Developmental domains in early childhood education: GoDaddy Security – Access Denied

What They Mean and They Matter

The four domains of early childhood education are social/emotional, cognitive, motor, and language and literacy. These domains are important because they all contribute to the child’s development in one way or another. Social/Emotional skills help children develop empathy for others while cognitive skills allow a child to learn from their environment. Motor skills allow kids to explore movement through play which is necessary for them to grow up healthy; it also helps them develop coordination with their hands. Language and literacy skills enable children to express themselves verbally and write down what they want so that other people can understand what they’re saying as well as communicate with others effectively by using written words instead of just sounds.

In this article we will examine these four domains of early childhood and why they are important to a child’s development.

Social/ emotional Skills

In early childhood, social/emotional skills are about giving kids the ability to take other people’s perspectives and empathize with them. These skills are are a good foundation for developing self-regulation, which is an important skill for both children and adults. Kids develop social skills through play. While parents may see play as simply a fun activity, it is an important part of a child’s development at an early age. Here are Head Heart Hands Preschool, children learn social/emotional skills through structured play activities in a loving and inclusive environment that will set them up for a lifetime of success.

Teachers work hard to help children feel happy and successful while they grow in the Head Heart Hands preschool environment. Social-emotional development is about how well a child can interact with other people – through language, gestures or emotions like sadness or anger. There are many important social emotional milestones that kids will reach as they go from infancy into childhood.

Some social/emotional milestones a child reaches before the age of three are: communicating needs, playing games with others and understanding social roles. The Head Heart Hands preschool curriculum includes a variety of activities that help children learn about their emotions while they play together in the classroom.

At Head Heart Hands preschool, our focus is on social and emotional development. We have a parent-child curriculum centered around understanding emotions and positive self-image building while focusing on the importance of relationships. One way we do this is by having structured routines that teach children to understand how their actions affect others, as well as understanding when it’s time for personal playtime or group time. We also have a designated “feeling corner” where children are able to go if they’re feeling angry, sad, hurtful or embarrassed so they can calm down before returning to the rest of the class.

One strategy in our classroom that promotes social-emotional skills such as empathy and self-regulation among all ages is called Red Light/Green Light Circle Time: after giving instructions about what students should be doing in circle. We also teach social and emotional skills with games that help kids learn how to take turns, be a good sport, share feelings appropriately.

Through the use of these activities and a variety others, we ensure that your child develops positive social/emotional skills that will set themselves up for a lifetime of success at Head Heart Hands Preschool.

Cognitive Skills

In early childhood, cognitive skills are about the ability to learn and reason. These skills allow children to solve problems through trial-and-error. Cognitive skills are different than academic skills. Cognitive development is about how well a child can think through problems or situations so they can solve them on their own without assistance from an adult or peer. Cognitive skills are not innate; instead, these skills develop gradually as kids grow up, become more aware of themselves and then explore different ways to interact with the world around them.

Some cognitive milestones reached before the age of three include: counting past ten or twenty items for example; sequencing steps to complete tasks like drawing pictures; and following simple directions given by adults such as “put your clothes away.

Cognitive skills affect how children think about their world through the lens of knowledge they have gained from observations and experiences. Children who are engaged in early cognitive development will be better able to understand abstract concepts such as time (past/present), size (big/little) or order (first/last). Cognitive milestones at age three include: understanding that pictures can represent people, asking “why” questions when something occurs out of place within their environment, beginning to sort objects into categories based on similarities and differences between them, using verbal prompts for self-directed tasks like getting dressed independently with help (“Put your shirt over your head.”), pointing to named body parts.

Another we teach cognitive skills is by doing puzzles at center time or group time with other children. There are many different types of puzzles that help stimulate learning such as visual discrimination, problem solving, spatial awareness and organizational skills.

Cognitive skills are an important part of the daily curriculum at Head Heart Hands Preschool and establish the foundations for future academic success.

Motor Skills

In early childhood, motor skill development is crucial for helping children succeed physically as well as socially with others their age. Motor tasks like throwing a ball can be difficult at first because it’s hard for kids to coordinate all the different muscles involved in doing so (i.e., arm strength & coordination). However, through repetition and practice, the motor skills required for throwing a ball will become easier and more natural.

By the age of three, motor milestones include: rolling over, sitting up unsupported, cruising/walking with furniture support and balancing on one foot. Children should also be able to complete many independent daily living skills such as feeding themselves, washing their hands, and some basic dressing skills. Children should also be able to throw/kick a ball, catch a ball , pedaling a tricycle, engage in jumping games such as playing hopscotch, and blow bubbles.

At Head Heart Hands, children are engaged daily in active activities that will allow them to develop motor skills naturally.

Language & Literacy Development

One of your goals as parents should be helping your child develop strong literacy and verbal abilities so he or she may succeed academically later on in life. We know you want them to be able to read books for fun when it’s time for school! At Head Heart Hands Preschool, circle time is an important part of our daily routines.

Through the use of circle time, your child will learn to identify letters and their sounds, learn how to write his or her name, develop vocabulary skills such as describing things in words and know how to read a book for fun.

This will help establish a love for books and learning as well as ensure they start school with the appropriate literacy skills required to be successful in kindergarten.

In Summary, the four domains of early childhood education include social/emotional, cognitive, motor and language and literacy skills. These four domains help children grow academically as well as socially with the appropriate academic foundation for success at school age.Children learn best when they are engaged in a learning activity that caters to their individual development.

Head Heart Hands preschool will cater to these four domains through circle time activities such as identifying letters, practicing writing his or her name, developing vocabulary skills like describing things and being able to read books for fun! We hope this article has helped you better understand what each domain means so we can make sure your child is flourishing while attending Head Heart Hands Preschool!

Interactive Head Start Early Learning Outcomes Framework: Ages Birth to Five

The Head Start Early Learning Outcomes Framework: Ages Birth to Five describes the skills, behaviors, and knowledge that programs must foster in all children.

The Framework is grounded in a comprehensive body of research about what young children should know and be able to do to succeed in school. It describes how children progress across key areas of learning and development and specifies learning outcomes in these areas. This information will help adults better understand what they should be doing to provide effective learning experiences that support important early learning outcomes.

Programs should use the Framework to guide their choices in curriculum and learning materials, to plan daily activities, and to inform intentional teaching practices. Aligning instruction and opportunities for play, exploration, discovery, and problem-solving with the early learning outcomes described in the Framework will promote successful learning in all children. Programs should also use the Framework with families to help them engage in their children’s learning. This Framework replaces the 2010 Head Start Child Development and Early Learning Framework.

The first five years of life is a time of wondrous development and learning. Children grow from infants communicating through babbling and crawling on all fours—to toddlers speaking short sentences and beginning to run—to preschoolers telling detailed stories and kicking a ball to a friend. All young children learn in the context of caring, responsive, and stimulating relationships as they explore the world around them.

Yet, the quality of their early experiences can vary dramatically, and this can influence their learning and development. For example, by three years of age, some children have large vocabularies and others have much smaller ones. These differences usually reflect the everyday language experiences that children have with adults as well as other experiential and developmental factors. Such differences can have a lasting impact on later school success. Head Start and other early childhood programs must create stimulating learning environments and implement intentional teaching strategies that ensure all children are ready to succeed in school.

Family engagement and comprehensive services also play critical roles in children’s development and school readiness. They remain essential services in Head Start. The Framework does not address these service areas because they are detailed in the Head Start Program Performance Standards. The Framework describes the skills, behaviors, and knowledge that programs need to foster in all children.

The guiding principles of the Framework have been fundamental to the Head Start program from its inception. They underlie the program policies and practices that prepare young children for success in school and beyond.

• Each child is unique and can succeed. Children are individuals with different rates and paths of development. Each child is uniquely influenced by their prenatal envi­ronment, temperament, physiology, and life experiences. With the appropriate support, all children can be successful learners and achieve the skills, behaviors, and knowledge described in the Framework.
• Learning occurs within the context of relationships. Caring families, teachers, and other adults matter in a young child’s life. Responsive and supportive interactions with adults are essential to children’s learning.
• Families are children’s first and most important caregivers, teachers, and advocates.  Families must be respected and supported as the primary influence in their child’s early learning and education. Their knowledge, skills, and cultural backgrounds contribute to children’s school readiness.
• Children learn best when they are emotionally and physically safe and secure. Nurturing, responsive, and consis­tent care helps create safe environments where children feel secure and valued. In these settings, children are able to engage fully in learning experiences.
• Areas of development are integrated, and children learn many concepts and skills at the same time. Any single skill, behavior, or ability may involve multiple areas of development. For example, as infants gain fine motor skills, they can manipulate objects in new ways and deepen their understanding of cause and effect. As preschoolers gain new verbal skills, they can better manage their emotions and form more complex friendships.
• Teaching must be intentional and focused on how children learn and grow.  Children are active, engaged, and eager learners. Good teaching practices build on these intrinsic strengths by providing develop­mentally appropriate instruction and oppor­tunities for exploration and meaningful play.
• Every child has diverse strengths rooted in their family’s culture, background, language, and beliefs. Responsive and respectful learning environments welcome children from diverse cultural and linguistic backgrounds. Effective teaching practices and learning experiences build on the unique backgrounds and prior experiences of each child.

The Framework is organized into the following elements: Domains, Sub-Domains, Goals, Developmental Progressions, and Indicators.

• RESEARCH-BASED–Informed by research as being reasonably achievable, age appropriate, and aligned with kindergarten expectations.
• COMPREHENSIVE–Cover the central domains of early learning and skills children need to succeed in school and provide sufficient breadth and depth in each area.
• INCLUSIVE–Relevant for children from diverse linguistic, economic, and cultural backgrounds and for children with disabilities.
• MANAGEABLE–Include a reasonable number of domains, sub-domains, goals, and indicators that programs can effectively implement.
• MEASURABLE–Reflect observable skills, behaviors, and concepts.

Domains

The Domains are broad areas of early learning and development from birth to 5 years that are essential for school and long-term success. The central domains are:

• Approaches to Learning
• Social and Emotional Development
• Language and Literacy
• Cognition
• Perceptual, Motor, and Physical Development

Each domain is related to and influences the others. For example, as preschoolers’ working memory develops (a component of Approaches to Learning), their ability to follow multiple-step instructions improves, and their ability to learn complex math concepts increases.

Because areas of early learning become more differentiated as children get older, some domains for preschoolers are captured differently than they are for infants and toddlers. Specifically, the single domain of Language and Communication for infants and toddlers becomes two domains–Language and Communication and Literacy–for preschoolers. This distinction best reflects the breadth and depth of development for 3- to 5-year-olds. Likewise, the single domain of Cognition for infants and toddlers is presented as two different domains for preschoolers: Mathematics Development and Scientific Reasoning. The domain structure captures important developmental differences across the ages and guides effective teaching practices that support strong child outcomes.

Sub-Domains

The Sub-Domains are categories or components of development within a domain. For example, for the Social and Emotional Development domain, sub-domains include relationships with adults, relationships with other children, emotional functioning, and sense of identity and belonging.

Goals

The Goals are broad statements of expectations for children’s learning and development. The goals describe broad skills, behaviors, and concepts within a sub-domain that are important for success in school. These are sometimes referred to as standards in state early learning guidelines.

Developmental Progressions

The Developmental Progressions describe the skills, behaviors, and concepts that children will demonstrate as they progress towards a given goal within an age period. The term “emerging” is used for the youngest infant age group when specific skills, behaviors, or concepts have not yet emerged or are not yet observable.

Indicators

Indicators are identified for each goal for children 36 months and 60 months of age. They describe specific, observable skills, behaviors, and concepts that children should know and be able to do at the end of Early Head Start (by 36 months) or at the end of Head Start (by 60 months). Given children’s individual differences, some children may demonstrate these indicators before the designated age period and some may demonstrate them later. The indicators listed for each age are not exhaustive—other indicators related to the goal may be observed.

The Framework is not to be used as a curriculum, assessment, or checklist. It is never to be used to conclude a child has failed in any way or that a child is not ready to transition into Head Start or kindergarten.

Please select a Central Domain from the top row of the grid below to get started. The domains are broad areas of early learning and development for children birth to 5 years. They are essential for school and long-term success.

Select a central domain from the second row to review the Infant/Toddler Subdomains within that domain. Choose from the third row to review the Preschool Subdomains. The subdomains are categories or components of development within a specific domain.

Each infant/toddler and preschooler central domain is broken down into subdomains. Choose a subdomain to view the Goals, Developmental Progression, and Indicators. The goals are broad statements of expectations for children’s learning and development. Select a goal to view the development progression that describes the skills, behaviors, and concepts that children will demonstrate as they progress toward that goal. The goals also include indicators, which describe specific, observable skills, behaviors, and concepts that children should know and be able to do by the end of Early Head Start (36 months) or Head Start (60 months).

Educational areas according to the Federal State Educational Standard in kindergarten: 5 areas, areas of development

The Federal State Program for the Development of Preschool Children consists of 5 different areas. Educational areas according to the Federal State Educational Standard in kindergarten are divided into 5 areas, for each of which a separate program is drawn up.

Five educational areas according to GEF in preschool educational institutions

Many teachers consider this division into areas very conditional, since all the personal qualities of children, their knowledge and skills, are formed due to the principle of complex integration of thematic processes.

For example, creative development cannot be singled out separately; it must be present in all areas of activity of children in kindergarten.

The main directions of the educational process in the preschool educational institution

Enumeration of 5 directions for the development of pupils

5 areas according to the GEF of preschool education can be listed as follows:

• development of physical skills;
• artistic and aesthetic development;
• speech development;
• knowledge of social and communication skills;
• cognitive development.

The content of each program depends on the age characteristics of kindergarten students. Depending on this, goals and objectives are determined in all types of activities.

Social and communicative development

The study of social and communicative skills in kindergarten is focused on the assimilation of social norms and values. Children are taught to communicate with adults and peers. Main program function:

• development of independence;
• the ability to achieve goals and regulate one’s own actions;
• formation of social intelligence;
• development of a sense of responsibility and responsiveness;
• formation of a respectful attitude towards adults;
• studying the basics of safety in everyday life and in nature.

In the process of implementing the curriculum, children develop positive attitudes towards work and various types of creativity.

Moral education

Moral development is based on instilling moral and spiritual values, feelings of love for the Motherland. The task of the educator is to teach children from an early age to treat human labor with care and respect, to show initiative and activity, to come to the rescue of their peers.

When conducting classes with older preschoolers, the emphasis is on developing the ability to collectivize. Children learn to express themselves in a team, joint actions.

Important! The task of not only educators, but also parents is to become an example. The more often a child sees positive actions, the higher the level of his moral development.

Patriotic education

The development of patriotic feelings, the formation of norms of behavior, love for the Motherland and the Fatherland are the basis of the direction of patriotic education. The child must grow up ready to serve and defend the interests of his country.

Lessons of patriotic education are the basis of preschool activities. They form a whole range of tasks:

• upbringing and respect for the family;
• development of interest in national traditions;
• study of the symbols of the state;
• development of a sense of pride in the country.

The assigned tasks can be solved both in gaming activities and in presentations, holding holidays, and supplying scenes.

GEF educational areas in kindergarten: 5 areas include patriotic education

Legal education

Legal development is one of the components of moral education. If a child does not know moral standards, he will not be able to respect other people’s rights. In order for children to understand the simple norms of law, they must be in conditions of tolerance and respect.

Gender education

Gender development is a pattern of knowledge about men and women. This is a necessary direction in preschool institutions, thanks to which the socialization of the personality is formed in the baby.

Communicative development

This is a set of activities aimed at learning from the child the traditions and values ​​of the society in which he grows up. In the process of classes, a positive attitude towards others is formed in children, the development of self-confidence.

Labor education

Kindergarten should pay attention not only to the educational process, but also to the labor education of preschoolers. The objectives of the process are to form a positive attitude towards work. Such qualities as responsibility, care and accuracy are brought up in children.

Formation of the basics of life safety

Particular attention in the curriculum is paid to areas of safety. Children learn the basics of fire safety, behavior on the roads and at home. Specialists from the Ministry of Emergency Situations and the traffic police are involved in the classes, and active joint work is being carried out with parents.

Safety lessons

Cognitive development

The direction of cognitive education includes the development of curiosity in childhood. The main tasks can be called:

• teaching cognitive actions;
• formation of ideas about the world around;
• the formation of knowledge about oneself;
• study of the concepts of shape, color, size.

Education is based on the development of imagination and creativity.

Acquaintance with the surrounding social world

The program is based on familiarization with the norms of behavior in the family, relationships with peers and elders. Ideas about the emotional state of people, moral qualities are formed.

Acquaintance with the surrounding natural world

Classes on the study of the natural world are held in kindergarten throughout the school year. They include the study of natural phenomena, seasons, signs. Theoretical material must be reinforced by conducting excursions, combined with creative activities, drawing, modeling, and creating applications.

Familiarization with the surrounding objective world

The task of kindergarten teachers in the process of conducting educational activities with preschoolers is to form elementary ideas about the world around them. Children learn to generalize objects, form them into groups, and determine properties.

Formation of elementary mathematical concepts

Particular attention in kindergarten is paid to the formation of elementary mathematical knowledge. Classes in this direction are held from a very early age, mainly in the form of a game. Children learn the concept of form, space, quantity, learn ordinal and quantitative counting.

Getting to know the numbers

Experimenting and research activities

One of the methods of learning about the environment for preschool children is to set up experiments. They enable children to get an idea of ​​objects from different angles.

Experiments and research activities have a positive effect on children’s creativity.

Sensory development

Sensory education in the educational process is understood as the development of ideas about the outside world. This area is given the most attention. How effective sensory development is at an early age depends on further school performance. This is the foundation of mental development, which is laid from birth.

Speech development

According to the Federal State Educational Standard, educational areas include:

• development of speech proficiency;
• vocabulary enrichment;
• acquaintance with literature;
• development of sound culture of speech.

Formation of the sound culture of speech

In preschool children, the pronunciation of sounds is formed gradually. The task of teachers is to timely detect the incorrect pronunciation of individual sounds, take measures to eliminate defects.

This is an important point in the educational process, since problems with sound speech have a negative impact on educational activities, as well as on the social adaptation of the child.

Vocabulary formation

Depending on age, children’s vocabulary increases. The task of both teachers and parents is to actively contribute to this process. Fiction, didactic games act as an aid.

Formation of the grammatical structure of speech

The tasks of this area of ​​development in the preschool educational institution according to the Federal State Educational Standards include helping children to master the morphological form of the language, mastering the syntactic rules, and the correct coordination of words in a sentence.

Development of coherent speech

Coherent speech is understood as the child’s ability to clearly and coherently express his thoughts. The main task of teachers is to form a culture of speech, skills and abilities, grammatical structure.
Development of speech creativity

Important! Speech creativity refers to a new technique based on the combination of creative abilities with the development of speech skills. Most often, classes are held in a game form, in staging scenes.

Familiarization with fiction

Particular attention in kindergarten from an early age is given to reading books. The program of familiarization with literature is built depending on age characteristics. The work must be carried out in a comprehensive manner. Children should get acquainted with books not only in kindergarten, but also at home. To do this, educators select thematic literature and recommend it to parents for home reading.

Reading literature

Artistic and aesthetic development

Artistic and aesthetic education is based on the prerequisites for the perception of works of art. The task of the direction is the formation of the aesthetic attitude of children to the world around them, the ability to perceive music.

Development of the perception of works of art and literature

Because of their age, children have a hard time understanding works of art. The task of educators is to evoke an emotional reaction in the child. To do this, it is necessary not only to talk about the work, but also to try to convey the mood to the children by speech.

Musical development

Music plays an important role in the development of aesthetic perception from an early age. Music classes are regularly held in the kindergarten, the topics of which are focused on age characteristics.

Drawing

Fine art lessons can be combined in all of the above areas. This is one of the methods of creative development, which helps to effectively remember any new material. Drawing is combined with both mathematics and the basics of fire safety and traffic rules. For example, the ambassador of the study of geometric shapes can invite children to draw drawings on the topics covered.

Drawing

Modeling

Modeling is a tangible type of creative activity. In the process, the child not only sees his creation, but also develops sensory abilities and motor skills. Classes develop imagination, form the ability to plan their work, develop imaginative thinking.

Construction

Classes form spatial orientation, the ability to combine shapes and colors. In the process of lessons, creativity, aesthetic taste and ingenuity develop.

Application

This is the easiest and most accessible art activity for children. Toddlers learn to complete objects, make pictures from the details, build logical chains.

Physical development

Physical education in kindergarten must contain the following list of activities:

• organization of motor activity;
• performing coordination and flexibility exercises;
• correct formation of the musculoskeletal system;
• development of motor skills;
• formation of ideas about sports.

All of the listed tasks should be aimed at the formation of the correct behavior for a healthy lifestyle.

Health protection and promotion

Education standards include activities for the full development of children’s health. Full physical development affects the emotional state. Protection and strengthening provides for a set of measures, including:

• air baths;
• finger gymnastics;
• morning exercises;
• physical education minutes;
• outdoor sports.

Important! Throughout the year, preventive conversations are held with parents about the rules for improving the health of children.

Physical education minute in preschool educational institution

Development of physical qualities

Physical qualities mean the state of the child, his constitution, physiological structure. For its development in kindergartens, sets of exercises are developed depending on age.

Formation of ideas about a healthy lifestyle

Classes on the formation of the basic rules of a healthy lifestyle should be comprehensive and affect various types of activities. It is recommended to use creative methods to consolidate the material, for example, invite children to draw a picture on the topic of hardening.

An important role in the study of the norms of a healthy lifestyle is played by the example of parents. Therefore, work should be carried out not only in kindergarten, but also consolidated at home. Parents should work together with teachers.

The use of all five areas in the educational process of preschoolers allows children to form the necessary knowledge for further successful development of the school curriculum.

GEF in kindergarten.

Implementation of GEF in preschool educational institutions.

“Federal State Educational Standards” – norms and regulations that are mandatory for the implementation of the main general educational program of preschool education by educational institutions.

“Basic 4 directions of child development” :
social-personal, cognitive-speech, physical, artistic and aesthetic development.

10 educational areas

“Educational area” is a structural and semantic unit of the content of preschool education, which determines the spheres of educational activities of children adequate to preschool age.
Educational areas allocated in the Federal State Educational Standard :
health, physical culture, socialization, work, safety, reading fiction, communication, knowledge, music, artistic creativity.
Along with the traditional areas, non-traditional areas are represented in the Federal State Educational Standard, although their “non-traditionality” is very conditional.
For example, area “Safety” has been implemented in kindergartens for many years. “Artistic creativity” combines the traditional types of productive activities of children: applique, modeling, drawing, artistic design. Educational area “Communication” is not only and not so much the development of speech as the development of communication, including speech. In this case, the development of a dictionary, coherent speech, and grammatical structure are not ends in themselves, but means of developing communication skills.
The new GEF uses the most modern and complete typology of children’s activities. Each educational area is aimed at the development of any children’s activities. In each educational area, in addition to general developmental tasks, specific tasks of psychological and pedagogical work have been identified.
The Federal State Educational Standards establish a fundamentally different way of interaction and interconnection of the components of the main general educational programs of preschool education – based on the principle of integration of educational areas, which is an alternative to the subject principle (the fundamental principle is the integration of educational areas).
In the modern practice of preschool education, the methodology for conducting integrated classes is sufficiently developed and many preschool institutions use it.

Changes of this kind presuppose a change in approaches to the organization of the upbringing and educational process: in this case, not through the system of classes, but through other, adequate forms of educational work with preschool children.
Playing activity, as a form of organizing children’s activities, is given a special role. The game is the leading activity of the child, through which he develops organically, learns a very important layer of human culture – the relationship between adults – in the family, their professional activities, etc.
Thus, the game acts as the most important activity through which teachers solve all educational tasks, including learning.
The emphasis on the joint activities of the educator and children, on playful forms of education for preschoolers, on the absence of strict regulation of children’s activities, taking into account the gender-role characteristics of children when organizing the pedagogical process in kindergarten and making the necessary changes to the content of the programs.
Classes in the Federal State Educational Standard are prescribed only at senior preschool age, this does not mean that they cannot be conducted with children of other ages. But they (classes) should not be a priority form of work with children. Educational tasks should also be solved during regime moments, in joint activities of children with a teacher (including in the classroom), in independent activities of children and in joint activities with their families.
All educational activities are based on integration and thematic planning.

Of course, classes in kindergarten are not cancelled, but a different meaning should be put into it: the lesson as an entertaining activity.
Skorolupova and Fedina, the developers of the Federal State Educational Standards, offer certain forms of work with children that conditionally correspond to each type of activity: Motor Mobile didactic games
· Outdoor games with rules
Game exercises
Competitions
Fiction · Story games
Games with rules
Productive Workshop for the production of products of children’s creativity
Implementation of projects
Communicative Conversation situational conversation
Speech situation
Compilation of guessing riddles
Story games
Games with rules
Labor Joint Action
· Duty
Assignment
Implementation of project
Cognitive Research Observation
Excursions
Solving problem situations
Experimentation
Collecting
Simulation
Implementation of project
Games with rules
Musical Art Listening
Execution
Improvisation
Experimentation
· Musical and didactic games
Reading Fiction Reading
· Discussion
· Learning

The issue of temporary dosing of children’s activities and specific forms of work remains poorly studied and very relevant. Unfortunately, this issue is also partially addressed in the new SanPin.
Thus, the GEF in preschool education is aimed at creating optimal conditions for the development of preschool children in modern conditions, the realization of the child’s right to an accessible education.

“Independent activity of children” –
one of the main models for organizing the educational process of preschool children:
1) free activity of pupils in the conditions of a subject-developing educational environment created by teachers, ensuring that each child chooses activities according to interests and allows him to interact with peers or act individually;
2) activity of pupils organized by the educator, aimed at solving problems related to the interests of other people (emotional well-being of other people, helping others in everyday life, etc.).

“Joint activities of adults and children” –
the main model for organizing the educational process of preschool children; the activity of two or more participants in the educational process (adults and pupils) to solve educational problems in the same space and at the same time.