Motivation in the classroom at the DFG. Defining goals and objectives. Intensification of mental activity

  Author Information

Hanina Irina Nikolaevna

Place of work, position:

MADOU kindergarten  combined type No. 5 "Umka", educator

Saratov region

Resource Characteristics

Education Levels:

Preschool education

Item (s):

Pedagogy

The target audience:

Educator

Resource Type:

Other type

Short description of the resource:

An American physio physiotherapist Glenn Doman, working with preschool children for many years as a result of observations, noted that “the product of success is high motivation, and low motivation  is a product of failure. Success creates motivation, and failure destroys it. Love and respect - this is what leads to success. Failure leads to disappointment, disappointment leads to a lack of motivation, and a lack of motivation leads to a refusal to try again. Success leads to victory, victory to motivation, and it leads to the desire to win and to new successes. Love and praise are what every child desires the most.

Motivation as a form of work with children when 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.

The American physiotherapist Glenn Doman, working with preschoolers for many years as a result of observations, noted that “the product of success is high motivation, and low motivation is a product of failure. Success creates motivation, and failure destroys it. Love and respect - this is what leads to success. Failure leads to disappointment, disappointment leads to a lack of motivation, and a lack of motivation leads to a refusal to try again. Success leads to victory, victory to motivation, and it leads to the desire to win and to new successes. Love and praise are what every child desires the most. ”

The quality of training is built on “3 pillars”:

1. quality of information
2. quality of teaching
3. quality assimilation.

All children need motivation that helps them achieve their desired results. Adults are an example for their children to follow and a source of motivation in achieving the desired. If children have motivation, then they develop their abilities with their own efforts. Such children feel a desire to receive information that will help them on their way to the goal. In addition, motivation will help children focus on gaining new knowledge and skills.

  Motivation- this is a combination of internal and external driving forces that prompt a person to activity, give this activity a focus focused on achieving the goal.

Researchers have identified six mechanisms of motivation - these are the ways in which you can increase the child's motivation to achieve the goal at home.

These are the 6 mechanisms:

• Encourage environmental research
• To inculcate initial research abilities, such as: identifying objects, organizing, sorting, comparing
• Praise a child for accomplishments
• Assist in the development and training of skills
• If possible, refrain from punishment and criticism for mistakes and poor results.
• Stimulate linguistic and symbolic communication

Fulfillment of all 6 conditions will help children gain motivation to achieve success from an early age.

Now consider t types of motivation for preschoolers in kindergarten in the organization of educational activities.

Pedagogical activity 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 perform not only everything that is required of them, but also transfer it to their independent activities. And this will happen only if the new knowledge and skills that we strive to pass on to the children will be needed and interesting for them.

At the same time, such methods are needed that will ensure the emergence of the necessary motivation in the vast majority of children.

In the pedagogical literature there are four types of motivation:

The first type is game motivation - “Help the toy”,the child achieves the learning goal by solving toy problems. The creation of this motivation is based on the scheme:

1. You say 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 propose to teach children to do what the toy requires, then the children will be interested in explaining and showing.

4. During work, each child should have his own character - a ward (cut out, toy, painted character, to whom he assists.

5. The same toy - the ward evaluates the work of the child, be sure to praise the child.

6. At the end of the work, it is advisable that the children play with their wards.

With this motivation, the child acts as an assistant and defender, 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 to communicate with an adult, the opportunity to get approval, as well as interest in joint activities that can be performed together. Creation of motivation is built according to the scheme:

You tell the children that you are going to craft something and ask the children to help you. Wondering how they can help you.

Each child is given a feasible task.

In the end, emphasize that the result was achieved through joint efforts, that everyone came to it together.

The third type of motivation is “Teach me”

Based on the desire of the child to feel knowledgeable and able.

1. You tell the children that you are going to do some activity and ask the children to teach you this.

2. You ask if they agree 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 be sure to praise him.

For example:

Guys, our doll Tanya was going to take a walk, I need to dress her for a walk. I do not know how to do that. Can you teach me?

The fourth type of motivation is “creating things with your own hands for yourself”-

Based on the child’s internal 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 scheme:

1. You show the children some kind of craft, reveal its advantages and ask if they want to have the same for themselves or for their relatives.

3. The finished craft receives the order of the child. Pride in the work of their own hands is the most important basis for a constructive attitude to work.

If the child is already busy with some interesting business, which means that he already has the necessary motivation, you can introduce him to new ways of solving the tasks.

For example:

Guys, look what a beautiful postcard I have! This card can be presented to mom on March 8th. Do you want to give mom the same? And you show how you can make it.

When motivating children, the following principles should be observed.:

You can’t impose your vision on the solution of the problem to the child (maybe the child will have his own way of solving the problem)

Be sure to ask the child for permission to do business with him.

Be sure to praise the actions of the child for the result.

Acting together with the child, you introduce him to your plans, ways to achieve them.

Observing these rules, you give children new knowledge, teach them certain skills, and form the necessary skills.

Use of game characters.

In the classroom with the kids can not do without game characters. The use of game characters and game motivation are interconnected. Game and fairy-tale characters can "come to visit", "get acquainted", "give assignments", "tell fascinating stories", and can evaluate the results of the work of kids. There are a number of requirements for these toys and characters.

Toys or game characters:

Must match the age of the children;

Must be aesthetic

Must be safe for the health of the child,

Must have educational value,

Must be realistic;

They should not provoke the child to aggression, cause manifestations of cruelty.

There should not be many game characters.

Each character should be interesting and memorable, "have their own character." For example, Dunno, Duckling Kryak and Mishutka Tish can come to classes. Duckling Kryak loves nature and travels, knows a lot about it and tells children. Dunno knows and does not know much, he often needs the “help” of children. Teddy bear is an athlete, he shows exercises for warming up, goes in for sports. They actively express their opinion, ask obscure, make mistakes, get confused, do not understand. The children's desire to communicate and help him significantly increases activity and interest.

The use of ICT as a means of increasing motivation for educational activities

Computers and gaming computer programs are widely used not only in school, but also in kindergarten.

Pupils of groups have different intellectual levels of development. The organization of children's education requires a special approach, which provides emotional support for preschool children in educational activities. This is a problem of motivation. Using a computer allows you to activate involuntary attention, increase interest in learning, expand the possibilities of working with visual material, which contributes to the achievement of goals.

During the admission of children to the group in the morning, the teacher also motivates the children using the minutes of entry into the day.

Their goal: to promote the child’s mental and personal growth, develop social behavior skills, help increase self-confidence and develop independence, increase the overall emotional background and improve the mental climate in the group. Meetings, during which special attention is paid to observation, reflection and admiring, can be called minutes of entry into the day. The choice of theme for the beginning of the day is determined by the mood of the group, the weather, 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 set the child up to benevolence, peace, love.

The minutes I entered the day are directed to:

On 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;

Removing anxiety during the period of adaptation of the child to

kindergarten;

The development of a conscious, responsible attitude to

regimen moments;

Development of independence and cooperation;

Increased self-regulation and self-control;

Increase the overall emotional background and

improving the psychological climate in the group.

Objectives:

• Promote the mental and personal growth of the child;
• Help children adapt to the conditions of the kindergarten;
• To develop social behavior skills;
• To promote an increase in the overall emotional background and an improvement in the psychological climate in the group;
• Establish positive relationships between children.

"Hi"

The greeting is accompanied by movements, the children are sitting on the carpet in a circle:

"Bell"

Let's greet each other with a bell. Children, calling the name of the neighbor in an affectionate form, pass each other a bell. For example:

Hello, Nastenka! Ding dong dong!

Hello, Sasha! Ding dong dong!

Rituals of the beginning of educational activity

The beginning of educational activity should become a kind of ritual so that children can tune in to joint activities, communication, distinguish educational activities from other activities. The ritual can be changed, but not too often. I offer you several options for starting an educational activity, you can use others.

The beginning of educational activity will be a kind of ritual. It can be a little quatrain about friendship, love. Children can hold each other’s hands and smile, send something pleasant to each other, etc.

Magic ball

Children sit on chairs or on a carpet in a circle. The teacher passes the ball of thread to the child, he winds the thread on his finger and at the same time speaks an affectionate word, or a good wish, or affectionately calls a child sitting next to him by name, or utters a “magical polite word”, etc.

Then he passes the ball to the next child until the turn reaches the caregiver.

Kind animal

Participants stand in a circle and hold hands. The teacher says in a low voice: “We are one big, good animal. Let's listen to how it breathes! ”Everyone listens to their breathing, the breathing of their neighbors. “Now listen together!”

Inhale - everyone takes a step forward, exhale - a step back. “Not only does the animal breathe, so does its great, kind heart.” Knock - step forward, knock - step back, etc.

Friendship begins with a smile

Children sitting in a circle hold hands, look into the neighbor's eyes and smile silently at each other.

Compliments

Sitting in a circle, everyone holds hands. Looking into the neighbor’s eyes, I must say a few kind words to him, to praise him for something. An accepting compliment nods and says, “Thank you, I am very pleased!” Then he gives a compliment to his neighbor. If it is difficult, the teacher can compliment or propose to say something “tasty”, “sweet”, “floral”.

During the ritual, the teacher is in a circle with the children, shows an example, prompts, encourages, sets up the children.

Educational activities.

Ritual of the end about activities   (The bell rings)

Bell ringing

He says to the guys:

"Get ready soon,

on the road - go on 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 wave to all goodbye!

The engine roared

And the wagons drove;

Choch-choch, choo-choo

I’ll show you home.

The engine takes the children away!

Becoming motivational sphere  the child is a fundamental problem of developmental psychology. The problem of learning motivation appeared when a person realized the need for focused training of the younger generation and started such training as a specially organized activity. Having arisen, this problem is still, if not the main, then one of the most important in the psychology and pedagogy of teaching, a huge number of works are devoted to it.

In the analysis of pedagogical phenomena, the modern theory of teaching and upbringing more and more turns to the personality of the child, to those internal processes that are formed in him under the influence of activity and communication.

Preschool age is the period of the most intensive formation of the motivational sphere. In social processes, everyone has been involved since early childhood.

So what is called a motive? And the fact that, reflected in the head of a person stimulates activity, directs it to the satisfaction of a certain need, is called motive  this activity.

Motives of a child’s behavior change significantly during preschool childhood. The younger preschooler, for the most part, acts like a child in early childhood, under the influence of situational feelings and desires that have arisen at the moment, caused by a variety of reasons, and at the same time does not give a clear account of what makes him commit this or that act. The actions of an older preschooler become much more conscious. In many cases, he can quite reasonably explain why he acted in this case, and not otherwise.

The same act committed by children of different ages often has completely different motivating causes.

Can highlight some types of motives  typical for preschool age in general, having the greatest impact on children's behavior.

Children's interest in the adult world;

Gaming

Establishing and maintaining positive relationships with adults and children;

Pride;

Self-affirmation;

Cognitive;

Competitive

Moral;

Public.

We will reveal each of the motives:

Motives andinterestbut  children to the adult world  - This is the desire to act as adults. The desire to be like an adult leads a child in a role-playing game. Often, such a desire can also be used as a means of achieving a child’s fulfillment of a particular requirement in everyday behavior. “You are big, but the big ones dress themselves,” they say to the child, encouraging him to become independent. “Big ones don't cry” is a strong argument forcing a child to hold back tears.

Gaming  motives - These motives appear in the course of mastering the game activity and are intertwined in it with the desire to act as an adult. Going beyond the limits of game activity, they color all the behavior of the child and create the unique specifics of preschool childhood. A child can turn any business into a game. Very often, at a time when it seems to adults that the child is busy with serious work or is diligently studying something, he actually plays, creating an imaginary situation for himself.

Motives forestablishing and maintaining a positive relationshipwith  adults and children  - These motives are of great importance in the behavior of a preschool child. A good attitude from others is necessary for the child. The desire to earn affection, approval, praise of adults is one of the main levers of his behavior.  Many actions of children are explained precisely by this desire. Striving for a positive relationshipwith  adults makes the child reckon with their opinions and assessments, comply with established rules of behavior.

As contacts with peers develop, the child’s attitude towards him becomes more and more important. When a child of three years old comes first to kindergarten, he may not notice other children during the first months, he acts as if they are not at all. He can, for example, drag a chair from under another child if he wants to sit down. But in the future, the situation changes. Development joint activities  and the formation of children's society leads to the fact that winning a positive assessment of peers and their sympathy becomes one of the most effective motives for behavior. Children are especially trying to win the sympathy of those peers that they like and who are popular in the group.

In preschool childhood develop motives of pride and self-affirmation. Their starting point - arising at the turn of early childhood and preschool age separation of oneself from other people, attitude to an adult as a model of behavior.  Adults not only go to work, engage in honorable types of work in the eyes of the child, enter into various relationships with each other. They also educate him, the child, make demands and seek their fulfillment, and the child begins to claim NATO, that others respected him and obeyed, paid attention to him, fulfilled his wishes.

One manifestation of the desire for self-affirmation is the claim of children to play the main roles in games. It is significant that children, as a rule, do not like to take on the roles of children. The role of an adult invested with respect and authority is always much more attractive. In younger and middle preschoolers, self-affirmation is also found in the fact that they ascribe to themselves all the positive qualities they know, not caring about the conformity of their reality, exaggerate their courage, strength, etc.

When asked if he is strong, the child replies that, of course, he is strong, because he can raise everything “even an elephant”. The desire for self-affirmation under certain conditions can lead to negative manifestations in the form of moods and stubbornness.

In the period of preschool childhood, the formation of new motives associated with the complication of children's activities. These include cognitive and competitive motives.

Already in three or four years, a child can literally bombard others with questions: “What is this?”, “But how?”, “Why?”, Etc. later the prevailing question is “Why?”. Often children not only ask, but try to find the answer themselves, use their little experience to explain the incomprehensible, and sometimes conduct an “experiment”. It is well known how children like to “gut” toys, trying to find out what is inside them.

A child of three to four years does not compare his achievements with those of his peers. The desire for self-affirmation and the desire to get the approval of adults are expressed in his attempts to do something better than others, but in simply attributing positive qualities to himself or in performing actions that receive a positive assessment of an adult. So, younger preschoolers, who were offered to play a didactic game and explained that the winner would receive an asterisk as a reward, preferred to perform all actions together, rather than in turn (as the conditions of the game required), and could not help telling a peer if they knew correct answer. As for the stars, each child demanded it, regardless of the result that he achieved.

The development of joint activities with peers, especially games with rules, contributes to the fact thaton the basis of the desire for self-affirmation, a new form of motive arises - the desire to win, to be the first. Almost all board games offered to children of middle and especially older preschool age, and most of the sports games are related to competition. Some games are rightly called: “Who is better?”, “Who is faster?”, “Who is the first?”, Etc. older preschoolers introduce competitive motives into activities that do not include competitions per se. Children constantly compare their successes, love to brag, acutely experience mistakes, failures.

Of particular importance in the development of motives of behavior are moral motivesexpressing the attitude of the child to other people. These motives change and develop during preschool childhood in connection with the assimilation and awareness of moral standards and rules of behavior, understanding the significance of their actions for other people. Initially, the implementation of generally accepted rules of behavior for the child acts only as a means of maintaining positive relationships with adults who require it. But since the approval, affection, praise that the child receives for good behavior, brings him pleasant experiences, gradually the very implementation of the rules begins to be perceived by him as something positive and obligatory. Younger preschoolers act in accordance with moral standards only with respect to those adults or children to whom they feel sympathy. So, the child shares toys, sweets with his peer, to whom he sympathizes. In senior preschool age  children's moral behavior begins to spread to a wide range of people who do not have a direct connection with the child. This is due to children's awareness of moral norms and rules, an understanding of their universality, their real value. If a four-year-old boy answers the question “Why you should not fight with your comrades,” “You can’t fight, otherwise you’ll get right in the eye” (that is, the child takes into account the unpleasant consequences of the act, not the act itself), then by the end of the preschool period the answers are of a different order: "You can’t fight with your comrades, because it’s a shame to offend them."

By the end of preschool childhood, the child understands the importance of fulfilling moral standards both in his own behavior and in his assessment of the actions of literary characters.

Among the moral motives of behavior, they begin to occupy an increasing place social motives  - this is the desire to do something for other people, to benefit them.Already, many younger preschoolers can complete the task in order to please other people: under the guidance of the educator, make a flag for the kids or a napkin as a gift to mom. But for this, it is necessary for the children to vividly imagine the people for whom they are doing a thing, to feel sympathy for them, sympathy. So that the younger preschoolers will finish the work on the flags, the educator should tell them in a bright, figurative form about young children who are brought up in a nursery, about their helplessness, about the pleasure that a flag can bring them.

On their own initiative, children begin to do work for others much later - from the age of four or five. During this period, children already understand that their actions can benefit others. When younger preschoolers are asked why they carry out errands for adults, they usually answer: "I like it," "Mom ordered." For older preschoolers, the answers to the same question are of a different nature: “I help, because it’s difficult for grandmother and mother to be alone,” “I love mom, so I help,” “To help mom and be able to do everything.” Children of different preschool children behave differently age groups  and in games where the success of the team to which it belongs depends on the actions of each child. The younger ones and part of the middle preschoolers care only about their own success, while the other part of the middle and all older children act to ensure success for the whole team.

In older preschoolers, one can observe a completely conscious fulfillment of moral standards associated with the help of other people. Changes in the motives of behavior during preschool childhood consist not only in the fact that their content changes, new types of motives appear. Between different types of motives subordination hierarchymotives: some of them become more important for the child than others.

The behavior of the younger preschooler is vague, it does not have a main line, a core. The child has just shared a hotel with his peer, and now he is already robbing him of the toy. Another jealousy helps her mother clean the room, and after five minutes she’s naughty, she doesn’t want to wear pants. This is because different motives succeed each other, and depending on the change in the situation, one or another motive directs the behavior.

Subordination of motives is the most important neoplasm in the development of the personality of a preschooler. The emerging hierarchy of motives gives a certain orientation to all behavior. As it develops, it becomes possible to evaluate not only individual actions of the child, but also his behavior as a whole as good or bad. If a the mainmotives of behavior are social motives,  compliance with moral standards, the child in most cases will act under their influence, not succumbing to the opposite motives, pushing him to, for example, offend another or lie.

On the contrary, the predominance of motives in a child that forces one to receive personal pleasure, to demonstrate one’s real or imaginary superiority over others, can lead to serious violations of the rules of conduct. It will require special educational measures aimed at the restructuring of unfavorable foundations of the personality. Of course, after the subordination of motives arose, the child is not necessarily guided by the same motives in all cases. This does not happen in adults. The behavior of any person reveals a wide variety of motives. But subordination leads to the fact that these different motives lose their balance, line up in the system. A child may refuse an attractive game for the more important to him, although perhaps a more boring activity, approved by adults. If the child has failed in any matter significant for him, then this cannot be compensated for by the pleasure received along the “other line”. So, a child who did not cope with the task was told that he was still well done, and, like other children, he received candy. However, he took the candy without any pleasure and resolutely refused to eat it, and his grief did not diminish at all: because of the failure, the candy he received became “bitter” for him.