The Practice of Attentiveness and Meaning Generation in the Educational Process of Kindergarten

Abstract

The article shows the directions of enriching of the dynamically changing environment of children's life with attentiveness practices to everyday life, to details of the world around us, to speech and texts. The conditions of the organization of semantic perception are examined: on the example of the tradition of cognitive attentiveness in child-adult research activities and the practice of searching for the meaning of texts. The content and methods of work with a special type of texts that lack semantic stereotype are analyzed in detail. These are text tasks on ingenuity (“provocative” texts). For children of 5-7 years old, they act not only as logic tasks, but rather as situations that are surprising and fun, initiating joint intellectual activity (by analogy with verbal games widely represented in folklore). The child learns to listen attentively to the speech of an adult and peer; highlights the signs of the situation described in the text and grasps its meaning. The search for answers to the questions posed is carried out in the process of group discussion, through actions and trying to play the situation.