Folk tales do not contain ready-made knowledge, do not give the child direct teachings on how to become smart or rich, but contain situations that the character has to solve, and the preschooler draws conclusions independently, finds a lesson that is useful in life. Education for preschoolers is carried out in specially organized classes, in which the teacher integrates several tasks: teaches children to think, make decisions, make choices, and perform actions. Problematic training using folk tales includes not only analysis of the work, but also finding analogies with real life, finding a solution to what to do in a particular life situation.
Education then becomes problematic when the teacher does not give ready-made knowledge, but invites the children themselves to give an answer to the question posed, relying on existing experience or conducting experimental activities. Problematic learning begins with a research method, which includes the active cognitive activity of children in finding and assimilating knowledge.
Forms of presentation of the problematic material:
1) The problematic question is not a simple act of reproduction of knowledge from memory, but a multi-stage process of mental search, statement of guesses, hypotheses. In a preschool institution, children, based on the plot of a fairy tale, seek an answer to a problematic question collectively, discussing and analyzing known material with the guiding role of the educator. The questions may be: “Why didn’t the animals let the bear into the teremok?”, “Why did Kolobok leave home and roll down the path to the forest?”, “Is Baba Yaga good or evil?”
2) A problematic task is finding a way out of a controversial situation when there is a contradiction or conflict in finding the right solution. Every tale has a problem situation. Children together with the teacher can discuss how the character acted, what could be done. Problem-based learning suggests that there can be several solutions, which makes it possible to reflect and analyze not only a fabulous situation, but also a similar one from the children's life experience. Ivanushka drank some water from a hoof and turned into a goat. And what happens when children or adults drink dirty water or pick up dirty food from the floor, take it in their mouths or treat friends? The conversation can be aimed at maintaining health, at creating safe behavior for children, but it is important that they themselves make conclusions about how to behave in such situations.
3) A problematic situation is a solution to a problem with a lack of knowledge. In this case, to find the right solution, you need to conduct an experiment, an experiment. Problematic training at this stage becomes complex: to resolve the situation, a problematic question or a problematic task can be posed. To the question of how to help Ivan take the water in the sieve, the teacher can offer to conduct experiments with the conversion of water into steam, ice. Children freeze water or examine ice on the street, speculate that if the liquid turns into ice, then it can be transferred in any container.
4) A problematic lesson is a game or educational exercise that includes several forms of problematic presentation of the material. It can begin with a problematic question, children can solve problems, conduct search work, argue, play dramatics with the expected way out of the situation.
Beginning with a fairy tale, problematic instruction in elementary school can be presented in the classes for literacy or math, to familiarize yourself with the outside world. Children who have learned to find knowledge on their own are happy to participate in the search for answers to questions, they themselves are able to put such questions to themselves when doing homework.
Problem-based learning is a way of activating children's thinking, developing the analytical abilities of a person. By learning to find a way out of a difficult situation on the basis of a fairy tale story, the child will be able to more optimistic about situations that seemingly have no solution.