Keyword: «senior preschoolers»

The system of preschool education is currently focused on the use of effective forms, methods and means of developing cooperation among older preschool children. The use of robotics classes has an impact on various aspects of the development of preschoolers, including providing ample opportunities for children to accumulate experience of cooperation with peers in the process of solving joint tasks. The purpose of the work is to consider the theoretical foundations of the organization of cooperation of older preschool children in the process of robotics classes and the development of its scientifically based pedagogical model. The theoretical methods used were the analysis of scientific and pedagogical literature, generalization and systematization of the results of scientific research, as well as pedagogical modeling. The methodological basis of the research was made up of systematic, personality-oriented and activity-based approaches; principles of cooperation: flexibility, continuity, tolerance and consideration of mutual interests. In the course of the research, the content and structure of robotics classes with various robotic devices are revealed; situations of development of cooperation of older preschool children during robotics classes are proposed; the pedagogical model of organizing cooperation of older preschoolers in the course of robotics classes is theoretically substantiated. The research material provides an opportunity to develop diagnostic tools and build measurement procedures.

The reasons and features of the active entry of robotics into preschool education, its didactic capabilities and the tasks of learning and development solved with its help are considered: fine motor skills through working with small parts of construction sets; simple mathematical skills and counting: even at the level of selecting parts for a robot, you have to deal with beams of different lengths, comparing parts by size and counting within 10-15; design skills, familiarity with the basics of mechanics and propaedeutics of engi-neering education; team work: the robot is usually done by two or three people; presentation skills: when a project is completed, you need to talk about it.

The article describes the positive practical experience of using interactive games in educational activities in preschool institutions. This methodological development solves an urgent problem – the education of preschool children in the skills of safe behavior on the railway. The purpose of this practice is to form knowledge about the rules of behavior of preschool children on the railway and railway transport. The article provides a definition of interactive learning, an example of the use of interactive forms of work in a modern kindergarten is considered. The result of the use of interactive games in the educational process is to increase the motivation and interest of preschoolers in the learning process, consolidate the material they have learned, strengthen partnerships between parents with their children and preschool teachers.

The article considers the problem of forming the self-esteem of older preschoolers through story-role play, the features of self-esteem formation in older preschoolers; the role of story-role play in the formation of self-esteem in older preschoolers is substantiated. The authors have identified the level of formation of self- esteem of older preschoolers; the most effective set of story-role-playing games aimed at forming the self-esteem of older preschoolers has been selected.

This article examines the specifics of work on the formation of pictorial skills of older preschoolers through the use of visual teaching methods. The author presents the analysis of methodical conditions of or-ganisation of work on formation of pictorial skills of preschool children by means of visual methods of teaching.