The process of raising children in the early period of childhood is different in that it is saturated with visual methods, because children easily perceive and remember what they see and hear. A clearly effective type of thinking of children allows adults to widely use an example as a method of education, showing and demonstrating to children the correct ways to interact with each other or to manipulate toys.
In the process of forming positive habits in young children, the methods of pedagogy must be combined with each other, influencing three areas of the emerging personality: consciousness, emotions and activity. Therefore, when forming hygienic skills in children, first of all, the teacher gives information (or instructions) how to do this, then consolidates the knowledge with the help of dolls and using a personal example, which causes the child’s interest and curiosity. Then the teacher trains the skill in the baby with the help of its systematic repetition in the mode of the day.
The sequence in which pedagogical methods are used in practice is also important. So, when teaching children to wash their own hands, an adult shows the whole procedure on a doll, rolling up the gloves of her clothes, soaping her hands with soap until “white gloves” form from the foam, and rinsing them further with warm tap water. At home, adults show how to wipe their hands with a personal towel, and in kindergarten - with a one-time towel. Under the supervision of the teacher, the baby independently opens the tap, regulates the pressure of water and temperature, lathers and rinses his hands under water, turns off the tap. After the instruction is learned, the teacher can use verses about water that he emotionally declares while the child is washing: “Vodichka, vodichka, wash my face ...”. During the day, the adult reminds the child that hands should be washed after a walk, after going to the toilet, before eating. Monitoring the implementation of the instruction and the entire action as a whole is carried out until the baby begins to use this skill on his own, without reminding the adult.
Methods of pedagogy of early age have their own characteristics that allow them to be distinguished from other practical actions of the teacher and pupil:
1) They are binary, i.e. They have two sides involved in the interaction: the teacher stimulates and controls the activities of the child, and the pupil learns the experience that the adult transfers to him.
2) Cost-effective ways of learning experience, as provide an opportunity to quickly and productively form a new skill.
3) Developing methods, because stimulate and regulate the educational process in accordance with the age of the child, provide an opportunity for the effective growth of skills, habits and habits.
In order to determine how effectively the child’s development process is going on, teachers use the research method. This is most often observation, which is based on tables; they indicate the norms for the development of children: their speech, play, or physical activity. An experiment, as a kind of observation, is used when a conscious activity appears in children: the ability to assemble a pyramid, find the corresponding hole for a geometric figure, and lay out a split picture. A similar pedagogical situation is created deliberately by the researcher in order for the child to acquire the acquired skills. Additionally, the need for the formation of new skills that should be present in the child’s activities by age is clarified.
Methods of pedagogy of an early age are those basic methods of interaction between the child and the teacher, which are the basis for future development. With their help, skills, habits, personal qualities are formed, character traits of the child are fixed.