skills.
Using game characters.
In classes with kids you can’t do without game characters. The use of game characters and game motivation are interrelated. Gaming and fairy tale characters they can “come to visit”, “get acquainted”, “give tasks”, “tell exciting stories”, and can also evaluate the results of the children’s work. There are a number of requirements for these toys and characters. Toys or game characters: - must be appropriate for the age of the children;
- must be aesthetic, - must be safe for the child’s health, - must have educational value, - must be realistic; - should not provoke the child to aggression or cause manifestations of cruelty. - There should not be many game characters. Each character should be interesting and memorable, “have its own character.” For example, Dunno, Duckling Quack and Mishutka Tish can come to class. Duckling Quack loves nature and travel, knows a lot about it and tells children. Dunno doesn’t know and can’t do much; he often needs the “help” of children. Mishutka is an athlete, he shows warm-up exercises and goes in for sports. They actively express their opinions, ask questions that they don’t understand, make mistakes, get confused, and don’t understand. A child’s desire to communicate and help significantly increases activity and interest.
Usage

funds

promotion

motivation

educational activities
Computers and gaming computer programs are widely used not only in school, but also in kindergarten. Pupils of the groups have different intellectual levels of development. Organization of children's education requires a special approach, which provides emotional support for preschoolers in educational activities. This is a motivation problem. 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. When children are admitted to the group in the morning, the teacher also motivates the children using the minutes they enter into the day.
Their

target:
promote the mental and personal growth of the child, develop social behavior skills, help increase self-confidence and develop independence, increase the overall emotional background and improve the mental climate in the group. Minutes of entry into the day can be called meetings during which special attention is paid to observation, reflection and admiration. The choice of topic for the start of the day is determined by the mood of the group, the weather, and the well-being of the teacher and children. For the appropriate mood, it is advisable to use music. Minutes of entering the day are spent in the morning to immediately attune the child to goodwill, calmness, and love.
The minutes I have given for entering the day are aimed at: - the formation of emotional decentration, which is understood as the ability to perceive and take into account the states, desires and interests of other people; - relieving anxiety during the period of child adaptation to kindergarten; - development of a conscious, responsible attitude to regime moments; - development of independence and cooperation; - increasing self-regulation and self-control; - increasing the general emotional background and improving the psychological climate in the group.
Goals:
 Promote mental and personal growth child;  Help children adapt to the conditions of kindergarten;  Develop social behavior skills;  Contribute to increasing the general emotional background and improving the psychological climate in the group;  Establish positive relationships between children.
"Hello"
The greeting is accompanied by movements, the children sit on the carpet in a circle: Hello, Heaven! Hello, Sun! Hello Earth! Hello, planet Earth! Hello our big family! Raise your hands up Hands above your head describe big circle Smoothly lower your hands onto the carpet Describe a large circle above your head All the guys hold hands and raise them up
"Friend"
All the children gathered in a circle, I am your friend and you are my friend. Let's hold hands together and smile at each other! Hold hands and look at each other with a smile
"Bell"
Let's greet each other with a bell. Children, calling the neighbor's name in an affectionate manner, pass the bell to each other. For example: – Hello, Nastenka! Ding-dong-dong! - Hello, Sashenka! Ding-dong-dong! And so on until the bell goes around the entire circle.
"Good morning"
Good morning, little eyes! Are you awake? Good morning, ears! Are you awake? Good morning, pens! Rub your eyes, make binoculars out of your fingers and look at each other. Stroke the ears, place your palms behind the ears (represent the ears of an elephant). Stroke hand in hand, clap your hands.
Are you awake? Good morning, legs! Are you awake? Good morning, children! We woke up! legs, kneel down, arms pointing in front of you and tap your toes on the carpet. Raise your hands up!
Rituals for starting educational activities
The beginning of educational activities should become a kind of ritual so that children can tune in to joint activities, communication, and distinguish educational activities from other activities. The ritual can be changed, but not too often. I offer you several options for starting educational activities; you can use others. The beginning of educational activities will be a kind of ritual. It could be a small quatrain about friendship and love. Children can take each other's hands and smile, wish each other something nice, etc.
Magic ball
Children sit on chairs or on a carpet in a circle. The teacher passes the ball of thread to the child, who winds the thread around his finger and at the same time says a kind word, or good wishes, or affectionately calls the child sitting next to him by name, or pronounces a “magic polite word,” etc. Then he passes the ball to the next child until it’s the teacher’s turn.
kind animal
Participants stand in a circle and join hands. The teacher says in a quiet voice: “We are one big, kind animal. Let's listen to how it breathes! Everyone listens to their breathing and the breathing of their neighbors. “Now let’s listen together!” Inhale - everyone takes a step forward, exhale - take a step back. “Not only does the animal breathe this way, but its big beating beats just as smoothly.” kind heart. Knock - step forward, knock - step back, etc.
Friendship begins with a smile
Children sitting in a circle hold hands, look into their neighbor's eyes and silently smile at each other.
Compliments
Sitting in a circle, everyone joins hands. Looking into your neighbor's eyes, you need to tell him a few kind words, to praise for something. The recipient of the compliment nods his head and says: “Thank you, I’m very pleased!” He then compliments his neighbor. If there is any difficulty, the teacher can make a compliment or suggest saying something “tasty”, “sweet”, “floral”. During the ritual, the teacher is in a circle with the children, sets an example, gives hints, encourages, and sets the children up. Educational activities.

Ritual of the end of educational activity (the bell rings)
- The bell rings. He says to the guys: “Get ready quickly, hit the road - hit the road!” (children stand up one after another - they are trailers) - Children, it’s time for us to say goodbye to the cockerel (on the topic of the week) and his family, let’s wave goodbye to everyone! - The locomotive began to hum, and the carriages were driven away; Chok-chok, chug-choo, I'll rock you home. The train is taking the children away!

“Innovations of preschool education” - Work curricula. Innovative project for kindergarten. Innovation. Magic astronomy. Project name. Project method in preschool educational institutions. Project implementation stages. Innovations in preschool educational institutions. Project work plan. Preschool education – traditions and innovations.

“Technologies for teaching preschoolers” - The role of an adult in the game. Project activities. Classification of children's games. Types of projects. Forms of work. Hardening activities. Cognitive and research activities. Health-saving technologies. Topics for research work children. Positive review. Hardening. Classification of children's games with rules.

“The role of preschool education” - Individual approach. Job growth. Skills. The role of non-state subsidiaries. Economic arguments. Walking distance problem. Investments and nurseries. Agreement. Social infrastructure. Preschool education. Bilingual private kindergarten.

“Development of preschool education” - Trends in the global educational movement in preschool education. Problems that require solutions. Continuous self-education and self-development of teachers. Requirements for the ratio of parts of the main educational program. Competence-based approach. Multifunctional, developing system. Preschool educational institution.

“ICT in preschool educational institutions” - ICT. Informatization of society poses challenges for preschool teachers. Market computer games. Opportunities for using ICT to improve quality. Use of ICT in preschool educational institutions. Main directions of ICT development in preschool educational institutions. ICT is a technology for information exchange and communication. Electronic educational resources (EER).

“ICT in the educational process of preschool educational institutions” - Multimedia projector. Low level of information competence. Children's activities. Creation of conditions. Club activities. Children with problems. Strategy for the development of the information society. Use of ready-made digital educational resources. Computer classes. Teachers' potential. Opportunity.

There are 15 presentations in total

Prepared by: Sergeeva Natalya Vladimirovana - teacher of the 1st quarter. category MBDOU "DSOV No. 47" Bratsk

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 children with an adult, that is, the child’s development should be carried out in the game. It is the game that allows one to develop abilities, mental and artistic abilities, and helps the child to explore the world. In play, 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, which encourage a person to activity, give this activity a goal-oriented orientation.

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.
Promote cognitive activity and children's 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.

In the foreground are emotions. This is relevant for preschool age.

In my practice, I use techniques that will ensure the necessary motivation for most children.

I have identified eight types of motivation:

The first type is play motivation - “Help the toy”, the child achieves the learning goal by solving the problems of 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 provides assistance). After finishing work, I 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. I use this motivation in GCD appliqué, design, and drawing.

For example: (for junior and middle groups).

Application: Guys, look who is sitting on the stump? (Hare with a 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 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 of 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, an applique from Cuisenaire sticks, and paint them with paints).

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.

I tell the children that I am going to make crafts and ask the children to help. I'm wondering how they can help. I give each child a feasible task. At the end, I emphasize that the result was achieved through joint efforts, that everyone came to it together.

I use this motivation in sensory education, art, and in my work.

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. Do you want to 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. We often use it in final events 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.

I tell the children that I am going to do some activity and ask the children to teach me. At the end of the game, I 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 don't know how to do this. 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”. I use 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 me, and the children, to 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, while taking into account the individual character traits and interests of each of the children in the group.

And I have prepared a card index of motivations for you. I hope that it will be useful to you in your work.

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.

Municipal budget educational preschool

kindergarten "Teremok" Tsimlyansk

Consultation

on the topic: "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 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 your 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 encourage a person to act.

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"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 is the 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 (providing assistance) .

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 of 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”, “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 don't know how to do this. 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.

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 obtain 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.