Introduction of technologies into dhows. Technologies used by kindergarten teachers

Modern educational technologies in preschool educational institutions

Currently, teaching staff of preschool educational institutions are intensively introducing innovative technologies into their work. Therefore, the main task of preschool teachers is – choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the set goal of personal development.

Modern pedagogical technologies in preschool education are aimed at implementing state standards for preschool education.

A fundamentally important aspect in pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child. When communicating with children, an adult adheres to the position: “Not next to him, not above him, but together!” Its goal is to promote the development of the child as an individual.

Today we will talk about educational technologies and their effective use in preschool institutions. First, let's remember what the term “technology” itself means.

Technology- this is a set of techniques used in any business, skill, art (explanatory dictionary).

Pedagogical technology- this is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit of the pedagogical process (B.T. Likhachev).

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Modern educational technologies include:

health-saving technologies;

technology of project activities

research technology

information and communication technologies;

person-oriented technologies;

preschooler and teacher portfolio technology

gaming technology

TRIZ technology

technology of subject development environment

Health-saving technologies

Purpose health-saving technologies is to provide the child with the opportunity to maintain health, to develop in him the necessary knowledge, skills and habits for a healthy lifestyle.

Health-saving pedagogical technologies include all aspects of the teacher’s influence on the child’s health at different levels - informational, psychological, bioenergetic.

In modern conditions, human development is impossible without building a system for the formation of his health. The choice of health-saving pedagogical technologies depends on:

depending on the type of preschool institution,

on the length of time the children stay there,

from the program in which teachers work,

specific conditions of the preschool educational institution,

professional competence of the teacher,

children's health indicators.

The following classification of health-saving technologies is distinguished (in relation to preschool educational institutions):

All health-saving technologies can be divided into 4 groups:

Technologies for preserving and promoting health.

dynamic pauses (sets of physical minutes, which may include breathing, finger, articulation gymnastics, eye gymnastics, etc.)

outdoor and sports games

contrast track, exercise equipment

stretching

rhythmoplasty

relaxation

Technologies for teaching a healthy lifestyle.

morning exercises

physical education classes

• acupressure (self-massage)

  sports entertainment, holidays

  Health Day

  Media (situational small games - role-playing imitative imitation game)

  Play training and play therapy

  Lessons from the “Health” series

Corrective technologies

behavior correction technology

art therapy

musical influence technologies

fairytale therapy

color effect technology

psycho-gymnastics

phonetic rhythm

A teacher who guards the child’s health, who fosters a culture of health for the child and parents, must first of all be healthy himself, have valeological knowledge, not overworked, must be able to objectively assess his strengths and weaknesses associated with his professional activities, draw up a plan for the necessary self-correction and begin to its implementation.
To ensure enriched physical development and health improvement of children in kindergarten, non-traditional work methods are used. Each group should be equipped with “Health Corners”. They are equipped with both traditional aids (massage mats, massagers, sports equipment, etc.) and non-standard equipment made by the hands of teachers:
1 “Dry aquarium”, which helps relieve tension, fatigue, and relax the muscles of the shoulder girdle
2 .Walking on a mat of traffic jams where the feet are massaged
3 .To develop speech breathing and increase lung volume, we use traditional and non-traditional equipment (sultans, turntables)
4 It is well known that on the palms of the hands there are many points, by massaging which you can influence various points of the body. To do this, we use various massagers, including homemade ones.
5 Rope mats with knots are used to massage the feet and develop coordination of movements.
6 .Walking on paths made of metal corks barefoot.
7 .Every day after sleep, do health-improving gymnastics barefoot to music.

The structure of the health regimes of each group should include a range of medical and restorative techniques, techniques, methods:
- facial warm-ups
- gymnastics for the eyes (helping to relieve static tension in the eye muscles and blood circulation)
- finger gymnastics (trains fine motor skills, stimulates speech, spatial thinking, attention, blood circulation, imagination, reaction speed)
- breathing exercises (promotes the development and strengthening of the chest)
- acupressure
-games, exercises for the prevention and correction of flat feet and posture.
Health-saving activities ultimately form a strong motivation in the child for a healthy lifestyle and full and uncomplicated development.
The set goals are successfully implemented in practice.
-Dynamic pauses , which are carried out by the teacher during classes, 2-5 minutes, as the children get tired. May include elements of eye exercises, breathing exercises and others, depending on the type of activity.
With the help of proper breathing, you can avoid sinusitis, asthma, neuroses, get rid of headaches, runny nose, colds, digestive and sleep disorders, and quickly restore performance after mental and physical fatigue. For proper breathing, you must follow the following rules: you need to breathe only through your nose evenly and rhythmically; try to fill your lungs with air as much as possible when inhaling and exhale as deeply as possible; If the slightest discomfort appears, stop doing breathing exercises.
-You need to do breathing exercises in a well-ventilated room, in a calm environment. Master the complex gradually, adding one exercise every week.
-Systematic use of physical education minutes leads to an improvement in psycho-emotional state, a change in attitude towards oneself and one’s health. You can suggest doing a physical. a moment for one of the children.
-Outdoor and sports games . Conducted by teachers and the head of physical education. As part of physical education, during a walk, in a group room - sedentary games.
-Relaxation. Conducted by teachers, the head of physical education, a psychologist in any suitable room. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninov), sounds of nature.
-Finger gymnastics . It is carried out from a young age individually or with a subgroup daily by a teacher or speech therapist. Recommended for all children, especially those with speech problems. It is carried out at any convenient time, as well as during classes.
-Gymnastics for the eyes . Every day for 3-5 minutes. in any free time and during classes to relieve visual stress in children.
-Breathing gymnastics . In various forms of physical education and health work, in physical education. minutes during classes and after sleep: during gymnastics.
-Invigorating gymnastics . Every day after nap, 5-10 min. The form of implementation is different: exercises on beds, extensive washing; walking on ribbed planks. Conducted by a teacher.
-Corrective and orthopedic gymnastics . In various forms of physical education and health work. Conducted by educators and the head of physical education.
-Physical education classes. They are carried out in a well-ventilated room 2-3 times a week, in the gym. Younger age - 15-20 minutes, middle age - 20-25 minutes, older age - 25-30 minutes. Conducted by educators and the head of physical education.
- Problem-game situations. It is carried out in free time, possibly in the afternoon. The time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized unnoticed by the children, by including the teacher in the process of play activities.
The possibility of purposefully forming the foundations of mental self-regulation in children 5 years of age is achieved through active, role-playing games, and physical education sessions.
- Communicative games for the course “Knowing myself” by M.V. Karepanova and E.V. Kharlampova.
Once a week for 30 min. from an older age. They include conversations, sketches and games of varying degrees of mobility, drawing classes that help children adapt to the group. Conducted by a psychologist.
- Classes from the “Health” series on life safety for children and parents as cognitive development. Once a week for 30 min. from Art. age in the afternoon. Conducted by teachers.

- Self-massage . In various forms of physical education and health work or during physical exercises, in order to prevent colds. Conducted by teachers.
-Psycho-gymnastics . Once a week from older age for 25-30 minutes. Conducted by a psychologist.
-Technology of influence through fairy tales
A fairy tale is a mirror that reflects the real world through the prism of personal perception. It contains, perhaps, everything that does not happen in life. . In fairytale therapy classes, children learn to create verbal images. They remember old images and come up with new ones, children increase their figurative repertoire, and the child’s inner world becomes more interesting and richer. This is a true chance to understand and accept yourself and the world, increase self-esteem and change in the desired direction.
Since feelings can be not only positive, but also negative, children’s images are not only joyful, but also frightening. One of the important goals of these classes is to transform negative images into positive ones so that the child’s world is beautiful and joyful.
A calm state of the nervous system returns the child to health.
The story can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children.
-Music influence technologies . In various forms of physical education and health work. They are used to relieve stress, increase emotional mood, etc. Conducted by educators and music director.
Additionally, you can use hardening methods:
- rinsing the throat and mouth with solutions of herbs (eucalyptus, sage, chamomile, calendula, etc.), which have an antiseptic effect on the mucous membrane of the respiratory tract, or with a solution of sea salt is carried out daily after lunch for 2 weeks alternately.
- washing with cold water after a nap.
- barefoot walking in combination with air baths is carried out during physical education classes and after a nap.
-A healthy lifestyle includes adequate physical activity, balanced nutrition, personal hygiene, a healthy psychological climate in the family, at school, in kindergarten, the absence of bad habits, and careful attention to one’s health.

- Stretching. Not earlier than in 30 minutes. after meals, 2 times a week for 30 minutes. from middle age in physical education or music halls or in a group room, in a well-ventilated area. Recommended for children with sluggish posture and flat feet. Beware of disproportionate load on muscles Head of Physical Education

- Rhythmoplasty . Not earlier than in 30 minutes. after meals, 2 times a week for 30 minutes. from middle age Pay attention to the artistic value, the amount of physical activity and its proportionality to the age of the child. Head of physical education, music director.

- Acupressure. It is carried out on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age. It is carried out strictly according to a special technique. Indicated for children with frequent colds and diseases of the ENT organs. Visual material is used. Educators, Art. nurse, head of physical education.

- Artherapy . Sessions of 10-12 lessons for 30-35 minutes. from the middle group. Classes are conducted in subgroups of 10-13 people, the program has diagnostic tools and involves training protocols. Teachers, psychologist.

- Color influence technology. As a special lesson 2-4 times a month depending on the assigned tasks. It is necessary to pay special attention to the color scheme of the interiors of preschool educational institutions. Correctly selected colors relieve tension and increase the child’s emotional mood. Conducted by teachers and psychologist.

- Phonetic rhythm. 2 times a week from a young age, no earlier than every 30 minutes. after eating. In the physical education or music halls. Jr. age - 15 minutes, older age - 30 minutes. Classes are recommended for children with hearing problems or for preventive purposes. The goal of the classes is phonetic literate speech without movements. Teachers, head of physical education, speech therapist.

- Behavior correction technologies. Sessions of 10-12 lessons for 25-30 minutes. from an older age. They are conducted using special methods in small groups of 6-8 people. Groups are not formed according to one criterion - children with different problems study in the same group. Classes are conducted in a playful manner and have diagnostic tools and training protocols. Conducted by educators and psychologists.

What health-saving educational technologies are used when working with parents?
- consultations, recommendations and conversations with parents about disease prevention, personal hygiene, the benefits of additional walks and activities in various sports sections, to highlight these issues at parent meetings; sliding folders; personal example of a teacher, non-traditional forms of working with parents, practical demonstrations (workshops); survey; joint events: sports festivals, health days; reminders, booklets from the series “Finger gymnastics”, “How to properly harden a child?”, open days; training parents in techniques and methods for children's health (trainings, workshops); publication of a preschool educational institution newspaper and other forms of work.
Forcreating pedagogical conditions for the health-saving process of education and development of children in a preschool institution, are: organizing various types of children’s activities in a playful way; construction of the educational process in the form of a cultural model; organization of cultural creativity for preschool children; equipping children's activities with equipment, toys, games, play exercises and aids
All this the work is carried out comprehensively, throughout the day and with the participation of medical and pedagogical workers: educator, teacher-speech therapist, teacher-psychologist, physical education instructor, music director.
The main educators of the child are the parents. The child’s mood and state of physical comfort depend on how the child’s daily routine is properly organized and how much attention parents pay to the child’s health. The healthy lifestyle of a child, to which he is taught in an educational institution, can either find daily support at home, and then be consolidated, or not be found, and then the information received will be unnecessary and burdensome for the child.
Taking care of health is one of the most important tasks of every person. Among all earthly blessings, health is a valuable gift given to man by nature, which cannot be replaced by anything, but people do not care about health as much as necessary.
But it is important to understand that caring for the health of our children today is the full-fledged labor potential of our country in the near future.
All of us, parents, doctors, teachers, want our children to study well, become stronger year after year, grow up and enter a big life as people who are not only knowledgeable, but also healthy. After all, health is a priceless gift.

2. Technologies of project activities

Target: Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.

Teachers who actively use project technology in the upbringing and teaching of preschoolers unanimously note that life activities organized according to it in kindergarten allow them to get to know the students better and penetrate into the child’s inner world.

Classification of educational projects:

"game" - children's activities, participation in group activities (games, folk dances, dramatizations, various types of entertainment);

"excursion" aimed at studying problems related to the surrounding nature and social life;

"narrative" in the development of which children learn to convey their impressions and feelings in oral, written, vocal artistic (painting), musical (playing the piano) forms;

"constructive" aimed at creating a specific useful product: making a birdhouse, arranging flower beds.

Project types:

according to the dominant method:

research,

informational,

creative,

• adventure,

  practice-oriented.

by the nature of the content:

include the child and his family,

child and nature,

child and the man-made world,

child, society and its cultural values.

by the nature of the child’s participation in the project:

customer,

• executor,

  participant from the inception of an idea to the receipt of the result.

by the nature of contacts:

carried out within the same age group,

in contact with another age group,

inside the preschool educational institution,

in contact with family,

cultural institutions,

public organizations (open project).

by number of participants:

individual,

• group,

  frontal.

by duration:

short,

average duration,

long-term.

3. Research technology

The purpose of research activities in kindergarten- to form in preschoolers basic key competencies and the ability for an investigative type of thinking.

It should be noted that the use of design and research technologies cannot exist without the use of TRIZ technology (technology for solving inventive problems). Therefore, when organizing or conducting experiments.

Methods and techniques for organizing experimental research

activities:

Heuristic conversations;

Raising and resolving problematic issues;

Observations;

Modeling (creating models about changes in inanimate nature);

Recording the results: observations, experiences, experiments, work activities;

- “immersion” in the colors, sounds, smells and images of nature;

Use of artistic words;

Didactic games, educational games and creative development

situations;

Work assignments, actions.

Experiments (experimentation)

State and transformation of matter.

Movement of air and water.

Properties of soil and minerals.

Living conditions of plants.

Collecting (classification work)

Types of plants.

Types of animals.

Types of building structures.

Types of transport.

Types of professions.

Travel on the map

Sides of the world.

Terrain reliefs.

Natural landscapes and their inhabitants.

Parts of the world, their natural and cultural “marks” are symbols.

Journey along the “river of time”

The past and present of humanity (historical time) in the “marks” of material civilization (for example, Egypt - the pyramids).

History of housing and improvement.

4. Information and communication technologies

The world in which a modern child develops is fundamentally different from the world in which his parents grew up. This places qualitatively new demands on preschool education as the first link of lifelong education: education using modern information technologies (computer, interactive whiteboard, tablet, etc.).

Informatization of society poses challenges for preschool teachers tasks:

to keep up with the times,

become a guide for a child to the world of new technologies,

mentor in choosing computer programs,

to form the basis of the information culture of his personality,

improve the professional level of teachers and the competence of parents.

Solving these problems is not possible without updating and revising all areas of the kindergarten’s work in the context of informatization.

Requirements for computer programs of preschool educational institutions:

Research character

Easy for children to practice independently

Developing a wide range of skills and understandings

Age appropriate

Entertaining.

Classification of programs:

Development of imagination, thinking, memory

Talking dictionaries of foreign languages

The simplest graphic editors

Travel games

Teaching reading, mathematics

Using multimedia presentations

Computer advantages:

presenting information on a computer screen in a playful way arouses great interest among children;

carries a figurative type of information that is understandable to preschoolers;

movements, sound, animation attract the child’s attention for a long time;

has a stimulus for children's cognitive activity;

provides the opportunity to individualize training;

in the process of his activities at the computer, the preschooler gains self-confidence;

allows you to simulate life situations that cannot be seen in everyday life.

Mistakes when using information and communication technologies:

Insufficient methodological preparedness of the teacher

Incorrect definition of the didactic role and place of ICT in the classroom

Unplanned, random use of ICT

Overload of demonstration classes.

ICT in the work of a modern teacher:

1. Selection of illustrative material for classes and for the design of stands, groups, offices (scanning, Internet, printer, presentation).

2. Selection of additional educational material for classes, familiarization with scenarios for holidays and other events.

3. Exchange of experience, acquaintance with periodicals, the developments of other teachers in Russia and abroad.

4. Preparation of group documentation and reports. The computer will allow you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes.

5. Creating presentations in the Power Point program to improve the effectiveness of educational classes with children and the pedagogical competence of parents in the process of holding parent-teacher meetings.

5.Personally-oriented technology

Personality-oriented technologies place the child’s personality at the center of the entire preschool education system, ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions for its development, and the realization of existing natural potentials.

Personality-oriented technology is implemented in a developmental environment that meets the requirements of the content of new educational programs.

There are attempts to create conditions for personality-oriented interactions with children in a developmental space that allows the child to show his own activity and realize himself most fully.

However, the current situation in preschool institutions does not always allow us to say that teachers have fully begun to implement the ideas of personality-oriented technologies, namely, providing children with the opportunity for self-realization in play; the lifestyle is overloaded with various activities, and there is little time left for play.

Within the framework of person-oriented technologies, independent areas are distinguished:

humane-personal technologies, distinguished by their humanistic essence and psychological and therapeutic focus on providing assistance to a child with poor health during the period of adaptation to the conditions of a preschool institution.

This technology can be well implemented in new preschool institutions (for example: kindergarten No. 2), where there are rooms for psychological relief - upholstered furniture, a lot of plants that decorate the room, toys that promote individual games, equipment for individual lessons. Music and physical education rooms, aftercare rooms (after illness), a room for the environmental development of preschoolers and productive activities, where children can choose an activity of interest. All this contributes to full respect and love for the child, faith in creative forces, there is no coercion here. As a rule, in such preschool institutions, children are calm, compliant, and do not have conflicts.

Collaboration technology implements the principle of democratization of preschool education, equality in the relationship between teacher and child, partnership in the system of relationships “Adult - child”. The teacher and children create conditions for a developing environment, make manuals, toys, and gifts for the holidays. Together they determine a variety of creative activities (games, work, concerts, holidays, entertainment).

Pedagogical technologies based on humanization and democratization of pedagogical relations with procedural orientation, priority of personal relationships, individual approach, democratic management and a strong humanistic orientation of the content. The new educational programs “Rainbow”, “From childhood to adolescence”, “Childhood”, “From birth to school” have this approach.

The essence of the technological educational process is constructed on the basis of given initial settings: social order (parents, society), educational guidelines, goals and content of education. These initial guidelines should specify modern approaches to assessing the achievements of preschoolers, as well as create conditions for individual and differentiated tasks.

Identifying the pace of development allows the teacher to support each child at his or her level of development.

Thus, the specificity of the technological approach is that the educational process must guarantee the achievement of its goals. In accordance with this, the technological approach to learning distinguishes:

setting goals and their maximum clarification (education and training with a focus on achieving results;

preparation of teaching aids (demonstration and handout) in accordance with educational goals and objectives;

assessment of the current development of a preschooler, correction of deviations aimed at achieving goals;

the final assessment of the result is the level of development of the preschooler.

Personality-oriented technologies contrast the authoritarian, impersonal and soulless approach to the child in traditional technology - an atmosphere of love, care, cooperation, and create conditions for individual creativity.

6.Portfolio technology for preschoolers

Portfolio- this is a piggy bank of the child’s personal achievements in various activities, his successes, positive emotions, the opportunity to once again relive the pleasant moments of his life, this is a unique route for the child’s development.

There are a number of portfolio functions:

diagnostic (records changes and growth over a certain period of time),

The process of creating a portfolio is a kind of pedagogical technology. There are a lot of portfolio options. The content of the sections is filled out gradually, in accordance with the capabilities and achievements of the preschooler. I. Rudenko

Section 1 "Let's get to know each other." The section contains a photograph of the child, indicating his last and first name, group number; you can enter the heading “I love...” (“I like...”, “I love it when...”), in which the child’s answers will be recorded.

Section 2 “I’m growing!” The section includes anthropometric data (in artistic and graphic design): “That’s what I am!”, “How I’m growing,” “I’ve grown up,” “I’m big.”

Section 3 “Portrait of my child.” This section contains essays by parents about their baby.

Section 4 “I dream...” The section records the statements of the child himself when asked to continue the phrases: “I dream of...”, “I would like to be...”, “I’m waiting for...”, “I see myself...”, “ I want to see myself...", "My favorite things..."; answers to the questions: “Who and what will I be like when I grow up?”, “What do I like to think about?”

Section 5 “This is what I can do.” The section contains samples of the child’s creativity (drawings, stories, homemade books).

Section 6 “My achievements”. The section records certificates and diplomas (from various organizations: kindergarten, media holding competitions).

Section 7 “Advise me...” The section provides recommendations to parents by the teacher and all specialists working with the child.

Section 8 “Ask, parents!” In this section, parents formulate their questions to preschool specialists.

L. Orlova offers a portfolio option, the content of which will primarily be of interest to parents, the portfolio can be filled out both in kindergarten and at home and can be presented as a mini-presentation at a child’s birthday party. The author proposes the following portfolio structure. The title page, which contains information about the child (last name, first name, patronymic, date of birth), records the start and end date of maintaining the portfolio, an image of the child’s palm at the start of maintaining the portfolio, and an image of the palm at the end of maintaining the portfolio.

Section 1 "Get to know me" contains inserts “Admire me”, where portraits of the child taken in different years on his birthday are sequentially pasted, and “About me”, which contains information about the time and place of birth of the child, the meaning of the child’s name, the date of celebration of his name day, a short story from the parents about why this name was chosen, where the surname came from, information about famous namesakes and famous namesakes, personal information of the child (zodiac sign, horoscopes, talismans, etc.).

Section 2 "I'm growing" includes inserts “Growth Dynamics”, which provides information about the child’s growth from the first year of life, and “My achievements for the year”, which indicates how many centimeters the child has grown, what he has learned over the past year, for example, counting to five, tumbling, etc.

Section 3 “My Family”. The content of this section includes short stories about family members (in addition to personal data, you can mention profession, character traits, favorite activities, features of spending time with family members).

Section 4 “I will help as much as I can” contains photographs of the child in which he is depicted doing homework.

Section 5 “The world around us.” This section includes small creative works of the child on excursions and educational walks.

Section 6 “Winter (spring, summer, autumn) inspiration.” The section contains children's works (drawings, fairy tales, poems, photographs from matinees, recordings of poems that the child recited at the matinee, etc.)

V. Dmitrieva, E. Egorova also propose a certain portfolio structure:

Section 1 "Parental Information" in which there is a section “Let's get to know each other,” which includes information about the child, his achievements, which were noted by the parents themselves.

Section 2 “Information for teachers” contains information about teachers' observations of a child during his stay in kindergarten in four key areas: social contacts, communicative activities, independent use of various sources of information and activity as such.

Section 3 “Child’s information about himself” contains information received from the child himself (drawings, games that the child himself invented, stories about himself, about friends, awards, diplomas, certificates).

L. I. Adamenko offers the following portfolio structure:

block “Which child is good”, which contains information about the child’s personal qualities and includes: an essay by the parents about the child; teachers' thoughts about the child; the child’s answers to questions during the informal conversation “Tell me about yourself”; responses from friends and other children to a request to tell about the child; child’s self-esteem (results of the “Ladder” test); psychological and pedagogical characteristics of the child; “basket of wishes”, the contents of which include gratitude to the child - for kindness, generosity, good deed; letters of gratitude to parents - for raising a child;

block “What a skillful child” contains information about what the child can do, what he knows, and includes: parents’ answers to questionnaire questions; feedback from teachers about the child; children's stories about the child; stories from teachers to whom the child goes to clubs and sections; assessment of a child’s participation in actions; the psychologist's characteristics of the child's cognitive interests; diplomas in nominations - for curiosity, skills, initiative, independence;

block “Which child is successful” contains information about the child’s creative abilities and includes: parental feedback about the child; the child’s story about his successes; creative works (drawings, poems, projects); diplomas; illustrations of success, etc.

Thus, a portfolio (a folder of a child’s personal achievements) allows for an individual approach to each child and is presented upon graduation from kindergarten as a gift to the child himself and his family.

7. Technology "Teacher's Portfolio"

Modern education needs a new type of teacher:

creative thinkers

proficient in modern educational technologies,

methods of psychological and pedagogical diagnostics,

ways of independently constructing the pedagogical process in the conditions of specific practical activities,

the ability to predict your final result.

Every teacher should have a record of success, which reflects everything joyful, interesting and worthy that happens in the life of a teacher. A teacher’s portfolio can become such a dossier.

A portfolio allows you to take into account the results achieved by a teacher in various types of activities (educational, educational, creative, social, communicative), and is an alternative form of assessing the professionalism and performance of a teacher.

To create a comprehensive portfolio, it is advisable to introduce the following sections:

Section 1 “General information about the teacher”

This section allows you to judge the process of individual personal development of the teacher (last name, first name, patronymic, year of birth);

education (what and when did you graduate, specialty obtained and diploma qualification);

labor and teaching experience, work experience in a given educational institution;

advanced training (name of the structure where the courses were taken, year, month, course topics);

copies of documents confirming the availability of academic and honorary titles and degrees;

the most significant government awards, diplomas, letters of gratitude;

diplomas of various competitions;

other documents at the discretion of the teacher.

Section 2 “Results of teaching activities” .

materials with the results of children’s mastery of the implemented program;

materials characterizing the level of development of children’s ideas and skills, the level of development of personal qualities;

a comparative analysis of a teacher’s activities over three years based on the results of pedagogical diagnostics, the results of students’ participation in various competitions and olympiads;

analysis of the learning results of pupils in the first grade, etc.

Section 3 “Scientific and methodological activities”

materials that describe the technologies used by the teacher in activities with children and justify their choice;

materials characterizing work in a methodological association or creative group;

materials confirming participation in professional and creative pedagogical competitions;

in weeks of pedagogical mastery;

in conducting seminars, round tables, master classes;

creative reports, abstracts, reports, articles and other documents.

Section 4 “Subject development environment”

Contains information about the organization of a subject-development environment in groups and classrooms:

plans for organizing a subject-development environment;

sketches, photographs, etc.

Section 5 “Working with parents”

Contains information about working with parents of students (work plans; event scenarios, etc.).

Thus, the portfolio will allow the teacher himself to analyze and present significant professional results and achievements, and will ensure monitoring of his professional growth.

8. Gaming technology

It is built as a holistic education, covering a certain part of the educational process and united by common content, plot, and character. It includes sequentially:

games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them;

groups of games to generalize objects according to certain characteristics;

groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena;

groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc.

Compiling gaming technologies from individual games and elements is the concern of every educator.

Learning in the form of a game can and should be interesting, entertaining, but not entertaining. To implement this approach, it is necessary that educational technologies developed for teaching preschoolers contain a clearly defined and step-by-step described system of gaming tasks and various games so that, using this system, the teacher can be confident that as a result he will receive a guaranteed level of learning a child of one or another subject content. Of course, this level of the child’s achievements must be diagnosed, and the technology used by the teacher must provide this diagnosis with appropriate materials.

In activities with the help of gaming technologies, children develop mental processes.

Gaming technologies are closely related to all aspects of the educational work of a kindergarten and the solution of its main tasks. Some modern educational programs propose using folk games as a means of pedagogical correction of children's behavior.

9. TRIZ technology

Technology for solving inventive problems

the main objective, which TRIZ teachers set for themselves is: - formation of creative thinking in children, i.e. education of a creative personality prepared for stable solution of non-standard problems in various fields of activity. The TRIZ methodology can be called a school of creative personality, since its motto is creativity in everything: in posing a question, in methods of solving it, in presenting material

TRIZ (the theory of solving inventive problems), which was created by the scientist-inventor T.S. Altshuller.

The teacher uses non-traditional forms of work that put the child in the position of a thinking person. TRIZ technology adapted for preschool age will allow you to educate and train a child under the motto “Creativity in everything!” Preschool age is unique, because as a child is formed, so will his life, which is why it is important not to miss this period to reveal the creative potential of each child.

The purpose of using this technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, consistency, dialecticity; on the other hand, search activity, the desire for novelty; speech and creative imagination.

The main goal of using TRIZ technology in preschool age is to instill in the child the joy of creative discovery.

The main criterion in working with children is clarity and simplicity in the presentation of material and in the formulation of a seemingly complex situation. You should not force the implementation of TRIZ without children understanding the basic principles using simple examples. Fairy tales, playful, everyday situations - this is the environment through which a child will learn to apply TRIZ solutions to the problems he faces. As he finds contradictions, he himself will strive for an ideal result, using numerous resources.

You can use only TRIZ elements (tools) in your work if the teacher has not sufficiently mastered TRIZ technology.

A scheme has been developed using the method of identifying contradictions:

The first stage is the determination of the positive and negative properties of the quality of any object or phenomenon that do not cause strong associations in children.

The second stage is the determination of the positive and negative properties of an object or phenomenon as a whole.

Only after the child understands what adults want from him should he move on to considering objects and phenomena that evoke lasting associations.

Often, the teacher is already conducting TRI classes without even knowing it. After all, it is precisely liberated thinking and the ability to go to the end in solving a given task that is the essence of creative pedagogy.

10. Integrated learning technology

An integrated lesson differs from a traditional lesson in the use of interdisciplinary connections, which provide only occasional inclusion of material from other subjects.

Integration - combine knowledge from different educational fields on an equal basis, complementing each other. At the same time, several development problems are solved. In the form of integrated classes, it is better to conduct generalizing classes, presentations of topics, and final classes.

The most effective methods and techniques in an integrated lesson:

Comparative analysis, comparison, search, heuristic activity.

Problematic questions, stimulation, manifestation of discoveries, tasks like “prove”, “explain”.

Approximate structure:

Introductory part: a problematic situation is created that stimulates the activity of children to find a solution (for example, what will happen if there is no water on the planet?);

- main part : new tasks based on the content of various areas, based on clarity; enrichment and activation of vocabulary;

- final part : children are offered any practical work (didactic game, drawing);

Each lesson is taught by 2 or more teachers.

Methodology of preparation and implementation:

Selecting areas

Accounting for software requirements;

Basic direction;

Identify the basic principle of building a lesson system;

Think through developmental tasks;

Use a variety of activities;

Take into account the peculiarities of the formation of the development of various types of thinking;

Using more attributes and visual material;

Use productive methods and techniques;

Consider a person-centered approach;

More appropriate integration of the Cognition and Physical Education areas; “Cognition: mathematics and artistic creativity”; “Music and Cognition”, “Artistic Creativity and Music”; “Communication and art. creation"

11. Technologies for creating a subject-development environment

The environment in which a child is located largely determines the pace and nature of his development and is therefore considered by many teachers and psychologists as a factor in personal development

The task of teachers in kindergarten is the ability to model a socio-cultural, spatial-subject developmental environment that would allow the child to demonstrate, develop abilities, learn ways to imaginatively recreate the world and the language of art, and realize cognitive-aesthetic and cultural-communicative needs in free choice. Modeling the subject environment also creates conditions for interaction, cooperation, and mutual learning of children.

The construction of a subject-development environment is the external conditions of the pedagogical process, which makes it possible to organize the child’s independent activity, aimed at his self-development under the supervision of an adult.

The environment must perform educational, developmental, nurturing, stimulating, organizational, and communicative functions. But the most important thing is that it should work to develop the child’s independence and initiative.

Conclusion: The technological approach, that is, new pedagogical technologies guarantee the achievements of preschoolers and subsequently guarantee their successful learning at school.

Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state. Everything is in our hands, so they can not be omitted.

Good luck to everyone!!!

Municipal budgetary preschool educational institution combined type kindergarten No. 29 of the city of Yeisk, municipal formation Yeisk district

on the use of modern educational technologies in the educational process in the conditions of the Federal State Educational Standard for Education.

teacher at MBDOU DSKV No. 29 in Yeisk

Municipal district Yeisk district

Introduction

In the context of the implementation of the Federal State Educational Standard, the development of preschool education is moving to a new qualitative level, which is aimed at preserving the intrinsic value of preschool childhood, developing creative abilities, developing in preschoolers the interest and need for active creative activity, therefore an important condition for increasing the effectiveness of the educational process is to find ways to optimize the pedagogical interactions.

A fundamentally important aspect in pedagogical technologies is the position of the child, the attitude towards the child on the part of adults. The teacher’s use of modern educational technologies, focused on the child’s personality and the development of his abilities, is an important condition of his work.

Purpose modern educational technologies is the creation of a structural-functional model, designed on the basis of the integration of systemic, competency-based and differentiated approaches, aimed at students mastering social, health-preserving, communicative, activity-based, information competencies.

Tasks application of modern educational technologies:

education and development of a comprehensively harmoniously developed personality, through improving the quality of educational work;

providing the child with the opportunity to maintain health, developing in him the necessary knowledge, skills and habits for a healthy lifestyle;

developing motivation and maintaining children’s interest during organized educational activities.

The use of traditional and innovative educational technologies helps achieve the greatest possible success in the educational process and contributes to the healing of the whole organism.

Application of modern educational technologies in the educational process.

Modern pedagogy is in a constant active search for ways to improve and optimize the process of learning and development of children at different age stages and in various educational conditions that are typical for preschool children.

In the modern world, it is not enough to use traditional technologies when working with children. Increasingly, there is a need to search for new approaches, technologies and techniques that ensure the effectiveness and quality of educational work. The use of modern educational technologies is an important condition for the successful work of a teacher.

The purpose of educational technologies: improving the quality of the educational process.

The main objectives of educational technologies are:

formation of a healthy lifestyle for children;

protecting the lives and promoting the health of children;

ensuring the intellectual, personal and physical development of the child;

implementation of the necessary correction of deviations in the child’s development;

increasing motivation for organized educational activities;

increasing the effectiveness of educational work.

To increase the effectiveness of educational work in organized educational activities in kindergarten, along with traditional types of work, I use modern technologies: technologies of civic-patriotic education, non-traditional drawing techniques, gaming technologies, non-traditional methods and techniques.

Technologies of civic-patriotic education

Currently, the interest of scientists and teachers in the problem of civic-patriotic education has noticeably increased. This is evident from numerous publications and the appearance of documents at the state level.

Civil-patriotic upbringing is a purposeful process of forming a social and value-based attitude towards the Motherland, its people, its culture, language, and traditions. This attitude is manifested in the desire and desire to know the history of one’s country, its national and cultural wealth, to actively participate in public life, to work conscientiously and creatively for the good of the Motherland.

The solution to the pressing problem of civic-patriotic education in preschool education becomes obvious. Understanding modern conditions and features of the development and socialization of the future citizen allows the teacher to solve one of the main tasks of education - raising a “Citizen”.

When working with senior preschool children, you need to understand the need to develop such values ​​as love for Russia, your people, your land, and service to the Fatherland. It is at this age that children are characterized by increased susceptibility to external influences, belief in the truth of everything that is taught, in the unconditionality and necessity of moral standards, which creates the prerequisites for systematic moral education, the formation of citizenship and patriotic feelings.

The education of patriotism and citizenship has always occupied one of the leading places in pedagogical science.

The first feelings of citizenship and patriotism.

Are they accessible to children?

We can give an affirmative answer: preschoolers, especially older ones, have access to a feeling of love for their hometown, their native nature, and their Motherland.

Under the guidance of adults, children gradually develop elements of patriotic and civic feelings and social relations.

“The beauty of the native land, revealed through fairy tales, imagination, and creativity, is the source of love for the Motherland. Understanding and feeling the greatness and power of the Motherland comes to a person gradually and has its origins in beauty.”

V.A. Sukhomlinsky

What is patriotism?

Patriotism is love for the Motherland, nature, people, and the culture of one’s people.

Patriotism is both devotion to one’s Fatherland and the desire to do everything possible to preserve the cultural identity of each nation.

Patriotism includes:

Attachment,

Sympathy,

Empathy,

Responsibility,

And other qualities without which a person cannot succeed as a person.

Patriotic education in kindergarten is in close relationship with mental, labor, environmental, and aesthetic education.

Citizenship- this is belonging to the permanent population of a given state, vesting with a set of political rights and obligations.

Citizenship includes:

Responsibility,

The desire and ability to work for the good of the fatherland,

Protect and respect the riches of the Motherland,

Aesthetic feelings associated with love for one’s hometown, native nature.

The term “civic education” is relatively new for our country as a whole and completely new for preschool education in Russia. Before the start of reforms, the programs included a section “Familiarization with the phenomena of public life,” within the framework of which only the task of patriotic education of children was put forward.

Civic education does not provide for an unambiguously positive attitude towards any area of ​​life in the form in which it exists at a given historical moment.

Civil behavior presupposes the formation of certain personality traits: activity, independence, ability to make decisions, initiative, etc.

Target patriotic education is to instill love for the Fatherland, pride in its culture, and civic education consists of forming in the child an active social position as a participant and creator of public life.

Tasks of teachers and parents:

To awaken, as early as possible, in a growing person a love for his native land;

Develop character traits that will help you become a person and a citizen of society;

To cultivate love and respect for one’s home, kindergarten, home street, city (the locality where the child lives);

A feeling of pride in the country’s achievements, love and respect for the army, pride in the courage of the soldiers;

Develop interest in the phenomena of social life accessible to the child.

Currently, the search and development of innovative approaches to patriotic education is of great importance.

Teachers must take into account that cultivating love for the Motherland and hometown means connecting educational work with the social life that surrounds the child. In your work, use the most interesting and effective forms of work– walks, excursions, observations, explanations that encourage children to engage in various activities (play, verbal, productive, etc.).

Patriotic education permeates all types of children's activities in everyday life and in the classroom. It is necessary to instill in children the need to participate in activities for the benefit of the people around them and wildlife, to help them realize that they are an integral part of their small homeland.

Working methods

Targeted walks and excursions.

Observations (for example, people's working lives, changes in the appearance of the city, etc.).

Explanations from the teacher combined with demonstrations and observations of the children.

Conversations about your hometown.

Holidays and entertainment of a patriotic nature,

Learning songs and poems about the homeland, proverbs, sayings, reading fairy tales, listening to music.

Familiarization with works of folk art (embroidery, painting, sculpture).

Enriching and stimulating children's creativity.

Involving children in feasible socially useful work.

Fostering respect for war and labor veterans.

Use a complex of means (the immediate environment, visual arts, music, the man-made world of peoples) in order to form a personal attitude towards one’s hometown and modern reality. Involve in conducting local history work and studying the state of the environment. Stimulate activities to study the traditions, history and culture of one’s people and native land. Involve children in the protection of monuments of the historical and cultural heritage of the people.

Means of civic and patriotic education:

Environment,

Fiction and art,

Practical activities,

Visiting museums, exhibitions,

Meetings with interesting people

Introducing children to family traditions, traditions and customs of their people, country, and art

The main provisions of the program for patriotic education in kindergarten.

Familiarization with the environment, speech development, visual activity, musical development

Introduction to the social world:

Fostering a sense of belonging to the life of the country (patriotic dates and holidays)

Respect for what people have made

Acquaintance with the events taking place in the country, to give an idea of ​​the country, capital, symbols of the state

Fostering love for the native land, for the Motherland

Acquaintance with the sights of the city, with the names of streets

Familiarization with the subject world:

Fostering a sense of friendship towards people of other nationalities

Fostering respect for working people and the objects they produce

Familiarization with folk art objects

Introduction to nature:

Cultivating a love for the nature of one’s native land

Fostering a caring attitude towards our native nature

Fostering a sense of the need for labor participation in the protection of native nature

Great importance should be attached to enriching the subject-play environment in preschool educational institutions, state symbols, and the flora and fauna of the country. To develop the cognitive activity of children, mini-museums of their native land are being created. Products of Russian folk applied art, souvenirs, books, and videos about Russia are purchased.

Developing subject-spatial environment

Science Center:

• Flag and coat of arms of Russia.

  Flag and Coat of Arms of the Krasnodar Territory

  Coat of arms and flag of your city

  Russian anthem.

  Anthem of the Krasnodar region

  Portrait of the President.

  Portrait of the Governor of the Krasnodar Territory

  Albums:: “My Family”, “My City”, “My District”, “Our Dear Army”

  Thematic albums of military branches and military equipment

  Sets of postcards “Russian life”.

  Cassettes with recordings of fairy tales and patriotic songs

  Educational games of a civil and patriotic nature: “Zarnitsa”, “Relay Races”, “Riddles about the city”, “Does it happen or not?” , “Hometown Patterns”, “Make No Mistake”, “Did You Know?” (celebrities of the city), “Trip around the city”, “Where is the monument?”, “Birds of our city”, “River of Politeness”

We introduce children to their rights and responsibilities and give them an idea of ​​the Law.

Every child has the right:

For name and citizenship;

For a family;

For protection;

For education;

For medicine;

For rest and leisure;

For information.

The success of civil-patriotic education of children largely depends on parents, family, and the atmosphere that reigns at home.

Working with parents

Meetings and consultations with parents

Publication of a wall newspaper for children and parents “Friendly Family”

Design of photo stands “There is such a profession - to defend the Motherland!”, “Our pets”, etc.

Family photo competition “The city where I live”

Family exhibition of drawings (co-creation of children and parents) “There is no more beautiful land in the world”, “My land”.

Civil-patriotic projects “I am a citizen of Russia!”, “The child has the right”, “My family”

Family holidays

Campaign “Let our city be clean!”,

“Only those who value and respect what has been accumulated and preserved by the previous generation can love the Motherland, get to know it, and become a true patriot.” S. Mikhalkov.

1.2. Unconventional drawing techniques

The formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. Its development begins more effectively from preschool age. As V. A. Sukhomlinsky said: “The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads-rivulets, which are fed by the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child.” As many teachers say, all children are talented. Therefore, it is necessary to notice and feel these talents in time and try to give children the opportunity to demonstrate them in practice, in real life, as early as possible.

In the conditions of the Federal State Educational Standard of preschool education, the development of creative abilities in children acquires special significance. The ability to be creative is a specific human feature, which makes it possible not only to use reality, but also to modify it. The higher the level of development of a person’s abilities, the more opportunities open up for his creative activity.

Creative abilities are inherent in humans by nature. The main point is that living conditions and the presence of will give the opportunity to develop those abilities that are inherent in a given person by nature.

In recent years, the content and objectives of visual arts have changed. If several years ago we put children in a framework of copying a model, showing the sequence and drawing techniques, and taught them to depict objects of the realistic world, now, using new, innovative programs and pedagogical technologies, we try, without imposing our point of view on children, to realize their creative potential . This requires skillful and purposeful guidance of the creative development of children.

Preschool childhood is a very important period in the lives of children. It is at this age that every child is a little explorer, discovering the unfamiliar and amazing world around him with joy and surprise. The more diverse children's activities are, the more successful the child's diversified development is, his potential capabilities and first manifestations of creativity are realized. Great potential for revealing children's creativity lies in the visual activities of preschoolers.

Since I myself am a creative person, I teach this to my children in the group, with whom we do various interesting and creative work. Not only children participate in this, but their parents also enjoy it.

In the dictionary of synonyms, the word “unconventional” means: extraordinary, original, in a new way, inimitable, individual, independent, original, non-standard, original, in a new way, in its own way.

What does “unconventional drawing” mean?

This is the art of depicting without being based on tradition.

From a very early age, children try to reflect their impressions of the world around them in their visual arts. Adults (teachers) help the child with this. Drawing in unconventional ways is a fun, mesmerizing activity that surprises and delights children. The developing environment plays an important role in the development of a child. Therefore, when organizing a developing subject-spatial environment, it is taken into account that the content is developmental in nature and is aimed at developing the creativity of each child in accordance with his individual capabilities, accessible and appropriate to the age characteristics of children. Unusual materials and original techniques attract children because the word “no” is not present here, you can draw with whatever you want and how you want, and you can even come up with your own unusual technique. Children feel unforgettable, positive emotions, and by emotions one can judge the child’s mood, what makes him happy, what makes him sad.

Conducting classes using non-traditional drawing techniques contributes to:

Development of spatial thinking;

Development of fine motor skills of the hands and tactile perception;

Development of creativity, imagination and flight of fancy;

Development of memory, attention, perseverance, teaches to think and analyze, measure and compare;

Development of aesthetic perception and emotional responsiveness;

Removing children's fears;

Development of self-confidence;

Teaches children to work with a variety of materials.

The success of teaching non-traditional techniques largely depends on what methods and techniques the teacher uses to convey certain content to the child, to develop his knowledge, skills and abilities. In many ways, the result of a child’s work depends on his interest, so during the lesson it is important to intensify the child’s attention and motivate him to activity with the help of additional incentives.

Such incentives could be:

Play, which is the main activity of children;

Surprise moment;

Asking for help (children will never refuse to help the weak);

Musical accompaniment; etc.

Mastering non-traditional image techniques brings true joy to preschoolers. They enjoy drawing different patterns without experiencing any difficulties. Children boldly take on art materials; they are not intimidated by their diversity and the prospect of independent choice. They take great pleasure in the process of doing it. Children are ready to repeat this or that action many times. And the better the movement turns out, the more pleasure they repeat it, as if demonstrating their success, and rejoice, attracting the attention of an adult to their achievements.

There are many unconventional drawing techniques. Their unusualness lies in the fact that they allow children to quickly achieve the desired result if their mastery is built taking into account the specifics of the activity and age of the children. I took those non-traditional drawing techniques that are more interesting and easier for children to handle, and divided them progressively (from easier to more complex). Drawing in unconventional ways can already begin from the pre-fine period of drawing. I do this kind of drawing with each child individually and in the afternoon.

finger painting;

palm painting;

drawing with foam rubber;

blotography;

drawing with traffic jams;

drawing with cotton swabs;

pencil - stamp;

drawing using the “poke” method;

decorating objects;

grattage technique.

Each of these techniques is a little game. Their use allows children to feel more relaxed, bolder, more spontaneous, develops imagination, and gives complete freedom for self-expression.

FINGER PAINTING

Goal: development of fine motor skills of the hands, tactile sensations, confidence, emotions, orientation on a sheet of paper.

Material: gouache, sheet of paper with or without a silhouette, napkin.

Method of obtaining an image: the child dips his index finger into the gouache and makes spots and dots on a sheet of paper.

PALM DRAWING

Goal: development of tactile sensations, imagination, emotions.

Material: gouache, colored or white paper, napkin. Method of obtaining an image: the child dips his entire palm in paint, leans it against a sheet of paper (leaving an imprint, the teacher completes the details of the drawing.

DRAWING WITH FOAM RUBBER

Goal: development of fine motor skills of the hands, orientation on a sheet of paper, tactile sensations, emotions. Material: jar with gouache; a sheet of paper with a drawing drawn in pencil; a piece of foam rubber, a napkin. Method of obtaining an image: a child dips foam rubber into a jar of paint and runs it across a sheet of paper from left to right, painting over the image.

BLOCKGRAPHY

Goal: development of imagination, thinking, emotions.

Material: gouache, colored or blank paper, napkin.

Method of obtaining an image: the child dips a brush or finger into the paint and, with chaotic hand movements, applies paint to a sheet of paper. The teacher asks the child questions: “What does your blot look like?” or “What is this?”

DRAWING WITH CORKS

Goal: development of fine motor skills of the hands, imagination, orientation on a sheet of paper, emotions.

Material: gouache of any color, sheet of paper, tube caps from cream tubes, toothpaste or plastic bottles.

Method of obtaining an image: the child takes the cork with three fingers, dips it in paint and leaves prints on a sheet of paper.

DRAWING WITH COTTON SWIPS

Goal: development of fine motor skills of the hands, imagination, color perception, orientation on a sheet of paper, emotions.

Material: cotton swabs; gouache; paper.

Method of applying the image: the child dips the end of a cotton swab into the paint and, by swiping it or using the poking method, leaves an imprint on the image.

DRAWING METHOD – “POKE”

Goal: consolidation of drawing skills with a brush and paints, development of imagination, thinking, emotions.

Materials: a piece of paper with a drawn silhouette, a brush with stiff bristles, gouache, a jar of water.

Method of applying the image: the child, using a brush, applies paint to the silhouette using the “poking” method (as if poking at a piece of paper).

DECORATING OBJECTS

Goal: the ability to work with paints carefully, select the right color for the object being painted, develop thinking, creativity, and emotions.

Material: a sheet of paper with a drawn silhouette, brushes, gouache of different colors.

Method of painting: the child takes paint of the desired color with a brush and paints it.

TECHNIQUE "GRATTAZH"

The “scratch” technique is also called “tsap-scratch”

Teach children to draw using a stencil.

Cultivate accuracy while performing work.

Improve children's skills in combining various techniques.

Develop speech and thinking
Target:

Introduce students to one of the types of graphics - grattage
Material:

Landscape sheet

Wax colored pencils

Black gouache

Liquid soap

Sharpened stick or paste rod

Stencil

My innovative work was carried out on one of the current topics, since the problem of non-traditional drawing of preschool children is relevant today. In the changing conditions of modern society, acquaintance with non-traditional drawing techniques must begin precisely from preschool age - in childhood the foundation of a creative personality is laid, it is then that moral standards of behavior in society are consolidated, and spirituality is formed.

In the process of drawing, the child’s observation, aesthetic perception, artistic taste, and creative characteristics are improved.

The novelty and distinctive feature of the work using non-traditional drawing techniques is that it is innovative. The work system uses non-traditional methods and methods for developing children's artistic creativity. Homemade tools, natural and waste materials are used for unconventional drawing. Unconventional drawing gives children a lot of positive emotions, reveals the possibility of using familiar household items as original artistic materials, and surprises them with its unpredictability.

The innovative pedagogical activity carried out by me has sufficient theoretical justification, based on an analysis of literary sources on the problem under consideration.

(V. T. Kazakova, I. A Lykova, G. N. Davydova, etc.)

The leading pedagogical idea of ​​my work is to study the problem of non-traditional drawing techniques for preschool children. From many years of experience working with children to develop artistic and creative abilities in drawing, it became clear that standard sets of visual materials and methods of transmitting information are not enough for modern children, since the level of mental development and potential of the new generation has become much higher. In this regard, non-traditional drawing techniques give impetus to the development of children's intelligence, activate children's creative activity, and teach them to think outside the box.

To implement the tasks set in my work, I used the following research methods:

Theoretical: study and analysis of psychological, pedagogical, scientific and methodological literature, programs, study of the state of the problem in teaching practice;

Empirical: observation of the pedagogical process.

Non-traditional drawing techniques are a real flame of creativity, it is an impetus for the development of imagination, the manifestation of independence, initiative, and expression of individuality.

I have selected illustrative material accessible to students, enriched the corner of productive activities, with the help of which I direct children to develop their imagination.

I have developed didactic games such as: “What! Which! Which!" “What does it look like” “Transforming little girl” “Pebbles on the shore.” "Cheerful gnome." "What does it look like". Children are asked to resolve problematic situations such as “What is common between,. ?”, “Where can this be applied. ?”, “What does it look like?”, “Good - bad” and others.

All educational activities of the teacher are carried out in a playful way that is understandable and interesting to children. Every day they become more and more involved in the learning process, but at the same time, educational activity remains a game, maintaining its attractiveness.

Thus, the development of a preschooler’s creative personality in a preschool educational institution is possible thanks to the creation of a developmental environment that promotes the transformation of the child’s spontaneous and direct activity into creative activity and the teacher’s readiness, manifested in providing conditions for the development of children’s independence, initiative, creativity and the search for new, creative decisions.

1.3. Gaming technologies

Game pedagogical technology is the organization of the pedagogical process in the form of various pedagogical games. This is the consistent activity of the teacher in:

Selection, development, preparation of games;

Including children in play activities;

Implementation of the game itself;

Summing up the results of gaming activities.

The main feature of a pedagogical game in gaming technology is a clearly defined learning goal and its corresponding pedagogical results, characterized by an educational and cognitive orientation. The types of pedagogical games are varied. They may vary:

By type of activity - motor, intellectual, psychological, career-oriented, etc.;

By the nature of the pedagogical process - teaching, training, controlling, cognitive, educational, developmental, diagnostic.

The nature of the gaming methodology is games with rules; games with rules established during the course of the game, games where one part of the rules is specified by the conditions of the game, and is established depending on its progress.

By gaming equipment - tabletop, computer, theatrical, role-playing, director's, etc.

The main component of gaming technology is direct and systematic communication between the teacher and children. Its meaning:

Activates students;

Increases cognitive interest;

Causes emotional uplift;

Promotes the development of creativity;

Maximum concentration of class time due to clearly formulated game conditions;

Allows the teacher to vary the strategy and tactics of game actions by complicating or simplifying game tasks, depending on the level of mastery of the material.

Play activities take place very lively, in an emotionally favorable psychological environment, in an atmosphere of goodwill, equality, in the absence of isolation of passive children. Gaming technologies help children to relax and gain self-confidence. As experience shows, acting in a game situation that is close to real life conditions, preschoolers more easily learn material of any complexity.

Conceptual foundations of gaming technology:

A playful form of joint activity with children is created with the help of play techniques and situations that act as a means of inducing and stimulating the child to activity.

The implementation of the pedagogical game is carried out in the following sequence - the didactic goal is set in the form of a game task, educational activities are subject to the rules of the game; educational material is used as its means; successful completion of a didactic task is associated with the game result.

Gaming technology covers a certain part of the educational process, united by common content, plot, and character.

Gaming technology includes sequential games and exercises that form one of the integrative qualities or knowledge from the educational field. But at the same time, gaming material should intensify the educational process and increase the efficiency of mastering educational material.

The game, as a rule, is the children’s own initiative, therefore the teacher’s guidance when organizing gaming technology must meet the requirements:

The choice of game depends on the educational tasks that require their solution, but should act as a means of satisfying the interests and needs of children (children show interest in the game, actively act and get a result veiled by the game task - there is a natural substitution of motives from educational to gaming);

Game proposal - a game problem is created, for the solution of which various game tasks are proposed: rules and action techniques);

Explanations of the game - briefly, clearly, only after the children’s interest in the game arises;

Gaming equipment - must comply as much as possible with the content of the game and all the requirements for the subject-game environment according to the Federal State Educational Standard;

Organization of a play group - play tasks are formed in such a way that each child can demonstrate his activity and organizational skills.

Children can act depending on the progress of the game individually, in pairs or teams, collectively:

The development of the game situation is based on the principles:

absence of any form of coercion when involving children in the game; presence of game dynamics; maintaining a gaming atmosphere; the relationship between gaming and non-gaming activities;

End of the game - analysis of the results should be aimed at practical application in real life.

In my practical activities I use the following gaming technologies:

Game situations (during organized educational activities and during restricted moments);

Surprise moments (during OOD and during special moments);

Solving various problem situations (in a game form).

This helps me activate children’s cognitive activity, creates motivation for creativity, develops mental activity, helps my students master figurative speech, and teaches them how to construct sentences correctly.

Modern gaming technologies in preschool educational institutions assign the child the role of an independent subject interacting with the environment. This interaction includes all stages of activity: goal setting, planning and organization, implementation of goals, analysis of performance results. Developmental education is aimed at developing the entire complex of personality qualities. Gaming technologies in preschool educational institutions allow the teacher to develop independence and set in motion the internal processes of mental formations. Using gaming technologies in the educational process, the teacher must have goodwill, be able to provide emotional support, create a joyful environment, and encourage any imagination and fantasy of the child. The game is useful for the development of the child and creating a positive atmosphere of cooperation with adults. An important feature of modern gaming technologies that I use in my work is that gaming moments penetrate into all types of children’s activities: work and play, educational activities and play, everyday household activities associated with the implementation of the regime and play.

With the help of gaming technologies, I develop children's creativity, creative thinking and imagination. The use of gaming techniques and methods in standard, problem situations forms flexible, original thinking in children.

Thus, modern gaming technologies cover a wide range of development of abilities of preschool children, ensuring the effectiveness of learning the material. However, it should be noted that such an impact of gaming technologies on a child is achieved through the integrated application of achievements in pedagogy and psychology.

Application of information and communication technologies in the educational process.

We all know that a computer enters a child’s life from an early age, having both positive and negative influence on the formation of his personality. In terms of the power of influence on the child’s psyche, modern information technologies are incomparable with other means.

Increasingly, teachers of preschool institutions began to point out the use of ICT in working with children as their main achievement. And I'm no exception. Having independently mastered working on a computer, I also apply my skills in working with preschoolers. But I, like many teachers, face a question. What is the right thing to do? To use or not to use ICT in kindergarten?

First of all, it is necessary to clearly understand what ICT is and for what specific work in a preschool educational institution they are needed.

The combination of ICT is associated with two types of technologies: information and communication.

“Information technology is a set of methods, methods and means that ensure the storage, processing, transmission and display of information and are aimed at increasing the efficiency and productivity of labor.” At the present stage, methods, methods and means are directly related to the computer (computer technology).

Communication technologies determine the methods, means and means of human interaction with the external environment (the reverse process is also important). The computer takes its place in these communications. It provides comfortable, individual, diverse, highly intelligent interaction of communication objects. Combining information and communication technologies and projecting them onto educational practice, it should be noted that the main task facing their implementation is the adaptation of a person to life in the information society.

It is absolutely clear that ICT is becoming the main tool that a person will use not only in professional activities, but also in everyday life.

The main goal of introducing information technologies is to create a unified information space of an educational institution, a system in which all participants in the educational process are involved and connected at the information level: administration, teachers, students and their parents.

Information technology is not only and not so much computers and their software. ICT means the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

I use my skills in my work:

With kids

With parents

With colleagues

In methodological, experimental, innovative activities.

First of all, I want to say that I do not use children's direct work on the PC. I believe that in preschool age this is not a priority. Much more important for me is the work to create a unified creative space within the framework of interaction with the families of pupils in the direction of solving the problems of child development in the modern information society. It is important to become both for the child and for the parents a guide to the world of new technologies, a mentor in choosing computer games and to form the foundations of the information culture of the child’s personality.

What are the main directions of ICT development?

Using a computer to introduce children to modern technical means of transmitting and storing information.

ICT as a means of interactive learning, which allows you to stimulate children’s cognitive activity and participate in the acquisition of new knowledge.

ICT for parents of pupils. Cooperation with the child’s family on the use of ICT at home, especially the computer and computer games.

ICT is aimed at implementing the idea of ​​network management, organizing the pedagogical process, and methodological services. This technology provides planning, control, monitoring, coordination of the work of teachers and specialists. In this case, the use of ICT helps to optimize the activities of preschool educational institutions.

I will present the main forms of using ICT in my work:

Selection of illustrative material for educational activities, design of parent corners, groups, information material for the design of stands, mobile folders (scanning, Internet; printer, presentation);

Selection of additional educational material for OOD (visual material);

Preparation of group documentation (lists of children, information about parents, diagnostics of children's development, planning, monitoring of program implementation, etc.), reports. The computer will allow you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes.

Creating presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents during parent-teacher meetings. Moreover, the presentation can become a kind of plan for a lesson or event, its logical structure, i.e. can be used at any stage of the lesson.

The use of digital photographic equipment and photo editing programs that make it as easy to manage pictures as taking photographs, to easily find the ones you need, edit and display them;

Using a photo frame to familiarize parents with the rich and interesting garden life of their children;

Use of the Internet in teaching activities, for the purpose of informational and scientific-methodological support of the educational process in a preschool institution;

Exchange of experience, acquaintance with periodicals, the developments of other teachers.

To conduct in-depth discussions on pedagogical topics with colleagues and consult with experts, I use forums in online pedagogical communities. I am interested in network communication technologies.

New activities contribute to the development of new competencies. These competencies, of course, are in the field of information technology:

Fluency in ICT tools on the Internet;

Desire to learn new tools and network services;

Mastery of constantly improving communication tools on the Internet.

Thus, the use of ICT helps improve the quality of the educational process: teachers have the opportunity to professionally communicate with a wide audience of Internet users, and their social status increases. The use of EER (electronic educational resources) in working with children serves to increase the cognitive motivation of students; accordingly, an increase in their achievements and key competencies is observed. Parents, noting their children’s interest in preschool educational institutions, began to treat teachers more respectfully, listen to their advice, and participate more actively in group projects.

Application of health-saving technologies in the educational process.

In recent years, a steady trend has emerged towards a significant decline in health indicators and the rate of development of preschool children, which is due to the deterioration of socio-economic and environmental conditions. In this regard, currently, pedagogical technologies that, in addition to the pedagogical effect, involve preserving the health of children are becoming increasingly in demand. There is a need to use new health-saving technologies aimed at studying the individual capabilities of the body and teaching methods of mental and physical self-regulation.

In the process of educational work of the teacher, the social and pedagogical significance of preserving the health of children increases.

Health-saving technologies influence the formation of a harmonious, creative personality and prepare him for self-realization in life, based on value guidelines, such as health.

Health-saving technologies in preschool education are technologies aimed at solving the priority task of modern preschool education, the task of preserving, maintaining and enriching the health of the subjects of the pedagogical process in kindergarten: children, teachers and parents.

Health-saving educational technologies are the most significant among all known technologies in terms of the degree of influence on children’s health; it is an integral system of educational, health, correctional and preventive measures.

Working in a correctional group, in which the contingent of pupils consists of children with various psychophysiological characteristics, the use of health conservation is simply necessary for them.

The effectiveness of the positive impact on children’s health of various health-improving activities, which constitute health-saving technologies, is determined by the quality of the methods and techniques used, as well as their competent use in the overall system aimed at benefiting children’s health.

In organized educational activities, I use both traditional and non-traditional methods of health-saving technology, including:

Articulation gymnastics;

Breathing exercises;

Finger gymnastics;

Physical education minutes (dynamic pauses).

Articulation gymnastics for the development and improvement of basic speech movements. Articulation gymnastics for preschoolers is best done in a playful way. Small poetic forms are well suited for this. Articulatory gymnastics in verse is not only about increasing the child’s interest in a specific exercise, but also about counting the time for performing the exercise and determining the rhythm of performing dynamic exercises.

"Watch"

Tick-tock, tick-tock-

The clock ticks - like this!

Left tick,

To the right like that.

The clock ticks - like this!

Description: Open your mouth wide. Slowly move the tongue horizontally from side to side, pulling the tongue towards the corners of the mouth. Alternately change the position of the tongue 4 – 6 times.

"Spatula"

Let our tongue rest

Let him take a little nap.

Description: The mouth is open, a wide, relaxed tongue rests on the lower lip.

Breathing exercises.

Breathing is the most important function of the body. An important place in physical culture is occupied by special breathing exercises, which provide complete drainage of the bronchi, cleanse the mucous membrane of the respiratory tract, and strengthen the respiratory muscles. Even the ancient eastern sages, the creators of various respiratory systems, attached great importance to breathing exercises. It was believed that in addition to oxygen supply, breathing also provided energy to the body. Proper breathing regulates the state of the human nervous system.

Let's listen to our breathing

Target: teach children to listen to their breathing, determine the type of breathing, its depth, frequency and, based on these signs, the state of the body.

Starting position - standing, sitting, lying down (as convenient at the moment). The muscles of the torso are relaxed.

In complete silence, children listen to their own breathing and determine:

where the air stream enters and where it comes out;

what part of the body moves when inhaling and exhaling (stomach, chest, shoulders or all parts - wave-like);

what type of breathing: shallow (light) or deep;

what is the breathing frequency: inhalation and exhalation occur frequently or calmly at a certain interval (automatic pause);

quiet, inaudible breathing or noisy breathing.

This exercise can be done before or after physical activity, so that children learn to determine the state of the whole body by breathing.

Breathe quietly, calmly and smoothly

Target: teach children to relax and restore the body after physical activity and emotional excitement; regulate the breathing process, concentrate attention on it in order to control the relaxation of your body and psyche.

Starting position - standing, sitting, lying down (this depends on the previous physical activity). If you are sitting with your back straight, it is better to close your eyes.

Inhale slowly through your nose. When the chest begins to expand, stop inhaling and pause as long as you can. Then exhale smoothly through the nose (repeat 5-10 times).

The exercise is performed silently, smoothly, so that even a palm placed to the nose does not feel the stream of air when exhaling.

Finger gymnastics and the development of fine motor skills.

In my work, I pay enough attention to the development of fine motor skills. Children are engaged in modeling, drawing, and, of course, doing finger gymnastics complexes for preschoolers. These classes take place in a playful way, often in the form of dramatizations of fairy tales familiar and beloved to children.

The key to success in the development of fine motor skills using finger gymnastics for preschoolers is the regularity of these activities. By devoting 5 minutes every day, you can achieve good results in mastering oral speech. Such activities are a favorite pastime for children, especially if you use finger puppets along with gymnastics, which will diversify the game and attract more attention from even the most restless ones.

One two three four five…

One two three four five

Bend each finger.

We're going to look for mushrooms

The index and middle fingers of the right hand “walk” along the left palm.

This finger went into the forest

This finger found a mushroom

This finger began to be cleaned

This finger ate everything

Bend each finger

That's why I got fat.

Show thumbs up.

"Palms."

Show me your palms -

Right and left.

Quickly clench your fist

Skillful fingers.

Unclench, look,

And tell me quickly:

Why do we need children?

Are these dexterous palms?

(put away toys, tie shoelaces, wash dishes, make a gift with your own hands, wipe dust, play ball, etc.)

"Sing along, sing along!» , I. Tokmakova

Ten birds are a flock.

This bird is a nightingale,

This bird is a sparrow

This bird is an owl

Sleepy head

This bird is a waxwing,

This bird is a crake,

This bird is a lark,

Little gray feather

This is a finch, this is a swift,

This is a cheerful siskin

Well, this is an evil eagle...

Birds, birds, go home! (The fingers of both hands are clenched into fists. Having heard the name of the birds, the children unclench one finger at a time, first of the right and then of the left hand. For the last words, the fingers of both hands are clenched into a fist).

Back massage “Rain”

The rain runs on the roof - bom, bom, bom! (claps palms)

On the cheerful ringing roof - bom, bom, bom! (tapping fingers)

At home, sit at home - bom, bom, bom! (beat with fists)

Don't go out anywhere - bom, bom, bom! (rubbed with the edges of the palms)

Read, play - bom, bom, bom! (rubbing shoulders)

And if I leave, then go for a walk - bom..bom..bom.. (stroke with palms)

(turn 180* and repeat the massage)

After the rain, look, mushrooms have grown in the forest.

"Five Sparrows"

Five sparrows were sitting on the fence,

One flew away, and the others began to sing.

And they sang until they were tired,

One flew away, there are three left.

The three of us sat and were a little bored,

One flew away, but two remained.

"Birds."

The birds were flying and flapping their wings

They sat on the trees and rested together.

Exercise minutes (dynamic pauses)

Physical education is a great opportunity for a child to make a transition between classes, relieve emotional stress, and also get to know their body. For children, the most interesting is the poetic form of such games-exercises. I choose several suitable physical education minutes, change them after 1-2 weeks or agree with the teacher-speech therapist and choose the appropriate one according to the topic.

Game "Droplets":

- I will be a cloud mother, and you will be my droplet children.

Melody 1.

It's time for you to hit the road. (The droplets jump and dance.)

They flew to the ground. We jumped and played. And they were absorbed into the ground. And in the ground lay the seeds of various plants.

The seeds drank some water and began to grow. Grew and grew and grew. Now imagine and tell me what kind of plant have you become?

"Smart nature".

We respect nature (children walk in a circle holding hands),

We take care and understand.

Us at any time of the year

Wise nature teaches.

Birds teach to sing, (chick-chirp)

Spiders of patience, (fingers in the air)

Bees in the field and in the garden

They teach us how to work. (z-z-z)

Reflection in water teaches justice (spring).

We are trees of all species (clasp hands in a handshake)

They teach strong friendship.

You need to learn from nature for a whole year (clap your hands).

What are the sparrows singing about?

What are the sparrows singing about (we walk in place)

On the last day of winter? (arms to the sides - on the belt)

We survived! (clap our hands)

We made it! (jumping in place)

We are alive! We are alive! (we walk in place)

A big bird is flying...

Here's a big bird flying

Smoothly circles over the river (hand movements imitating flapping wings)

Finally she sits down

On a snag above the water (sit in a deep squat).

“The droplets are going around in circles.”

The teacher says that she is Tuchka’s mother, and the children are Droplets, and it’s time for them to hit the road. Music sounds reminiscent of the sounds of rain. The droplets jump, run, and dance. Droplets flew to the ground. We jumped and played. It became boring for them to jump one by one. They gathered together and flowed in small cheerful streams (droplets form streams holding hands). Streams met and became a big river (the droplets are connected into one chain). Droplets float in a big river and travel. The river flowed and flowed and ended up in a big, big ocean (children form a round dance and move in a circle). The droplets swam and swam in the ocean, and then they remembered that Mother Tuchka told them to return home. And then the sun just warmed up. (The sun appears and dances.) The droplets became light and stretched upward (the crouched droplets rise, then stretch their arms upward). They evaporated under the rays of the sun and returned to mother Tuchka. Well done, droplets, they behaved well, they didn’t get into passers-by’s collars or splash themselves. Now stay with me, I miss you.

Health-saving technologies that influence the formation of a harmonious, creative personality, the problem of social adaptation of preschool children, the development of the child’s personality and preparing him for self-realization in life based on value guidelines, such as health, help the teacher in a comprehensive and step-by-step educational process.

Conclusion.

The technological approach, that is, new pedagogical technologies guarantee the achievements of preschoolers and subsequently guarantee their successful learning at school. The modern educational technologies I use are used throughout the entire period of children attending a preschool educational institution when organizing various types of activities, joint activities of adults and children.

The use of modern educational technologies has given positive dynamics in the development of students, which I track through systematic monitoring.

Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state. The use of a variety of modern educational technologies is an important condition for successful educational work. The educational work I carry out in these areas contributes to the effective education and training of preschool children.

All of the above technologies that I use in my work give the child the opportunity to work creatively, promote the development of curiosity, increase activity, bring joy, create in the child a desire to participate in the educational process, preserve and strengthen the health of children.

The use of a wide range of modern educational technologies makes it possible to improve the assimilation of the program in all areas of work, as well as achieve high results in the development of students.

Thanks to the use of modern educational technologies, the educational process becomes expedient, effective, efficient, economical, optimal, holistic, systemic, intensive, flexible, integrative, modern.

BIBLIOGRAPHY

1. Dvorskaya N. I. The use of modern educational technologies that correspond to the Federal State Educational Standard for Education in the educational process [Text] // Pedagogical skills: materials of the VI international. scientific conf. (Moscow, June 2015). - M.: Buki-Vedi, 2015. - pp. 47-51.

In teaching practice according to Federal State Educational Standards are classified as tools of professional pedagogy. They are necessary for research and children, functioning in the format of a system of methods and algorithms, and in the form of a real process of raising and educating children.

Pedagogical technologies have a similar structure:

• scientific base (conceptual part);
• content and purpose of training (content stage);
• means, methods, forms and conditions (procedural stage).

Modern technologies in preschool educational institutions according to the Federal State Educational Standard

Technologies in kindergarten are a holistic project that is scientifically substantiated and has a complete theoretical and practical basis. Modern technologies in preschool educational institutions according to the Federal State Educational Standard affect the means, methods, forms, goals and content, the conditions for their implementation. They are relevant both for working with children and applicable to teaching staff or parents of preschoolers.

Each such project is implemented in a strict sequence of its stages, at each of which it includes a set of professional actions of educators, thanks to which teachers can provide for final and intermediate ones and modify it in the process. Among other things, the technologies are characterized by:

1. step-by-step implementation (diagnosis, selection of techniques and forms of implementation);
2. accuracy of goals and objectives.

Experts note that educational technologies fade into the background when there are development technologies. At the same time, the key characteristic of the project is its relevance and reproducibility. The main technologies are concentrated around training and education, which is focused on the personality of the preschooler. interests, personality traits and specific development of children during the construction of pedagogical activity.

Since kindergartens have received a certain freedom in choosing an education model and constructing the pedagogical process, they rely on the latest pedagogical technologies. It is important for educators to stimulate interest in learning and knowledge in preschool children, since the dominant concept is the principle “I learn on my own, rather than being taught.”

Pedagogical technologies often appear in the main government documents that relate to educational institutions. Classification, table, distinctive features are presented below.

Postulates of modern education

The ideology used in modern school involves the identification of three main points in the formation of a harmoniously developed personality:

• searching for effective means for the development of the younger generation;
• turning the school into a promising factor for improving Russian society;
• improving the Russian educational system through the introduction of new educational technologies

Innovation as a means of developing Russian schools

What they are The classification (table according to the Federal State Educational Standard) is practically no different from the classical system; it presents all the same innovative techniques used by teachers at different levels of schoolchildren’s education. The class-lesson system of classes involves teachers using certain programs in the subject, therefore the classification of pedagogical teaching technologies is carried out taking into account the individual characteristics of each specific academic discipline.

What is technology?

The word “technology” itself has different interpretations. For example, in a general sense, this is a detailed way of carrying out a certain activity based on the chosen method. Regarding educational pedagogical technologies, we note that we are talking about constructing the teacher’s activity in such a way that it includes actions performed in strict sequence, with the obligatory promotion of the predicted result.

Technology Features

The methodological system must answer the following questions: “How to teach?”, “What to teach?”, “Why teach?”.

Educational technology involves effective learning. There are certain criteria according to which the essence of educational technologies is formulated:

• strict and unambiguous identification of the learning goal;
• selection of content, structuring of material;
• optimal organization of educational activities;
• techniques, methods, teaching aids.

In addition, the qualifications of the teacher must be taken into account and an objective methodology for assigning grades must be developed.

Signs of pedagogical technologies

What is Selevko’s classification of pedagogical technologies? The table proposed by the author takes into account certain characteristics:

• guarantee of achieving the set goal, effectiveness of the learning process;
• cost-effectiveness of the reserve of teaching hours;
• optimization of the teacher’s activities and achievement of planned results in minimal time intervals;
• use of various electronic computing and audiovisual equipment;
• design and use of various teaching aids and visual materials.

What are educational technologies focused on?

Below is the table: “Pedagogical technologies”. The classification is based on certain parameters:

• formation of positive motivation for the educational process;
• intensification of the communication environment;
• development of an individual who is capable of research and educational activities, subsequent continuation of education, and conscious professional choice;
• health protection of schoolchildren.

Specifics of technology in pedagogy

The classification of educational technologies in foreign and domestic pedagogy according to the Federal State Educational Standard is carried out by different authors in completely different ways. Due to the fact that according to new educational standards, the child’s personality itself comes to the fore, the following technologies are highlighted as priorities:

1. Differentiated learning. What are such educational technologies? The classification, table in the preschool educational institution is compiled taking into account the psychological characteristics of children, and is based on a multi-level approach to each child. When compiling educational material, the teacher focuses on the motivation of the cognitive activity of his students. An experienced teacher includes in his professional activities elements of the differential approach proposed by N.P. Guzik.
2. Project activities. The classification of modern pedagogical technologies involves separating this methodology into a separate block. It is in the design process that modern preschoolers and students of educational institutions develop the ability to work in a team. The teacher acts as a mentor, so the younger generation gets the opportunity to develop themselves and understand their role in modern society. Children who have mastered project technology are more successful in their studies, they adapt faster to modern realities.
3. Gaming technologies. The classification of modern pedagogical technologies involves the identification of games as an effective means of teaching and education in preschool and primary school age. In the process of gaming activities, children gain communication skills, generalize and systematize new knowledge.

But this is not the whole table: “Pedagogical technologies”. The classification is constantly being modernized taking into account innovations introduced into the educational system. Among the latest trends are interactive technologies. Taking into account the requirements of the Federal State Educational Standard, the table “Pedagogical Technologies” was modernized. The classification according to G.K. Selevko now also includes group teaching methods. Thanks to them, a tolerant, sociable personality with leadership qualities is formed in the conditions of a comprehensive school. Such technologies significantly increase the efficiency of schoolchildren’s learning of program material.

Problem-based learning

This technique is based on a heuristic (problematic) approach. Students acquire skills and abilities in the process of independent activity, as a result of which their creative and cognitive abilities develop.

The use of advanced education in the modern educational system is permitted by the second generation Federal State Educational Standard. Children learn to solve problems in different ways, applying specific knowledge depending on the specifics of the current situation. With this approach, each child gets the opportunity to independently determine ways to solve problems.

Technology of pedagogical workshops

What is the “Pedagogical Technologies” table? The classification of all methods and techniques, the effectiveness of which has been proven in practice, takes into account children’s age and the methodology of the subject.

Research in modern school

Modeling, experiment, and project method are impossible without the use of research technologies. In the school laboratory, children learn to determine the quantitative content of ascorbic acid in various fruits and products, and to identify the individual characteristics of food products. When conducting research, a teacher is assigned to the children as a mentor. An experienced teacher only accompanies the experiment, provides his student with the necessary theoretical information, and teaches practical skills. Among the innovations, we note the technology for solving inventive (research) problems of TRIZ. In order for the student to independently look for ways to solve the problem assigned to him by the teacher, he first studies scientific literary sources. Together with the teacher, the young researcher sets tasks, determines the relevance, and puts forward a hypothesis of his experiments. An important stage in any design and experimental activity is processing the results obtained and comparing them with the initial hypothesis.

What is the classification of modern pedagogical technologies? The table proposed by Selevko contains universal methods. They are equally suitable for all educational areas. For example, a type of ICT technology is electronic educational resources (EER). Children gain skills in working with various sources of information and independently create their own educational routes.

Pedagogy of cooperation

In order to implement a humane and personal approach to the student, modern schools create all the conditions for children to consciously choose the direction for their future professional activity.

Collective creative activities were especially popular during the existence of the traditional Soviet education system. Entire classes of children helped older people remove firewood and carry water. Currently, this technology is returning to educational institutions in the form of Teachers, together with their students, try to selflessly help those people who need their help. MAE (active learning method) is the sum of pedagogical techniques and actions that are aimed at organizing educational activities. With the help of certain means, conditions are created that motivate children to proactively, independently and creatively study new material in the process of educational activities.

Nuances of traditional methods

Traditional technologies are based on explanatory and illustrative teaching. In the case of using such technology, the teacher in his work pays special attention to the transfer of ready-made educational material. When preparing for lessons, the teacher searches for the most effective ways of presenting new knowledge, the clarity that accompanies his story. The presentation of information, which is determined by the boundaries of the curriculum, mainly involves a monologue by the teacher. It is for this reason that numerous problems often arise in the educational process:

• insignificant independent activity skills of schoolchildren;
• low communication culture;
• lack of a detailed, complete answer from schoolchildren to the question under consideration;
• minimal attention from the audience, lack of desire to work in a team.

The reason lies not at all in the reluctance of children to work and study, but in the specifics of the pedagogical technology itself. The teacher is forced to tell the material provided by the curriculum, the child learns the information, and receives a grade for the answer. The teacher comes to the class with a ready-made task; his task is to subordinate the class to a certain regime and involve the children in educational activities. In this case, there is no talk of any individual personality development. In order for all students to learn the minimum amount of information, the material is repeated many times, and intermediate and final types of control are used.

Older teachers are accustomed to this method of work; they are convinced that only through “cramming” can a strong stock of knowledge, skills, and practical skills be passed on to the younger generation. The results of statistical studies indicate that 73% of the teaching staff are convinced that it is important to establish contact. Children note the need for independent activity; in their understanding, the teacher should become an assistant and mentor, and not a “supervisor.”

Conclusion

The requirements that modern society puts forward for teachers and the educational process require the use of innovative methods and work methods. Federal educational standards of the second generation suggest the choice of such work methods that would contribute to the harmonious development of schoolchildren. Gone are the days when the teacher was the main character in the classroom. Federal State Educational Standards require active participation in the educational process of the student himself, helping him find effective ways to improve his intellectual level and choose a direction for future professional activity. All types of educational pedagogical technologies, the classification according to the Federal State Educational Standards are presented in the educational institution, help the teacher to successfully cope with the tasks set for him by the Ministry of Education of the Russian Federation.

Participation in the main all-Russian competitions for preschool institutions (“Teacher of the Year”, “Kindergarten of the Year”) requires the presence of an impressive portfolio with examples of the use of innovative technologies. At the same time, innovative technologies in preschool education can be a refinement of old educational models or represent a completely new developmental program.

A modern teacher is one who is constantly developing, self-educating, looking for new ways to develop and educate children. All this becomes possible thanks to his active position and creative component.

The introduction of new technologies may be due to a number of reasons. Innovative technologies in preschool education are used, first of all, to solve current problems, to improve the quality of services provided, and to fulfill the increasing demands of parents. In addition, competition is also important, when kindergartens compete with each other for the title of the most modern preschool educational institution. The reward is well known - a large number of people want to get into this particular kindergarten.

Innovation can manifest itself not only in the form of new programs, but also in a number of other areas that together ensure the harmonious work of a preschool institution. This includes management activities, and work with personnel, and work with parents.

In the article we will dwell in more detail on working with children.

Modern educational technologies include:

• health-saving technologies;
• technology of project activities;
• research technologies;
• information and communication technologies;
• person-oriented technologies;
• gaming technologies.

Health-saving technologies

Health-saving technologies are aimed at strengthening the child’s health and instilling in him a healthy lifestyle. This is especially relevant in light of environmental deterioration, general health, and poor nutrition.

Health-saving technologies can be implemented in different ways. Depending on the goals:

• they can be aimed at maintaining health and implemented by medical personnel: nutrition control, health monitoring, providing a health-preserving environment;
• they can be aimed at the physical development of the child through various types of gymnastics (breathing, finger, orthopedic), hardening, dynamic pauses, stretching, alternative methods - for example, hatha yoga;
• they can introduce a culture of health;
• they can teach a healthy lifestyle through communicative games, game sessions, logarithmics, physical education classes;
• they can be corrective and implemented in sessions of various types of therapies (art, fairy tale, color).

Technologies of project activities

Project activities in kindergarten are carried out by the child together with the teacher. The goal is to work on a problem, as a result of which the child receives answers to questions.

Projects vary:

• by number of participants: individual, pair, group, frontal;
• by duration: short-term, medium-term, long-term;
• by priority method: creative, gaming, research, informational;
• by topic: include the child’s family, nature, society, cultural values ​​and more.

Research technologies

Research activities help a child identify a current problem and solve it through a series of actions. At the same time, the child, like a scientist, conducts research and experiments.

Methods and techniques for organizing research activities:

• observations;
• conversations;
• experiments;
• didactic games;
• modeling situations;
• work assignments, actions.

Information and communication technologies

Information and communication technologies have received their natural development in our “advanced” age. A situation where a child would not know what a computer is is almost impossible. Children are drawn to acquiring computer skills. With the help of exciting programs for teaching reading and mathematics, developing memory and logic, children can be interested in the “sciences”.

The computer has a number of significant advantages over the classical lesson. Animated pictures flashing on the screen attract the child and allow him to concentrate his attention. With the help of computer programs, it becomes possible to simulate various life situations that would not be possible to recreate in a kindergarten.

Depending on the child’s abilities, the program can be tailored specifically to him, that is, focusing on his individual development.

At the same time, due to computer illiteracy, teachers can make a number of mistakes. For example, overloading a lesson with slides, being insufficiently competent in computer literacy due to lack of relevant experience.

Personality-oriented technologies

Personality-oriented technologies provide conditions for the development of a child’s individuality. These are various sensory rooms, corners for individual games and activities.

Programs widely used in kindergartens have a personality-oriented approach: “Childhood”, “From birth to school”, “Rainbow”, “From childhood to adolescence”.

Gaming technologies

Gaming technologies are the foundation of all preschool education. In the light of the Federal State Educational Standards (federal state educational standards), the child’s personality is brought to the fore and now the entire preschool childhood should be devoted to play.

At the same time, games have many cognitive and educational functions. Among the game exercises we can highlight those

• which help to highlight the characteristic features of objects: that is, they teach to compare;
• which help to generalize objects according to certain characteristics;
• who teach the child to separate fiction from reality;
• which foster communication in a team, develop speed of reaction, ingenuity, and more.

It is worth mentioning the TRIZ technology (the theory of solving inventive problems), which puts creativity at the forefront. TRIZ puts complex material into a form that is easy and accessible to children. Children learn about the world through fairy tales and everyday situations.