Way of working together. Essence, conditions, principles and ways of organizing joint educational activities. Psychological properties of geometric shapes
ORGANIZATION
JOINT
ACTIVITIES
AS A COMPONENT
EDUCATIONAL
PROCESS
Deputy Head of UVR
Ovsyannikova Raisa Evgenievna
g.o. ELEKTROGORSK, 2013
V. L. Sukhomlinsky
“Childhood, children's world is a special world. Children live by their ideas of good and evil, honor and dishonor, human dignity, they have their own criteria of beauty, they even have their own change of time: in childhood, a day seems like a year, and a year seems like eternity. Having access to the fabulous palace, whose name is Childhood, I have always found it necessary to become a child in some way. Only under this condition, the children will not look at you as a person who accidentally penetrated the gates of their fairy-tale world, as a watchman who does not care what is happening inside this world.
The activity of a preschool teacher is based on a constant study of the child's personality, his needs, feelings, character, beliefs, intelligence level, mental comfort, based on knowledge of the patterns (study and analysis of changes) of the child's psychological and pedagogical development. The main task of the teacher is to provide each child with optimal conditions for the realization of his abilities, taking into account individual characteristics. One of the most effective ways for the personal development of a child can be the organization of joint partner activities with children.
Joint activity is a way of interaction, which is carried out on the basis of social perception (cognitive process that forms a subjective picture of the world)and through communication. The result of joint activity is certain relationships, which, being the internal personal basis of interaction, depend on the relationship of people, on the position of the interacting. If the interaction is carried out in conditions of openness of both sides, when no one's freedom is infringed, it serves as a manifestation of true relations.
Joint activity of an adult and children is 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. It is distinguished by the presence of a partner (equal) position of an adult and a partner form of organization (the possibility of free placement, movement and communication of children in the process of educational activities). It assumes individual, subgroup and frontal forms of organization of work with pupils.
The concept of "joint activity" is revealed by researchers in different ways, but always in conjunction with the problem of personal development. In the process of emerging interaction, there is an information and activity exchange, mutual influence on each other, which leads to certain changes in each of the participants.
The nature of joint activity is determined not only by the presence of joint actions, but also by the external manifestation of the activity of children. It is important that interaction in the course of joint activities organized according to the type of cooperation does not exclude, but, on the contrary, assumes the leading role of an adult. An adult creates conditions for the personal development of preschoolers, their manifestation of independence, elementary creative activity, and the acquisition of cooperation experience. The main function of an adult is not the transmission of information, but the organization of joint activities for its development, solving various problems.
Joint activities are divided into:
Directly educational activities implemented in the course of joint activities of an adult and children;
Joint activities of an adult and children, carried out during regime moments and aimed at solving educational problems.
Modern researchers offer various ways of organizing joint activities in practice in the system of relations between adults and children.
Team work
in the system of relations
teacher educator
teacher child
child child
teacher parent
teacher child parent
child parent
Team work
in the system of relations
teacher educator
educator educator
educator specialist
Methodist
educator specialist
Relationships with colleagues are based on the recognition of professionalism, interest and joint activities to achieve the best results, correct communication, respect for someone else's point of view. For a favorable climate in the team, the administration is trying to provide teachers with conditions for professional growth, meet the professional needs of teachers, and develop joint solutions. Joint activity in the system of relations "teacher - teacher" is a joint pedagogical search, exchange of experience, cooperation, which is carried out through pedagogical councils, master classes, open events, consultations, business games, etc.
The most important thing in joint activities in the system of relations educator - educator is the planning of the educational process. Only in interaction can a plan of educational activity and directly educational activity be drawn up, in which all conditions for the personal development of preschoolers will be taken into account. The joint activities of the teacher and children are planned taking into account the integration of educational areas in the process of organizing GCD and the process of educational activities during regime moments.
Joint activity in the system of relations educator - specialist for the success of raising and teaching children, a unified approach is important, which is carried out, among other things, through the "Notebooks for the interaction of specialists and educators". In groups of combined orientation, a “correctional hour” is prescribed in the daily routine, where educators plan and carry out individual correctional work according to the recommendations of a specialist.
Joint activity in the system of relations methodologist - educator - specialist: work is underway through pedagogical councils, planning meetings, meetings, consultations, discussions, seminars, etc. The methodologist is in constant interaction with the teaching staff.
Team work
in the system of relations
teacher child
“... The greatest, most important and most useful rule in all education is that you don’t need to win time, you need to spend it. Nature wants children to be children before they become adults. If we want to break this order, we will produce early-ripening fruits that will not have any ripeness or taste and will not slow down to spoil: we will have young doctors and old children. Children have their own way of seeing, thinking and feeling. Love childhood, encourage its games, its amusements, its cute instinct. Which of you has not sometimes regretted this age, when laughter is always on the lips, and peace is always in the soul? Let childhood mature in children.” Jean-Jacques Rousseau
Each preschool teacher must consciously, responsibly and respectfully treat this unique period. To help children in every possible way to realize their abilities, to awaken noble feelings and experiences, to form positive ties between peers, between parents and children, to provide support to children and families in need of it.To create optimal conditions for the comprehensive development of the child: intellectual, emotional, physical, social.
The joint activity of the teacher and children is carried out in direct educational activities and in educational activities during regime moments.
Team work
in the system of relations
child child
Joint activities in the system of child-child relations are carried out in the independent activities of children (various types of games, joint creativity, joint solution of various problems, etc.), in direct educational activities and in educational activities in microgroups (pairs), subgroups, groups.
When teaching the skills of joint activities in a team (in microgroups, subgroups), attention is paid to the success of the entire group, which is achieved through the independent work of individual group members in the process of studying the problem. The goal here is to develop the ability to learn something together, when everyone receives the necessary knowledge, develops new skills and the whole group at the same time knows the achievements of each of its members. At the same time, the success of the whole team depends on the achievements of individual participants, thus, the interest of everyone in knowing the rest is formed.
Team work
in the system of relations
teacher parent
“...Children should become people with a clear mind, a noble heart, golden hands and lofty feelings. The child is a mirror of the family, as the sun is reflected in a drop of water, so the moral purity of the father and mother is reflected in children. The task of the school and parents is to give every child happiness. Happiness is multifaceted... Only together with parents, by common efforts, teachers can give children great human happiness,” this statement by V. A. Sukhomlinsky fully confirms the defining role of the family and the success of the joint activities of parents and teachers.
The main point in the context of "family - preschool" is the personal interaction of the teacher and parents about the difficulties and joys, successes and failures, doubts and reflections in the process of raising a particular child in a given family.
Joint activity in the system of relations between a teacher and a parent is based on establishing positive contacts with the family through:
Respect for confidentiality and tact when discussing the identity of the child;
Discussion of joint actions in order to optimize the process of education and upbringing (parent meetings, assistance in registration and equipment (on a voluntary basis), both material and physical);
Provision of information and pedagogical materials (stands for parents);
Combining the efforts of the teacher and parent in joint activities for the upbringing and development of the child.
Team work
in the system of relations
teacher child parent
Joint activities in the system of relations teacher - child - parent can be carried out through:
Involvement of parents in the pedagogical process;
Expansion of the sphere of participation of parents in the organization of the life of an educational institution;
Stay of parents in the classroom at a time convenient for them (physical education), participation in kindergarten activities (“Creative workshop”, “Together fun”, “Daughters - mothers”, “Inseparable friends”, “Happy Defender of the Fatherland Day”, “March 8 " etc.);
Creation of conditions for creative self-realization of teachers, parents, children;
The manifestation of understanding, tolerance and tact in the upbringing and education of the child, the desire to take into account his interests, without ignoring feelings and emotions;
Respectful relationship between family and educational institution.
Team work
in the system of relations
child parent
Recently, a special place in the education system belongs to the joint activity of children and parents, which acts as a means of motivating the development of the individual to knowledge and creativity through a wide variety of activities. But modern parents look constrained and serious, they don’t know how to play, fantasize with their child, play pranks and have fun, being afraid to break the “rules of adult behavior”.
Modern parents, for some reason, forget that they are the very first, most important educators and leave the upbringing, education and development of their children at the mercy of educational institutions. Parents have little interest in the success of their children. It is very difficult to attract and interest them, but this is the most important task. It is sometimes so difficult to explain to parents that the child must not only be fed, clothed, put to bed, but also communicate with him, teach him to think, think, empathize. And how great it is to do everything together - play, walk, talk on different topics, share secrets, invent different stories, do crafts. This should be conveyed to the parents of our students.
Yes, parents are now all literate people, with higher education, but they do not know how to build relationships with children. For a long time, psychologists and educators have unanimously argued that the joint creativity of children and parents forms a good trusting relationship between them, has a positive impact on the development of the child and teaches him to cooperate. Therefore, we try to involve parents in joint creativity with their children. And such exhibitions of joint creative works have already been organized: “I live in Elektrogorsk”, “Russian Air Force”, “Our Temple”, “Space”.
From all of the above, it follows that the kindergarten should become an open educational system, i.e. on the one hand, to make the pedagogical process more free, flexible, differentiated, humane on the part of the teaching staff, and on the other hand, to involve parents in the educational process of a preschool institution.
"Openness of the kindergarten inside" -This is the involvement of parents in the educational process of kindergarten. Parents, family members can significantly diversify the lives of children in a preschool institution, contribute to educational work (attendance at the GCD, participation in the GCD, participation in sports entertainment, competitions, participation in large events, material assistance, etc.).
"Kindergarten's openness to the outside"means that the kindergarten is open to the influences of society, ready to cooperate with social institutions: general education schools (excursions, distance learning); music school (field concerts in our garden); other preschool institutions (joint events: "Checkers Tournament" in the kindergarten "Romashka"; events on the theme "Space" in the kindergarten "Nest"; event on the New Year theme in the kindergarten "Nest"); library (there are ideas on this subject), etc.
Thus, the organization of the educational process in the form of a joint partner activity of an adult with children is the best means of solving urgent problems associated with the education of modern preschoolers, since it is the cooperation of an adult with children that contributes to their personal development, and also fully meets modern requirements for organizing the educational process.
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN OF THE COMBINED TYPE No. 35 "Herringbone"
ABSTRACT GCD
"SUN"
FOR MODELING (PLASTILINOGRAPHY)
EDUCATIONAL AREA "ARTISTIC CREATIVITY"
II junior group
caregiver
Alonova Lyubov Dmitrievna
g.o. Elektrogorsk, 2013
- "Artistic and aesthetic development."
Target.
Formation of skills of joint activity in the process of collective modeling.
Tasks.
Educational:
- familiarization with non-traditional technique - plasticineography;
Continuation of learning how to work in the technique of plasticineography: smear plasticine with your finger
Developing:
- development of the ability to work in a team;
Development of skills and abilities in working with plasticine.
Educational:
Raising a sense of collectivism;
Raising a sense of joy from the result of collective creative activity.
Integration of educational areas.
- "Artistic Creativity""Cognition", "Socialization", "Communication", « Reading fiction”, “Health”.
Activities:
Communicative, productive, labor, perception of fiction, playful.
Expected Result:
Making a picture from plasticine "sun";
Acquiring the skill of joint activities with adults;
Obtaining positive emotions from joint activities with adults and from communication.
Equipment and materials:
Plasticine, picture - the sun, prepared background, small mirrors.
Preliminary work:
- conversation about Spring and its signs;
Reading the work of K. Chukovsky “The Stolen Sun;
Learning nursery rhymes about spring, about the sun;
Didactic games "What does the sun look like"; "Lay out the sun from the sticks";
Playing with sunbeams, finger games.
Vocabulary work:
loose snow, shine, show yourself, dress up, red sun, clear sun.
GCD progress
The teacher invites children and adults to stand in a circle.
Educator:
Children, tell me, please, what season has already begun?
Children's answers.
Educator:
Children, but I want to know from adults, by what signs do we recognize spring? You can help them too.
Answers from adults and children.
Educator:
All of you are right. Tell me, but still, what is the brightest, warmest sign of the arrival of spring?
Answers from children and adults.
Educator:
Of course - the sun! What shape is the sun?
Children's answers.
Educator:
See how we stand?
Children's answers?
Educator:
Yes, we got up like the sun.
Where does the sun live? Children's answers.
If on this day the sun is outside, then the teacher pays attention to this.
Educator:
And when does the sun rise? When does he go to bed? Children's answers.
Educator:
Children, let's find out from adults, who needs the sun? But you can help them too.
Answers from adults and children.
Educator:
Guys, the sun was shining in our group too. But look what happened to him? (The sun is covered by clouds). Children's answers.
Educator:
Let's try to call the sun.
Children together with the teacher say a nursery rhyme.
Sunshine, sunshine
Look out, shine!
The sun is red
Dress up, show up!
The sun is clear
Don't hide behind a cloud
I'll give you a bunch of nuts!
The sun doesn't come out.
Educator:
The sun doesn't come out. Kind of sad, right? Let's not lose heart, but make the sun with our own hands using plasticine.
Children and adults sit at the tables. Subgroups are organized according to the number of adults. Each group has one adult. For each subgroup, a background for collective modeling has been prepared.
Educator:
Children look at the sunshow pictures - sun) and tell me what it consists of? Children's answers.
Educator:
Adults will sculpt the circle - first you need to roll out the ball, flatten it and stick it in the middle of the picture, and then smear it to the desired size. And the children will sculpt rays - roll out logs, apply them around the circle and lubricate them. There are bags on every table. If you stick your hand into the bags, you will get out of it something from which you can make eyes, mouth, nose for the sun.
Let's first prepare our fingers, do exercises for them.
Fizminutka - finger gymnastics "Sun".
The red morning has come
The sun rose bright.
The rays began to shine
To entertain small children.
Fingers unbend one by one.
The clouds have arrived
The rays are hidden.
Fingers are hidden in a fist.
Educator:
And now let's get down to business.
Joint creative activity of adults and children. The educator only observes, if necessary helps, prompts.
Educator:
I see that everyone has already blinded the sun. Come out with the suns in a circle. Look how beautiful, cheerful, warm all the suns are.
Adults hold the suns in their hands, and children walk and look at them.
Educator:
Let's play!
Look, the sun is above usdraw a semicircle above the head),
Over the trees hands up, fingers open),
houses ( hands folded over head),
And over the sea, over the wave (draw a wave with your hand),
And a little above metouch your head with your hands).
Educator:
Come closer to your sun. And now, together with adults, decide for whom you put the sun, who needs it?
Each subgroup chooses a place where they put their sun. About where to put adults are warned in advance. Places are prepared in advance: a corner of nature, animals (toys). While adults and children arrange their suns, the teacher at this time removes the clouds from the sun.
Educator:
Look at our sun. What happened?
Children's answers.
If there is sun on the street that day, the teacher invites adults to take small mirrors and have fun with sunbeams with the children.
And if there is no sun outside, then the lesson ends differently.
Educator:
Now our sun has many friends and he probably no longer wants to hide behind the clouds. And we, guys, will now say goodbye to the guests, and then we will go and find out how our suns live in a new place.
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN OF THE COMBINED TYPE No. 35 "Herringbone"
ABSTRACT
THEATER GAME
based on the fairy tale by V. Suteev “Under the mushroom”
educational area "Socialization"
middle group
Educators:
Pavlova Tatyana Gennadievna
Maslennikova Natalya Andreevna
g.o. Elektrogorsk, 2013
Educational direction of NOD:
- "Social and personal development"
Target.
Formation of skills of joint activity in the process of a theatrical game.
Tasks.
Educational:
To teach to convey the characteristic features of the behavior of characters with the help of facial expressions, intonation, gestures;
Continuing teaching children the means of expressive speech.
Developing:
Development and maintenance of children's interest in a theatrical game by mastering game skills;
Formation of the ability to feel and understand the emotional state of the hero, to engage in role-playing interactions with other characters.
Educational:
The development in children of the idea of \u200b\u200ba sense of friendship, mutual assistance.
Integration of educational areas:
- "Socialization", "Reading fiction", "Music", "Communication", "Health", "Cognition".
Activities:
Communicative, motor, game, perception of fiction.
Expected Result:
The ability of children to act out performances based on fairy tales, an emotional response from communicating with a fairy tale;
Acquisition of the skill of joint activities with educators and peers.
Equipment and material:
Mushroom (assistant teacher), animal masks, tape recorder.
Preliminary work:
Reading a fairy tale and a conversation based on the fairy tale by V. Suteev “Under the Mushroom”; viewing illustrations for a fairy tale; reading an excerpt from N. Nosov's fairy tale "Dunno on the Moon"; paper construction "Rocket"; examining illustrations with animals and insects, with mushrooms, with the moon and with accompanying conversations; application "Moon in the sky"; memorization of the text of a fairy tale.
Vocabulary work:
Make room, wait, “in cramped conditions, but not offended”, “water flows from me like a stream”, Dunno, moon, rocket.
GCD progress.
Leading. Guys, today we will go on a journey through a fairy tale. This fairy tale is magical. In it, animals and birds can talk to each other. What fairy tales do you know?
Children's answers.
Leading. Well done, children, you know a lot of fairy tales. And there is another fairy tale that we recently read (in case the children don't name this tale). Remember what it's called?
Children's answers.
Leading. Correctly! This is a fairy tale "Dunno on the moon"!
There is a noise, a roar.
Leading. I wonder what that noise is? I'll go and see.
The teacher goes to the door and opens it. Immediately, Dunno enters the door.
Dunno. Hello guys! You recognized me?
Children's answers.
Dunno. Guys, I flew to you from the moon. But something very noisy landed. Anyway. Do you know where the moon is?
Children's answers.
Dunno.
What can take you to the moon?
Children's answers.
Dunno. Guys, I flew to you to make friends with you.
Leading. Dunno, we are going with the guys on a journey through a fairy tale. We invite you to come with us.
Dunno. I will be very interested in traveling with you.
The leader, together with Dunno and the children, goes to a fairy-tale meadow. Music sounds (voices of birds).
Leading. You and I have come to a fairy tale, but before it begins, you must guess its heroes.
Dunno. I don't know how to solve riddles. Will you teach me?
Children's answers.
The leader makes riddles.
1. He drags a straw
To the little house.
He is stronger than all insects
Our hard worker ... ( Ant).
2. Above the flower flutters, dances,
Waving a patterned fan. ( Butterfly )
3. Hidden under the floor,
Afraid of cats. (Mouse )
4. Chick, Chirik! Jump to the grains.
Peck, don't be shy.
Who is this? (Sparrow ).
5. Long ears, fast paws.
Grey, not a mouse.
Who is it? ( Bunny).
6. The red cheat hid under the Christmas tree.
The sly one is waiting for the hare.
What is her name? (A fox )
Leading. Guys, what fairy tale are these characters from?
Children's answers.
Dunno. Guys, what good fellows you are. But I don’t know this fairy tale “Under the Mushroom”. Will you tell me?
Children's answers.
Leading. We will be happy to tell you and show you. Guys, let's choose the roles together. Who do you think will be able to play the ant……
The teacher, together with the children, chooses children for roles, puts on a mask for each hero.
The sound of rain sounds.
Leading. Somehow the Ant caught a heavy rain.
An ant runs out.
Ant. Where to hide?
Leading. Ant saw a mushroom in a clearing, ran to him and hid under his hat. Sitting under a mushroom - waiting for the rain. And the rain keeps getting stronger and stronger.
Leading. A wet butterfly crawls towards the mushroom.
Butterfly. Ant, Ant, let me get under the fungus! I got wet - I can't fly!
Ant. Where will I take you? I somehow fit in here.
Butterfly. Nothing! In crowded but not mad.
Leading. The Ant let the Butterfly under the fungus.
And the rain is getting worse...
The mouse runs past:
Mouse. Let me go under the fungus! Water flows from me.
Butterfly. Where are we going to take you? There is no place here.
Mouse. Move a little!
Leading. They made room - they let the Mouse under the fungus.
And the rain keeps pouring and doesn't stop...
Sparrow jumps past the mushroom.
Sparrow. Wet feathers, tired wings!
Let me dry under the fungus, relax, wait out the rain!
Mouse. There is no place here.
Sparrow. Move over please!
Mouse. OK.
Leading. Moved - Sparrow found a place. And then the Hare jumped out into the clearing, saw a mushroom.
Hare. Hide, save! Lisa is chasing me!
Ant. Sorry Bunny. Let's push some more.
Leading. They just hid the hare - the fox came running.
A fox. Have you seen a rabbit?
All. Did not see.
Leading. Lisa came closer, sniffed:
A fox. Isn't that where he hid?
All. Where can he hide?
Leading. The fox waved its tail and left.
By that time the rain had passed and the sun was out. Everyone got out from under the mushroom - they rejoice.
All animals come out from under the mushroom.
Ant. Oh, look how big the mushroom has become.
Leading. Everyone looked at the mushroom and then guessed why at first it was crowded under the mushroom for one, and then there was a place for five.
Did you guess?
Children's answers.
Leading. Dunno, did you guess?
Dunno. Yes, it was raining heavily, the mushroom grew, became large, and there was enough space for all the animals under it.
Dunno. Guys, what heroes of the fairy tale do you remember?
Children's answers.
Leading. Children, who do you like the most?
Children's answers.
Leading. Dunno, who do you like the most?
Dunno. I liked the ant the most. He is so small, defenseless, he felt sorry for everyone.
Leading. Here our fairy tale comes to an end. Dunno, what are you sad about?
Dunno. I had so much fun and I don't want to leave you. And it looks like it's starting to rain again.
Leading. Guys, how can we cheer Dunno? And let's play!
Physical education "Rain"
The evil cloud got angry (shaking head from side to side, shaking one's finger).
And a light rain fellslow rhythmic tapping of the finger on the palms).
Drop - one, drop - two, very slowly at first (slow circle run).
And then, and then everything run, run, run fast running around).
Rain, rain, we need to go home walking in place).
Thunder, thunder like cannonsknock fist on fist).
Today is a holiday for frogs ( jumping around).
A cloud sends a downpour and water flows like a wall (hands in front of you, moving your palms up and down).
Where to hide from the rainshrug, look around)?
Dunno is waiting for us under the mushroom (raise your arms above your head, depicting a mushroom cap).
The sun came out from behind the clouds, we will stretch our hands to the sun (raise your hands up, spread apart).
Dunno. Well, the rain has ended in our Fairyland.
Well done guys, they told a good story, I really liked it! And you?
Children's answers.
Leading. Guys, it's time for us to say goodbye to the fairy tale and return to kindergarten. Try to tell this story to your mom, dad, grandma, grandpa, younger brothers and sisters at home.
Dunno. Goodbye guys, it's time for me to return to my fairy tale. Guys, can I take a mushroom with me and show my friends. They had never seen such a big mushroom.
Children's answers.
Dunno. Guys, thank you. I also want to give you something. Here ( shows photo ). I want to give you my photo as a keepsake of our meeting.
Dunno distributes his photos to all the children.
Leading. Dunno, come visit us again, we will be very happy to see you, and the children will tell you a new fairy tale.
Dunno leaves with the mushroom.
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN OF THE COMBINED TYPE No. 35 "Herringbone"
Synopsis of GCD
"Space rocket workshop"
modeling
educational area
"Artistic Creativity"
senior group
caregiver
Orekhova Ekaterina Sergeevna
g.o. Elektrogorsk, 2013
Educational direction of NOD:
- "Artistic and aesthetic development"
Target.
To form the skills of joint activity in the process of productive activity.
Tasks.
Educational:
To teach children to create a rocket model together in microgroups (in pairs);
Generalize children's knowledge about space;
Expand children's ideas about the possibilities of using plasticine and waste material (plastic bottles).
Developing:
To consolidate previously mastered modeling techniques;
Develop the skill of finding a joint solution for making crafts.
Educational:
Cultivate a sense of joy from joint activities.
- "Artistic creativity", "Cognition", "Communication", "Socialization", "Labor", "Health".
Activities:
Productive, communicative, labor, motor, cognitive and research.
Expected Result:
Children will learn how to make a rocket from a plastic bottle and plasticine;
Acquiring the skill of joint activities in microgroups (in pairs).
Equipment and material:
- space illustration; photograph by Yu.A. Gagarin; layout of the spaceport; space map; plasticine for each pair; plastic bottle (one bottle per pair); stacks; modeling boards; damp cloths for wiping hands; ready-made model of the rocket.
Preliminary work:
Conversation about the day of cosmonautics - April 12; examining the portrait of Yu.A. Gagarin, conversation about the first cosmonaut; viewing illustrations depicting the spaceport and accompanying conversation; application "Rockets in space" in pairs; modeling "Alien"; paper construction "Space rocket", "Cosmonaut", "Flying saucer"; looking at books about space.
Vocabulary work:
- "cosmonautics day", "rocket designer", "cosmodrome", "space flight", "launching pad", "jet engine", "hull", "porthole".
GCD progress:
Children stand at the blackboard in a semicircle.
Educator: Guys, look at the illustrations. What do they show?(children's answers)
Educator: That's right, space! What is space?
(children's answers)
Educator: Why do you think I hung them today?
(children's answers)
Educator: And tell me, who flies into space?(children's answers)
Educator: What journey do astronauts make?
(children's answers)
Educator: How do astronauts fly into space?
(children's answers)
Educator: That's right, guys, on space rockets!
The teacher shows a photograph of Yu.A. Gagarin
Educator: Look at this photo. Who do you see on it?(children's answers)
Educator: Correctly. April 12 on a space rocket, Yu.A. Gagarin made the first space flight in the history of mankind. Since then, every year, this day, the whole country celebrates as Cosmonautics Day.
What do you think astronauts should be like?(children's answers)
Educator: I suggest you play a game called"Cosmonaut Training"(perform actions on the text).
1,2,3 lift your legs,
1,2,3 walk more cheerfully,
1,2,3 stretch together,
1,2,3 need to be tempered,
1,2,3 sat down and got up,
1,2,3 we became astronauts (spread your arms to the sides).
Educator: Well done! They did an excellent job.
Guys, where do space rockets start from?(children's answers)
Educator: Look, guys, we also have our own spaceport in the group. Is there just something missing from it? What?
(children's answers)
Educator: That's right, there are not enough space rockets at our cosmodrome. I suggest that you be a rocket designer for a while and make space rockets for space flights. Let's go to our "space rocket workshop".
Children are divided into pairs. Each pair will make one rocket.
The teacher conducts an explanation and demonstration.
Educator: Children, before we get to work, let's get our fingers ready.
Fizkultminutka.
In the dark sky the stars shineSerial connection
The astronaut flies in a rocket. thumb
The day flies and the night flieswith all other fingers
And looks down at the ground. hands to stressed syllables.
After the physical education session, the teacher invites the children to start the task.
Independent activity of children in pairs.
The first rocket is placed on the space map, which hangs next to the cosmodrome, and the rest of the rockets are placed on the layout of the cosmodrome.
At the end, all the work is considered together with the children, the GCD is summed up.
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN OF THE COMBINED TYPE No. 35 "Herringbone"
SUMMARY OF THE QUIZ
« SPACE ADVENTURE»
EDUCATIONAL AREA "SOCIALIZATION"
GROUP PREPARATORY FOR SCHOOL
Educators:
Zavoykina Natalya Vasilievna
Petrova Svetlana Yurievna
G. o. Elektrogorsk, 2013
Educational direction.
- "Social and personal development".
Target.
Formation of skills of joint activity in team competitions.
Tasks.
Educational:
Generalization of children's knowledge about space;
Expanding the horizons of children.
Developing:
Formation of the ability to negotiate, help each other, listen to the opinion of the players on the team;
The development of mental activity, the ability to observe, analyze, draw conclusions.
Educational:
Raising a sense of collectivism, positive emotions from joint teamwork.
Integration of educational areas:
- "Socialization", "Cognition", "Communication", "Artistic creativity", "Health".
Activities:
Communicative, cognitive-research, motor, perception of fiction, game.
Expected Result:
Expansion of ideas about space, planets;
Acquisition of skills of joint activity in subgroups;
Experience the joy of playing and communicating with children.
Equipment and material:
An alien cap, a model of the solar system on paper, a package, a planar image of the planets, cards with riddles, counting sticks, buttons, a ball, a pencil, a sheet of paper for graphic dictation.
Preliminary work:
Making riddles, talking about space, making rockets out of paper using origami technique, reading fiction, looking at albums, drawing on the theme “Space”.
Vocabulary work:
Cosmonautics Day, telescope, planets, rocket, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, stargazer, solar system
Move.
Educator.
That's right, Cosmonautics Day.
Tell me, please, what kind of holiday is this? ( children's answers).
And who are the astronauts? ( children's answers).
Why do you think people wanted to fly into space? ( children's answers).
Quite right. The man looked at the starry sky, and he wanted to know what kind of stars they were, why they were so bright. Scientists have come up with special devices. What are their names? ( children's answers).
Scientists are interested in observing the starry sky. Guys, what do you think, is there anything in space other than our planet Earth? ( children's answers).
Would you like to take a trip to outer space? ( children's answers).
What can take you to the stars? ( children's responses).
I suggest that you divide into three teams and take places in space rockets.
Children are divided into teams and sit at the tables.
Educator.
To find out the names of the teams, you will need to solve riddles:
1. A bird cannot fly to the moon and land on the moon,
But he can do it quickly ... ( rocket).
2. He is not a pilot, not a pilot,
He's not flying a plane
And a huge rocket
Children, who say it? ( Astronaut ).
3. They disappear during the day,
At night, they sparkle and sparkle. ( Stars ).
Teachers put an emblem on the table of each team.
Educator.
Are the teams ready? Let's go flying.
Children perform rotational movements of the hands in front of the chest and make the sound “rrrr”. Then they raise their hands above their heads and join their palms - the rockets flew. At the same time, the sound of a flying rocket sounds in the recording, turning into the sound of space.
Educator.
Here, guys, we ended up with you in outer space.
On the board is a piece of drawing paper depicting a model of the solar system.
Educator.
Guys, what do you see? ( Children's answers ). What do you think it lacks? ( Children's answers ) That's right, there are no planets in this solar system.
The sound of a flying rocket is heard. Alien enters.
Alien.
Hello earthlings. This is where you help me. Have you seen what happened to us? ( children's answers).
All the planets are in this space box. They need to be put back in place.
The teacher takes the box from the alien and opens it. In the box are planar images of the planets.
Educator.
Well, we will immediately return these planets to their place.
The teacher takes out the planets and applies them to the solar system. They don't hold on, they fall.
Educator.
And something is written on the box: “Each planet hides a task that the most daring, savvy, attentive and friendly must cope with! Only when the mission is completed can the planet take its place in the solar system." Guys, are you ready for this difficult test? ( children's answer).
Then let's start. And to find out which team is the most friendly, courageous and attentive for the correct and quick completion of the task, the alien will distribute stars.
And so, we are waiting for the first planet. Mercury. The first task is a warm-up.The teacher asks questions in turn to teams about space. Each team has five questions.
What is the name of an astronaut's spacewalk suit?
What was the name of the self-propelled apparatus for exploring the lunar surface?
What is the name of the transport that delivers people and equipment into space?
What is the name of the third planet from the Sun?
What are the names of the dogs that flew into space?
Why don't astronauts eat with a spoon?
What is the name of the apparatus for human space flight?
What is the name of the house for astronauts in space?
What is the name of an astronomical instrument for studying celestial bodies and luminaries?
Name the first astronaut on earth.
What is the name of the rocket launch site?
What is a spaceport?
What is the name of the Earth's natural satellite?
Which star gives us heat and light?
What is the name of the celestial body, consisting of ice and stone, which, as it approaches the Sun, has a “tail”?
Which planet has large spinning rings?
What is a person who travels in outer space called?
Summing up the competition. The planet is attached to the solar system. On each planar planet, double-sided tape is pre-attached on the reverse side.
Educator.
The next planet is Venus.
To return this planet to its place, you need to complete the task "Assemble the Rocket".The teacher offers to lay out a rocket from counting sticks and buttons.
Educator.
The next planet is Earth. Task "Name the space object."Children stand in a circle and take turns passing each other a rocket, while naming cosmic words.
Summing up. The planet is attached to the solar system.
Educator.
The next planet is Mars. Task - graphic dictation "Pave the way through the stars."Children, under the dictation of a teacher, draw a path in cells.
Summing up. The planet is attached to the solar system.
Educator.
The next planet is Jupiter. Competition of captains "Draw a rocket with your eyes closed."The teacher blindfolds the captain, and he draws a rocket on the paper.
Summing up. The planet is attached to the solar system.
Educator.
The next planet is Saturn. Task-game "Crocodile".Team players take turns drawing cards with a task - to depict an object drawn on it, the rest guess.
Summing up. The planet is attached to the solar system.
Educator.
The next planet is Uranus. Exercise- "Draw an alien."Children circle their palm on a piece of paper and draw an alien from it.
Summing up. The planet is attached to the solar system.
Educator.
The next planet is Neptune. Task-game "Astrologer".Children stand in a circle, the teacher in the center. Teacher's words:
The stars are twinkling in the sky
The stars want to play
The astrologer counts the stars:
1,2,3,4,5.
stargazer, stargazer
Play with us.
What will you show us
Let's guess for ourselves!
(3-5 movements, children guess).
Summing up. The planet is attached to the solar system.
The teacher draws the attention of children to the resulting model of the solar system. Asks what new they learned today. After that, the stars for each team are counted. Summing up.
The alien distributes gifts from himself to the children, after which he leaves.
Educator.
And now we need to go back to our group.
The sound of a flying rocket is included. Children join their hands above their heads, depicting a rocket.
Types of teams differ in the composition of workers in their specialty and skill level. There are brigades "through", "specialized", "replaceable", "complex". OI Zotova (1987) singled out the external structure of the brigade and the internal structure. The external structure could be a purely external form of association of workers. The internal structure reflected the brigade as a single informal organism, a team that could be developed at different levels. Thus, a team of a low level of development is a group as the sum of individuals 7 (at the same time, there are no role and status divisions, group norms of behavior have not been developed). A team of an average level of development has signs of an external and internal organizational structure, but there are often no connections between them, there may be contradictions. The team of the highest level of development has an interconnected external and internal structure, group norms and values that are recognized and significant for its members (Zotova O.I., 1987).
How are the quantitative composition of the brigade, the level of its development as a team and the effectiveness of joint work related? For a long time it was recognized that a group of people working together should be in the range of 7-15 people, this corresponded to the size of informal small groups studied in school and student groups. In production organizations, this principle was not always adequate. OI Zotova compared the indicators of the level of development of brigades of a production organization, formed on various grounds: specialized and complex.
The specialized brigade "C" consisted of 12 people, all of its members were representatives of the same profession and worked individually. Good friendly relations developed in the brigade, but these relations did not affect the efficiency of labor, everyone actually worked for himself, and when determining the monthly salary, there were disputes about the principle of using the labor participation coefficient.
The complex team "K" united workers of different profiles, their wages depended on the production of the final product, in which the contribution of all participants was realized.
A different form of remuneration and a way of organizing joint labor activity created the basis for real, rather than formal, unification of workers into a team. Therefore, despite the fact that the composition of the "K" brigade was significantly higher (previously considered optimal) - 44 people, and some of the brigade members worked territorially in another area, and they did not directly have the opportunity to often contact, the unification of the efforts of all members of the brigade to the final the result led to an increase in labor productivity by 32% (Zotova O.I., 1987, p. 63).
So, the effectiveness of joint work in this case turned out to be due not so much to the warmth of interpersonal relations of the team members and the ability to interact directly in the process of work, but to the way of combining their labor efforts through the choice of the form of remuneration, which created in the minds of workers the image of the final product as a single, common ultimate goal. . This example may be an illustration of the fact that the interpersonal relations of the participants in a group labor subject do not always have a significant effect on labor efficiency.
Features of interpersonal relations in a group are denoted by the term "socio-psychological climate". It can be assumed, firstly, that the socio-psychological climate turns out to be the most important determinant of the effectiveness of group labor in those cases where the degree of cooperation of the very process of labor activity is high. Secondly, interpersonal relations and the socio-psychological climate significantly affect the results of joint work if group work is closely related to everyday life, for example, in teams, teams working and living in group isolation. Such teams include wintering expeditions at polar stations, crews of submarines, sea surface ships, crews of space stations (Lebedev V.I., 2001).
To assess the parameters of the socio-psychological climate, the method of sociometry is used.
In the minds of the members of collective labor, their duties and the way of interaction with each other, which depend on the nature of the organization and the type of its activity, should be reflected. Consider the following classification of organizations:
Government and non-government(the status of a governmental organization is given by official authorities).
Commercial and non-commercial. Commercial organizations are those whose main goal is to make a profit. Non-commercial as the main goal define the satisfaction of public needs.
Budgetary and non-budgetary. Budgetary organizations build their activities based on the funds allocated by the state.
Public and economic. Public organizations build their activities on the basis of meeting the needs of members of their society.
Formal and informal. Formal organizations are duly registered companies, partnerships, etc., which act as legal and non-legal entities.
As a special type of organization can be distinguished socio-economic organizations. Socio-economic organization is characterized by the presence of social and economic ties between workers.
Social connections include:
interpersonal, domestic relations;
relations by levels of management;
relations with members of public organizations.
Economic links include:
material incentives and responsibility;
living standard, benefits and privileges.
Organizations can also be classified according to the way they work together.
O. I. Zotova (1987) distinguishes the external structure of the brigade and the internal one.
External structure may be a purely external form of association of workers.
Internal structure reflects the brigade as a single informal organism, a team that could be developed at different levels.
Low development team represents a group as an association of individuals (at the same time, there is no role and status pressure, group norms of behavior have not been developed).
Medium level team has signs of an external and internal organizational structure, but there are often no connections between them, there may be contradictions.
Team of the highest level of development has an interconnected external and internal structure, group norms and values that are recognized and significant for its members.
The effectiveness of joint work is due not so much to the quality of interpersonal relations of team members and the ability to interact directly in the process of work, but to the way they combine their labor efforts through the choice of the form of remuneration, which created in the minds of workers the image of the final product as a single, common ultimate goal.
9.3. Group psychology
A group, uniting this or that number of people, is not a simple sum of them. Qualitatively special phenomena always arise in a group, which are called "group effects". They characterize the group as a whole. Such effects, for example, are group mood, psychological climate in the group, collective will, group norms of behavior, etc.
Group- a set of people, acting not as a sum of non-persons, but as a holistic association, it reflects the social nature of the society of which it is a part.
Allocate large and small associations of people. This division is based on the peculiarities of contacts between their members. In large groups (nation, demonstration, members of a certain sports society), contact between all the people who make them up is not necessary. In small groups (brigade, sports team, family), each member of the group personally knows all the other members of the group and can come into contact with them. All group members communicate directly with each other. In large and small groups, organized (official, formal) and unorganized (informal) groups are distinguished. They differ in the way they appear. Organized groups are formed to carry out certain social goals, their existence is confirmed by official documents. Unorganized groups (friendly companies, playmates, a crowd, a queue) arise spontaneously, as if by themselves. Nobody specially creates them, nobody manages them officially. The reason for their appearance is the common needs, interests, views, sympathies, and often just random conditions of the meeting.
Small organized group- the nearest social environment, the primary microenvironment that influences a person.
Socio-psychological features of a small organized group: the presence of a common goal, joint activities, organizational structure, communication, group norms, business and personal relationships.
Target . Goals differ in social meaning (socially significant, group, personal) and in relation to the future (promising, immediate, specific). Socially significant goals are those the achievement of which is beneficial to the whole society; group and personal goals are related to the interests of one group of people or one person. Between socially insignificant goals, on the one hand, and group or personal goals, on the other, a twofold relationship is possible: personal or group goals correspond to public interests (for example, victory in personal and team competitions); group or personal goals are contrary to the interests of society, they are asocial. Long-term goals are related to the future, specific ones are short-term, built for a month, a week, a day. The presence in the group of promising, socially significant goals, accepted by its members and perceived by them as their own, is favorable for the development of the group.
Team work . The main reason for the development of a small organized group and its effective functioning is joint activities aimed at achieving goals. Joint activity is a common work, training, etc., in which mutual actions and mutual dependence of the participating persons take place. Joint activities can be interconnected and mutually unrelated. With interrelated activities, the actions of one participant are impossible without simultaneous or previous actions of other members of the group. Such is the activity of the aircraft crew, the surgeon and his assistants during the operation, the singers in the choir. With mutually unrelated activities, each member of the group contributes to the achievement of a common goal, acting individually. This is typical, for example, for a study group, a labor collective. Joint activity teaches group members to reckon with the individual characteristics of other labor participants, to assist them, and to obey general requirements.
Organizational structure of the group. A small organized group is characterized by a certain structure, that is, a stable set of connections and relationships between its members. The structure is divided into external (formal) and internal (informal) substructures.
External substructure determined by orders, instructions, installations, regulations, staffing and other official documents. It includes the official leaders of the group. By order, for example, in sports teams, a coach and his deputies occupy leadership positions. Associated with this substructure is the exercise of the formal management of the group.
Internal substructure occurs within the group. It is born as if by itself, spontaneously and often puts forward a leader. The leader is a member of the group who is not provided for by the staffing table, he is not appointed. He informally leads the other members of the group. So, along with the official leader in the working group (team), there may be a very authoritative worker, whose influence on the behavior of workers is greater than the influence of the foreman. Associations of group members (groups) usually arise around the leader. A group can have multiple leaders and multiple factions.
External and internal substructures can complement the group for its life and fruitful activity. Differences in substructures are also possible. This entails the emergence of disagreements, even conflicts, and, of course, adversely affects group life as a whole.
Communication. Interaction in a small organized group is always carried out through direct communication of its members. Questions, requests, conversations, conversations, disputes - all these are different forms of communication. It is an indispensable condition for the existence and development of a small group. It is in communication that the exchange of various information takes place and an agreement arises between the members of the group.
In professional activities, communication is usually businesslike, pre-planned and organized. It depends on the complexity of the tasks to be solved and the rules of the activity, the number of persons participating in it, the degree of their preparedness. Personal communication is free contacts between people that allow satisfying a person's need for communication.
Group norms . Norms are rules that are established, approved and accepted as a standard of behavior in a group. . Group norms are determined by the norms of society, its moral principles. Each specific group has its own additions to the general rules, due to the peculiarities of the life and activities of this community.
Business relationship - manifestation of a formal substructure. They are formed on the basis of the distribution and performance of official duties and arise in the process of activity. These are “relationships of responsible dependence”, as the outstanding teacher A. S. Makarenko called them. Business relationships include not only the relationship of leadership and subordination, but also business relationships between equal members of the group.
personal relationships The informal substructure of the group is based on likes, dislikes or indifference between members of the group, on the needs of people for emotional contacts. These relations are found in friendship, affection, comradely contacts between some members of the group and in hostility, hostility between others.
Depending on the nature of the joint activity, the degree of internal unity in its implementation, the levels of development of the group can be distinguished:
1. Association. People are united by a common goal, but not everyone equally accepts it, the activity of the group is carried out, although the actions of its members are divided. The group constantly needs the intervention of a leader. Personal relationships are established quite quickly, but in the form of friendly companies, they are not determined by the case.
2. Cooperation. The unity of actions of the members of the group is more clearly expressed, there are common views on its main values. The group has a really and successfully functioning organized structure. Personal relationships and communication are of a business nature, subject to the achievement of common goals. However, at this level, the orientation of the group's activity is not yet very significant, and therefore its positive movement is possible - towards the team, and negative - towards the corporation.
3. Collective. A characteristic feature of the team is cohesion. It manifests itself in the fact that all the thoughts, feelings and efforts of its members are united by the desire to achieve a common goal. Group norms and values are realized in practical actions when performing joint activities. Business relations are as harmonious as possible, clear, ensure the interaction of all members of the group. Each member of the group feels like a part of it, satisfied with his position in the group, ready for self-giving for the sake of the common interests of the cause.
4. Corporation. The group is characterized by organizational cohesion, clear interaction, but closed, cut off from other groups, its activities are aimed at narrow group goals. In corporations, there is no consistency of purpose with the goals and objectives of society. Group goals can even be anti-social (for example, in religious sects).
TEACHING METHODS
as ways of organizing joint activities of the teacher and students
Teaching methods is a way of organizing joint activities of a teacher and students aimed at solving educational problems.
It is possible to classify teaching methods according to various criteria - according to the source of knowledge, according to the nature of cognitive activity, according to the didactic goal, etc. For ease of use, we single out the teaching methods traditionally used in the system of additional education for children and consider them in accordance with the main stages of education.
At the stage of studying new material, explanations, a story, a show, an illustration, a demonstration are mainly used, less often lectures. At the same time, it must be remembered that it is undesirable even at this stage to turn the lesson into a monologue of the teacher. A lecture, a story, an explanation must be interrupted for a game, a small independent work, etc. every 10-15 minutes. This is necessary both from the point of view of the health of students and from the point of view of the effectiveness of the educational process. In addition, teachers, especially young ones, often make mistakes in choosing a method at the stage of studying new material: they use a lecture or a story when it would be more correct to have a conversation.
At the stage of consolidating the studied material, a conversation, discussion, exercise, laboratory and practical work, didactic or pedagogical game are mainly used.
At the stage of repetition of the studied - observation, oral control (survey, work with cards, games), written control (test work), testing, project method, etc. At the stage of testing the acquired knowledge - test, exam, performance of control tasks, defense creative works, exhibition, concert.
The combination of methods formsmethodology . Consider the most common teaching methods used in the field of additional education for children.
Differentiated learning methodology: with such an organization of the educational process, the teacher presents new material to all students in the same way, and for practical activities offers work of different levels of complexity (depending on the age, abilities and level of training of each).
Methodology of individual training (in the conditions of a study group): with such an organization of the educational process for each child (or better with his participation), an individual creative plan is drawn up, which is implemented at an optimal pace for him.
Problem-based learning methodology: with such an organization of the educational process, the teacher does not give the children ready-made knowledge and skills, but poses a problem for them (best of all, a real one and as much as possible connected with the daily life of children), and all educational activities are built as a search for a solution to this problem, during which the children themselves receive necessary theoretical knowledge and practical skills.
Methodology of project activity : with such an organization of the educational process, the study of each topic is built as work on a thematic project, during which the children themselves form its theoretical justification at an accessible level, develop a technology for its implementation, draw up the necessary documentation, and perform practical work; Summing up is carried out in the form of project defense.
Method of organizing joint activities
Signs of a group subject of labor
The object of study of the psychology of joint labor activity is the group subjects of labor - teams, brigades, labor collectives, and so on.
The group form of work involves the formation of a certain integrity (a group subject of labor and its joint activity) and is not a simple mechanical unification of the labor efforts of independently working people, it is a new, complexly organized formation.
Signs of collective labor were identified by B.F. Lomov (1972) and supplemented by A.L. Zhuravlev (1987). Zhuravlev considers the following eight components to be the main reasons for distinguishing a group subject of labor:
1. The presence of common goals for various participants in the labor process.
2. Formation of a general labor motivation that is not reduced to individual motives.
3. The division of a single labor process into separate actions and operations and the distribution of roles in a group, which leads to the formation of a structure of relationships between group members.
4. Combination / compatibility of production functions of participants in the labor process as components of a group subject of labor.
5. Strict coordination, coordination of the implementation of distributed and at the same time organizationally united actions of group members in accordance with a predetermined program.
6. The need to allocate the management function in joint labor activity aimed at the participants and through them on the subject of labor.
7. The presence of a single end result ͵ common to the workforce and characterized by greater efficiency and quality compared to the individual form of labor organization.
8. Unity (coordination) of spatio-temporal functioning of participants in joint activities
B. F. Lomov considered the presence of a common labor goal among the members of the group as a key feature of joint professional activity. The group unites as a new organizational unity and exists in this capacity as long as the members of the group retain a common goal of activity.
In the minds of the members of collective labor, their duties and the way of interaction with each other, which depend on the nature of the organization and the type of its activity, should be reflected. Consider the following classification of organizations:
1. Government and non-government(the status of a governmental organization is given by official authorities).
2. Commercial and non-commercial. Commercial organizations are those whose main goal is to make a profit. Non-commercial as the main goal define the satisfaction of public needs.
3. Budgetary and non-budgetary. Budgetary organizations build their activities based on the funds allocated by the state.
4. Public and economic. Public organizations build their activities on the basis of meeting the needs of members of their society.
5. Formal and informal. Formal organizations - ϶ᴛᴏ duly registered companies, partnerships, etc., which act as legal and non-legal entities.
As a special type of organization can be distinguished socio-economic organizations. Socio-economic organization is characterized by the presence of social and economic ties between workers.
Social connections include:
· interpersonal, domestic relations;
Relationships by levels of management;
relations with members of public organizations.
Economic links include:
financial incentives and responsibility;
living standard, benefits and privileges.
Organizations can also be classified according to the way they work together.
O. I. Zotova (1987) distinguishes the external structure of the brigade and the internal one.
External structure can be a purely external form of association of workers.
Internal structure reflects the brigade as a single informal organism, a team that could be developed at different levels.
Low development team represents a group as an association of individuals (at the same time, there is no role and status pressure, group norms of behavior have not been developed).
Medium level team has signs of an external and internal organizational structure, but there are often no connections between them, there are contradictions.
Team of the highest level of development has an interconnected external and internal structure, group norms and values that are recognized and significant for its members.
The effectiveness of joint work is determined not so much by the quality of interpersonal relations of the team members and the ability to interact directly in the process of work, but by the way of combining their labor efforts through the choice of the form of remuneration, which created in the minds of workers the image of the final product as a single, common ultimate goal.