Currently, there is a problem of insufficient application of modern pedagogical technologies in practice in modern preschool education.
The purpose of this article is to increase the effectiveness of teaching pupils in accordance with the requirements of the Federal State Educational Standard.
Tasks:
improve your level of self-education by mastering modern learning technologies;
apply the acquired knowledge in practice;
determine the effectiveness of modern pedagogical technologies;
improve the quality of education of pupils.
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Modern educational technologies in preschool educational institutions
Modern pedagogical technologies in preschool education are aimed at implementing state standards preschool education.
A fundamentally important aspect in pedagogical technology is the position of the child in the upbringing and educational process, the attitude of adults towards the child. An adult, in communicating with children, adheres to the position: “Not next to him, not above him, but together!”. Its purpose is to contribute to the development of the child as a person.
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 layout of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit pedagogical process(B.T. Likhachev).
Basic requirements (criteria) of pedagogical technology:
Conceptuality
· Consistency
Manageability
· Efficiency
Reproducibility
Conceptuality- reliance on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.
Consistency - the technology must have all the features of the system:
process logic,
The interconnection of its parts
Integrity.
Manageability -the possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results.
Efficiency -modern pedagogical technologies that exist in specific conditions should be effective in terms of results and optimal in terms of costs, guarantee the achievement of a certain standard of education.
Reproducibility -the possibility of using (repetition, reproduction) of educational technology in educational institutions, i.e. technology as a pedagogical tool must be guaranteed to be effective in the hands of any teacher using it, regardless of his experience, seniority, age and personality traits.
Structure of educational technology
The structure of educational technology consists of three parts :
· The conceptual part is the scientific basis of the technology, i.e. psychological and pedagogical ideas that are laid in its foundation.
· Procedural part - a set of forms and methods of educational activities of children, methods and forms of work of the teacher, the activities of the teacher in managing the process of assimilation of the material, diagnostics of the learning process.
So obviously:if a certain system claims to be technology , it must meet all the requirements listed above.
The interaction of all subjects of the open educational space (children, employees, parents) of the preschool educational institution is carried out on the basis of modern educational technologies.
Modern educational technologies include:
health-saving technologies;
technologies of project activity
research technology
information and communication technologies;
· personality-oriented technologies;
Portfolio technology for preschoolers and educators
game technology
TRIZ technology, etc.
· Health-saving technologies
aim health-saving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills and habits for a healthy lifestyle.
Health-saving pedagogical technologies include all aspects of the impact of a teacher on a 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:
on the type of preschool institution,
from the length of stay of children in it,
from the program on which teachers work,
specific conditions of the preschool educational institution,
the professional competence of the teacher,
indicators of children's health.
Allocate (in relation to preschool educational institutions) the following classification of health-saving technologies:
1. medical and preventive(ensuring the preservation and enhancement of children's health under the guidance of medical personnel in accordance with medical requirements and norms, using medical means - technologies for organizing the monitoring of the health of preschoolers, monitoring the nutrition of children, preventive measures, a health-saving environment in preschool educational institutions);
2. physical culture and recreation(aimed at the physical development and strengthening of the health of the child - technologies for the development of physical qualities, hardening, breathing exercises, etc.);
3. ensuring the socio-psychological well-being of the child(providing mental and social health child and aimed at ensuring emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family; technologies of psychological and pedagogical support for the development of the child in the pedagogical DOW process);
4. health saving and health enrichment of teachers(aimed at developing a health culture of teachers, including a culture of professional health, at developing the need for a healthy lifestyle; maintaining and stimulating health (technology for using mobile and sports games, gymnastics (for the eyes, breathing, etc.), rhythmoplasty, dynamic pauses , relaxation);
5. educational(education of a culture of health of preschool children, personality-oriented education and training);
6. healthy lifestyle education(technologies for the use of physical education, communicative games, a system of classes from the series "Football Lessons", problem-playing (game training, game therapy), self-massage); correctional (art therapy, technology of musical influence, fairy tale therapy, psycho-gymnastics, etc.)
7. Health-saving pedagogical technologies should also includepedagogical technology of an active sensory-developing environment,which is understood as With a dark totality and order of functioning of all personal instrumental and methodological means used to achieve pedagogical goals.
6.1. Technologies of project activity
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 education of preschoolers unanimously note that the life activity organized according to it in kindergarten allows you to get to know the pupils better, to penetrate the inner world of the child.
Classification of educational projects:
"gaming" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment);
· "excursion",aimed at studying problems related to the surrounding nature and social life;
· "narrative"during the development of which children learn to convey their impressions and feelings in oral, written, vocal art (picture), musical (playing the piano) forms;
· "constructive"aimed at creating specific useful product: knocking together a birdhouse, arranging flower beds.
Project types:
1. by dominant method:
2. research,
3. information,
4. creative,
5. gaming,
6. adventure,
7. practice-oriented.
1. according to the nature of the content:
8. include the child and his family,
9. child and nature,
10. the child and the man-made world,
11. child, society and its cultural values.
1. by the nature of the child's participation in the project:
12. customer,
13. expert,
14. performer,
15. participant from the conception of an idea to the result.
1. according to the nature of contacts:
16. carried out within the same age group,
17. in contact with another age group,
18. inside the preschool,
19. in contact with family,
20. cultural institutions,
21. public organizations (open project).
1. by number of participants:
22. individual,
23. doubles,
24. group,
25. frontal.
1. by duration:
26. short term,
27. medium duration,
28. long term.
6.2. Research Technology
The purpose of research activities in kindergarten- to form in preschoolers the main key competencies, the ability for a research type of thinking.
It should be noted that the use of design technologies cannot exist without the use of TRIZ technology (technology for solving inventive problems). Therefore, when organizing work on a creative project, students are offered a problematic task that can be solved by researching something or conducting experiments.
Methods and techniques for organizing experimental research
Activities:
heuristic conversations;
Raising and solving problems of a problem nature;
observations;
Modeling (creating models about changes in inanimate nature);
Experiences;
Fixing the results: observations, experiments, experiments, labor activity;
- "immersion" in the colors, sounds, smells and images of nature;
Use of artistic word;
Didactic games, game educational and creatively developing
situations;
Job assignments, actions.
1. Experiments (experimentation)
o State and transformation of matter.
o Movement of air, water.
o Soil and mineral properties.
o Plant life conditions.
2. Collecting (classification work)
3. Types of plants.
4. Types of animals.
5. Types of building structures.
6. Types of transport.
7. Types of professions.
1. Map travel
Sides of the world.
Terrain reliefs.
Natural landscapes and their inhabitants.
Parts of the world, their natural and cultural "marks" - symbols.
0. 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.
6.3. 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 makes qualitatively new requirements for preschool education as the first link in lifelong education: education using modern information technologies (computer, interactive whiteboard, tablet, etc.).
Informatization of society puts before preschool teachers tasks:
· to keep up with the times,
become a guide to the world for the child new technologies,
a mentor in the selection of computer programs,
to form the basis of the information culture of his personality,
raise professional level teachers and parental competence.
The solution of these problems is not possible without updating and revising all areas of the kindergarten in the context of informatization.
Requirements for computer programs DOE:
Research character
Easy for children to practice on their own
Developing a wide range of skills and attitudes
Age matching
· Mindfulness.
Program classification:
Development of imagination, thinking, memory
· Talking dictionaries foreign languages
The simplest graphic editors
travel games
Teaching reading, math
Use of multimedia presentations
Computer advantages:
The presentation of information on a computer screen in a playful way is of great interest to children;
carries a figurative type of information understandable to preschoolers;
movement, sound, animation attracts the attention of the child for a long time;
It has a stimulus for the cognitive activity of children;
provides an opportunity for individualization of training;
In the process of their activities at the computer, the preschooler gains self-confidence;
allows you to simulate life situations that cannot be seen in everyday life.
Errors 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
Unscheduled, random use of ICT
Demonstration overload.
ICT in the work of a modern teacher:
1. Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentation).
2. Selection of additional educational material for classes, familiarity with the scenarios of holidays and other events.
3. Exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad.
4. Registration of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.
5. Creation of presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent meetings.
1. Person-Centered Technology
Student-centered technologies put the personality of the child at the center of the entire system of preschool education, ensuring comfortable conditions in the family and preschool, conflict-free and safe conditions for its development, the realization of existing natural potentials.
Student-centered technology is implemented in a developing 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 the developing space, allowing the child to show his own activity, to 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 opportunities for self-realization in the game, the mode of life is overloaded with various activities, there is little time left for the game.
Within the framework of personality-oriented technologies, independent areas are:
· humane-personal technologies, distinguished by their humanistic essence, psychological and therapeutic focus on helping a child with poor health, during the period of adaptation to the conditions of a preschool institution.
It is good to implement this technology in new preschool institutions where there are rooms for psychological unloading - this is upholstered furniture, a lot of plants that decorate the room, toys that promote individual games, equipment for individual lessons. Musical and sports halls, aftercare rooms (after illness), a room for the ecological development of a preschooler and productive activity where children can choose an activity of interest. All this contributes to comprehensive respect and love for the child, faith in creative forces, there is no coercion. As a rule, in such preschool institutions, children are calm, compliant, not in conflict.
· Collaboration Technologyimplements the principle of democratization of preschool education, equality in relations between the teacher and the child, partnership in the system of relations "Adult - Child". The teacher and children create conditions for a developing environment, make manuals, toys, gifts for the holidays. Together they determine a variety of creative activities (games, work, concerts, holidays, entertainment).
Pedagogical technologies based on the humanization and democratization of pedagogical relations with a procedural orientation, the priority of personal relations, an individual approach, democratic management and a bright 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 upbringing and educational process is constructed on the basis of the given initial settings: social order (parents, society) educational guidelines, goals and content of education. These initial guidelines should concretize modern approaches to assessing the achievements of preschoolers, as well as create conditions for individual and differentiated tasks.
Identification of the pace of development allows the educator to support each child at his level of development.
Thus, the specificity of the technological approach is that the educational process must guarantee the achievement of the goals. In accordance with this, in the technological approach to learning, the following are distinguished:
setting goals and their maximum refinement (education and training with a focus on achieving results;
· preparation teaching aids(demonstration and handout) in accordance with the educational goals and objectives;
assessment of the current development of a preschooler, correction of deviations aimed at achieving goals;
final assessment of the result - the level of development of the preschooler.
Personally-oriented technologies oppose the authoritarian, impersonal and soulless approach to the child in traditional technology - an atmosphere of love, care, cooperation, create conditions for the creativity of the individual.
6.5. Technology Portfolio Preschooler
A portfolio is a piggy bank of a child's personal achievements in various activities, his successes, positive emotions, an opportunity to relive the pleasant moments of his life once again, this is a kind of route for the development of a child.
There are a number of portfolio features:
diagnostic (fixes 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 in 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, his last name 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!".Anthropometric data is entered into the section (in artistic and graphic design): “Here I am!”, “How I grow up”, “I grew up”, “I am big”.
Section 3 "Portrait of my child."The section contains essays of parents about their baby.
Section 4 "I dream ...".The section records the statements of the child himself on the proposal to continue the phrases: “I dream of ...”, “I would like to be ...”, “I am waiting for ...”, “I see myself ...”, “ I want to see myself...”, “My favorite things...”; answers to the questions: “Who and what will I be when I grow up?”, “What do I like to think about?”.
Section 5 "Here's 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, diplomas (from various organizations: kindergarten, media holding competitions).
Section 7 "Advise me ...".The section provides recommendations to parents by the educator and all specialists working with the child.
Section 8 "Ask, parents!".In the section, parents formulate their questions to the specialists of the preschool educational institution.
L. Orlova offers such a portfolio option, the content of which will be of interest to parents in the first place, the portfolio can be filled out both in kindergarten and at home and can be presented as a mini-presentation at the child's birthday. The author proposes the following portfolio structure. The title page, which contains information about the child (last name, first name, patronymic, date of birth), the start date and end date of maintaining the portfolio, the image of the child’s hand at the time the portfolio was started and the image of the hand at the end of the portfolio.
Section 1 "Get to know me"contains inserts “Admire me”, where portraits of a child made in different years on his birthday, and "About me", which contains information about the time and place of the child's birth, the meaning of the child's name, the date of the celebration of his name day, a short story of the parents, why this name was chosen, where the surname came from, information about the 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 growth of the child 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, count to five, somersault, etc.
Section 3 "My family".The content of this section includes short stories about family members (in addition to personal data, you can mention the profession, character traits, favorite activities, features of spending time with family members).
Section 4 "I will help in any way I can"contains photographs of the child, in which he is shown doing homework.
Section 5 "The world around us".This section includes small creative works of the child on excursions, educational walks.
Section 6 "Inspiration of winter (spring, summer, autumn)".The section contains children's works (drawings, fairy tales, poems, photographs from matinees, records of poems that the child told at the matinee, etc.)
V. Dmitrieva, E. Egorova also offer a specific portfolio structure:
Section 1 Parent Information,in which there is a heading "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 of teachers"contains information about the observations of teachers over the child during his stay in kindergarten in four key areas: social contacts, communicative activity, independent use of various sources of information and activities as such.
Section 3 "Information of the child about himself"contains information received from the child himself (drawings, games that the child himself came up with, stories about himself, about friends, awards, diplomas, certificates).
L. I. Adamenko offers the following portfolio structure:
block "What a good child",which contains information about personal qualities child and includes: an essay by the parents about the child; reflections of educators about the child; the child's answers to questions during the informal conversation "Tell me about yourself"; answers of friends, other children to the request to tell about the child; self-esteem of the child (the results of the "Ladder" test); psychological and pedagogical characteristics of the child; "basket of wishes", which includes gratitude to the child - for kindness, generosity, a good deed; letters of thanks 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 questionnaires; reviews of educators about the child; children's stories about a child; stories of teachers to whom the child goes to circles and sections; assessment of the child's participation in actions; the psychologist's characterization of the child's cognitive interests; diplomas in nominations - for curiosity, skills, initiative, independence;
block "What a successful child"contains information about the creative abilities of the child 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, the portfolio (a folder of personal achievements of the child) allows for an individual approach to each child and is awarded upon graduation from kindergarten as a gift to the child himself and his family
6.6. Technology "Portfolio of the teacher"
Modern education needs a new type of teacher:
creative thinking,
· Owning modern technologies of education,
methods of psychological and pedagogical diagnostics,
ways of independent construction of the pedagogical process in the conditions of specific practical activities,
The ability to predict your end result.
Every teacher should have a record of success, which reflects all the joyful, interesting and worthy things that happen in the life of a teacher. A teacher's portfolio can become such a dossier.
The portfolio allows taking into account the results achieved by the teacher in various types of activities (educational, educational, creative, social, communicative), and is an alternative form of assessing the professionalism and performance of the teacher.
To create a comprehensive portfolio, it is advisable to enter the following sections:
Section 1 "General information about the teacher"
This section allows you to judge the process of individual personal development teacher (last name, first name, patronymic, year of birth);
education (what and when he graduated, the specialty received and qualifications according to the diploma);
work and teaching experience, work experience in this educational institution;
· advanced training (name of the structure where the courses were taken, year, month, subject matter of the courses);
· copies of documents confirming the availability of academic and honorary titles and degrees;
the most significant government awards, certificates, letters of thanks;
diplomas of various competitions;
Other documents at the discretion of the teacher.
Section 2 "Results of pedagogical activity".
· materials with the results of mastering the implemented program by children;
materials that characterize the level of development of ideas and skills of children, the level of development of personal qualities;
· a comparative analysis of the teacher's activities for three years based on the results of pedagogical diagnostics, the results of the participation of pupils in various competitions and olympiads;
analysis of the learning outcomes 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, justify their choice;
materials characterizing the work in a methodical association, a creative group;
Materials confirming participation in professional and creative pedagogical competitions;
in weeks of teaching;
in holding seminars, round tables, master classes;
· creative reports, abstracts, reports, articles and other documents.
Section 4 "Subject-developing environment"
Contains information about the organization of the subject-developing environment in groups and classrooms:
plans for organizing a subject-developing environment;
sketches, photographs, etc.
Section 5 "Working with parents"
Contains information about working with the parents of pupils (work plans; event scenarios, etc.).
Thus, the portfolio will allow the teacher himself to analyze and present significant professional results, achievements, and will ensure monitoring of his professional growth.
6.7. Gaming technology
It is built as a holistic education, covering a certain part of the educational process and united by a common content, plot, character. It includes in sequence:
games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them;
· groups of games on the generalization of objects according to certain characteristics;
groups of games, during which preschoolers develop the ability to distinguish real phenomena from unreal ones;
Groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.
The compilation of game technologies from individual games and elements is the concern of each educator.
Education 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. game tasks and various games so that, using this system, the teacher can be sure that as a result he will receive a guaranteed level of assimilation by the child of one or another subject content. Of course, this level of achievement of the child should be diagnosed, and the technology used by the teacher should provide this diagnosis with appropriate materials.
In activities with the help of gaming technologies, children develop mental processes.
Game technologies are closely related to all aspects of the educational and educational work of the kindergarten and the solution of its main tasks. Some modern educational programs suggest using the folk game as a means of pedagogical correction of children's behavior.
6.8. TRIZ technology
TRIZ (the theory of inventive problem solving), 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. The TRIZ technology adapted to preschool age will allow educating and teaching a child under the motto "Creativity in everything!" Preschool age is unique, because as the 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, dialectics; on the other hand, search activity, striving for novelty; speech and creativity.
The main task of using TRIZ technology at preschool age is to instill in the child the joy of creative discoveries.
The main criterion in working with children is intelligibility and simplicity in the presentation of material and in the formulation of a seemingly complex situation. It is not necessary to force the introduction of TRIZ without children understanding the main provisions using the simplest examples. Fairy tales, game, everyday situations - this is the environment through which the child learns to apply Triz solutions to the problems that confront him. As contradictions are found, he himself will strive for the ideal result, using numerous resources.
Only TRIZ elements (tools) can be used in the work if the teacher has not mastered the TRIZ technology sufficiently.
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 an object or phenomenon that do not cause persistent 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, one should proceed to the consideration of objects and phenomena that cause persistent associations.
Often, the teacher is already conducting trizovye classes, without even suspecting it. After all, precisely, the emancipation of thinking and the ability to go to the end in solving the task at hand are the essence of creative pedagogy.
Conclusion: Technological approach, that is, new pedagogical technologies guarantee the achievements of a preschooler and further guarantee them successful learning at school.
Every teacher is a creator of technology, even if he deals with borrowing. The creation of technology is impossible without creativity. For a teacher who has learned to work at a 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.
Educational technologies in the preschool educational institution according to the Federal State Educational Standard are the methodological tools necessary for the harmonious development of the child's personality and the implementation of the federal educational standard. The article contains key educational technologies tested by preschool teachers.
A consistent rethinking of the traditional practices of domestic pedagogy in matters of preschool education is implemented by a set of methods. New educational technologies in preschool educational institutions that contribute to the upbringing of active, independent-thinking, motivated children who are fully prepared for schooling, ensure the implementation of the main concepts of federal state standards, and also contribute to the achievement of a number of other priority tasks:
- implementation of the transition from the object-subject interaction of the teacher with pupils to the subject-subject, based on active joint interaction;
- increasing the cognitive activities of preschoolers, striving to solve intellectual and creative tasks during the situation of searching and discovering knowledge, performing projects, demonstrating high results;
- consistent transfer of educational initiative from the educator to the children;
- education of reflection skills;
- taking into account individual development indicators, which helps to increase the effectiveness of the educational process.
The introduction of new state standards for preschool education has become the starting point in revising the established functions of the educator, who is no longer responsible for broadcasting and instilling knowledge, but for organizing cognitive activity children, providing an intellectual and emotional response. The use of educational technologies according to the approved Federal State Educational Standard DO 2019/20- a complex of innovative techniques, methods and forms of educational work.
According to B.T. Likhachev, pedagogical technology is a set of psychological and pedagogical attitudes that determine the choice of educational means, i.e. in fact, it is the main organizational and methodological tools of the educational complex. The use of pedagogical technologies, the number of which has exceeded a hundred in the conditions of a modern kindergarten, helps to revise the traditional order of organizing educational practice, accompanied by a consistent update of the conceptual base, didactic tools and methods of collective interaction in order to create optimal conditions for the development of preschoolers.
In practice, pedagogical technology is a scenario development, the practical implementation of which has a number of features and difficulties. To ensure the effectiveness of the educational process, its compliance with regulatory requirements and psychological comfort for all participants, care must be taken that the selected educational technologies in preschool educational institutions met the following criteria:
- Conceptuality, which provides for a close connection with scientific development, which determines the rationale for the chosen means of achieving educational goals.
- Consistency, manifested through compliance with the characteristics of the system due to integrity, the presence of the logic of the process, the consistent relationship of its components.
- Manageability based on the possibility of diagnostic goal-setting, designing the process of education, correcting the results by varying pedagogical methods and forms of work.
- Efficiency. This criterion implies that educational technology should be characterized by productivity, meet the goals and objectives, available human and material and technical resources, the needs of preschoolers, and not be included in the educational process for the sake of "tick".
- Reproducibility, ensuring the dissemination of advanced pedagogical experience. Effective pedagogical technology can be considered methodological development, which can be applied by different teachers, regardless of their experience, professional and personal characteristics, age, in various kindergartens.
As for the structure modern educational technologies in preschool educational institutions according to GEF, it has three components:
- The concept is the main psychological and pedagogical idea and scientific base.
- Content educational material.
- The procedural component is a set of methods and forms of work of the educator, his activities to manage the educational process and its consistent adjustment.
Thus, it is obvious: regardless of the type and subject, pedagogical development can claim the role of educational technology only if it meets the above requirements, has a characteristic structure and, most importantly, can be used on the basis of other preschool educational institutions.
Modern educational technologies in preschool educational institutions according to GEF
Health saving technologies
One of the priority tasks of preschool education is the preservation and strengthening of children's health in the course of care and supervision, and health-saving educational technologies in kindergarten according to the Federal State Educational Standard fully correspond to the implementation of this task. The principles of targeted health saving are based on a multilevel impact on the psychophysiological, bioenergetic, emotional condition the child, the formation of his needs and skills in maintaining a healthy lifestyle.
The choice of health-saving technologies that should be used in a modern kindergarten must be done deliberately, taking into account the type of preschool educational institution, the features of its functioning, the age and duration of stay of pupils, program content, health indicators of the children's contingent, and the level of professionalism of the teaching staff.
| Types of health-saving educational technologies in preschool educational institutions according to GEF | Goal and tasks | List of technologies |
| Medical and preventive | Preservation and strengthening of the health of preschool children under the guidance of medical staff, with the implementation of sanitary and hygienic requirements and standards. |
Organization of health monitoring of pupils. Preventive actions. Designing a health-saving environment in kindergarten. |
| Physical culture and health | Comprehensive physiological development of children. |
hardening. Different types of gymnastics, including eye, finger, breathing. |
| Technologies for ensuring socio-psychological well-being | Formation of psychological stability and emotional well-being of children, in particular in situations of active social interaction with peers and adults. | Technologies of psychological and pedagogical support of the educational process. |
| Health enrichment technologies for teachers | These new educational technologies in kindergarten according to GEF aimed at improving the culture of professional health of educators, increasing motivation to lead a healthy lifestyle, maintain psycho-emotional well-being. |
Participation in gymnastic classes, sports games. Organization dynamic pauses, relaxation sessions. Providing psychological support. |
| Directly educational | A full range of personality-oriented education, taking into account the individual and age factors. | Formation and correction of habits that contribute to the preservation and promotion of health in the course of the educational process. |
| Healthy lifestyle training | Creation of conditions for a conscious choice of a healthy lifestyle. |
Communication games. Formation of primary knowledge about various sports. Problem-playing technologies (game trainings, game therapy). |
| Technology of an active sensory-developing environment | Designing an educational space that promotes active health saving. | A set of instrumental and methodological means selected taking into account the set pedagogical goals and objectives. |
Separately, I would like to highlight new educational technologies in preschool educational institutions correctional orientation, the use of which is due to the deterioration of the general health indicators of preschool children and the introduction of inclusion. The use of organizational methods of this type can reduce the likelihood of the spread of systemic, chronic and acute infectious diseases, and reduce the risks of an epidemic. Correctional technologies include:
- Complexes of exercises aimed at the point removal of physical stress, the formation of local immunity - eye, respiratory, finger gymnastics, prevention of scoliosis and flat feet.
- Art therapy, fairy tale therapy, psycho-gymnastics, technology of musical influence and other methods aimed at creating a favorable psycho-emotional mood.
- Gradual hardening of pupils.
- Systematic explanatory work with parents on the organization of rational nutrition of children, the formation of healthy habits, familiarization with a healthy lifestyle.
Technologies of project activity
In the context of the revision of traditional pedagogical practices, one of the key educational technologies in preschool educational institutions according to GEF became project activity, which most fully reflects the essence of the system-activity approach - the transfer of cognitive initiative from the teacher to preschoolers. Work on projects contributes to the formation of independence, initiative, responsibility, self-confidence among pupils, and also allows educators to find the best ways of pedagogical influence, providing targeted corrective assistance.
Among the educational children's projects, there are game, excursion, narrative, based on the use of various forms of creativity and constructive, involving the conduct of production work. Projects are also classified according to the following criteria:
- According to the dominant method (informational, creative, research, search).
- By the nature of the content (nature, social values, family, man-made world).
- By the role of preschoolers in the project (participant, performer, expert).
- According to the characteristics of contacts (within a group or kindergarten, as well as in contact with families, public organizations and cultural institutions).
- By the number of participants (individual, group, frontal project).
- By duration (short, medium and long term).
Research Technology
A feature of the organization of the educational process after the introduction of the Federal State Educational Standard remains the formation of a number of basic competencies among preschoolers, therefore, among new what really matters is the research activity. To ensure consistent and comprehensive development, it is advisable for preschoolers to participate in solving problematic tasks, namely:
- conducting directed search activities;
- participation in heuristic conversations;
- creation of exhibition models, expositions for mini-museums;
- conducting observations and experiments in wildlife and special conditions with mandatory recording and discussion of the results;
- acquaintance with the sound, color and figurative diversity of the surrounding world;
- implementation of production work.
Among the most productive options educational technologies in preschool educational institutions exploratory nature, I would like to highlight experimentation with a change in state various substances(water, sand), the study of the properties of man-made and non-man-made materials, the living conditions of plants, birds and animals. Preschoolers show considerable interest in collecting stickers, inserts, images of objects, impromptu “journeys” around the map, which represent different parts of the world, places of residence of different peoples, exotic animals, cultural symbols, as well as “traveling along the river of time” to study the everyday features of the past , history of the native country.
Information and Communication Technologies
In list new educational technologies used according to the Federal State Educational Standard in preschool educational institutions, a special place is occupied by information and communication (ICT), which is due to the importance of timely mastering the basics of digital literacy for preschoolers. Earlier, but controlled acquaintance with the world of digital technologies in the course of working with computers, multimedia boards, tablets, allows you to expand the opportunities for active knowledge of the world, significantly diversify the educational process. In light of this, new goals appear for the educator - to keep up with the times in order to become a mentor for kids in the technological world, to help parents realize the importance of organizing the use of smartphones and PCs by children with didactic benefit and compliance with sanitary and hygienic recommendations.
The software content used in the kindergarten in the implementation of the ICT complex must meet a number of requirements:
- Carry a cognitive load, taking into account the age of the pupils.
- To be characterized by entertaining, easy for independent perception.
- Contribute to the formation of a wide range of knowledge and skills.
Inclusion of information and communication educational technologies in preschool educational institutions in the educational complex is carried out through the use of computer training programs that promote the development of memory, logical thinking and imagination, mastering the sound-letter structure of speech and mathematical knowledge. Demonstration of blocks of knowledge on the screen in a form accessible to preschoolers - multimedia, game - helps to attract attention, increases the level of educational motivation, creates excellent opportunities for individualization of education, instilling independence and self-confidence.
It is extremely important to ensure that the introduction of ICT is not limited to the useless display of bright pictures, but becomes one of the best ways to present educational material. To do this, educators must have proper level methodological preparation, which allows you to confidently select illustrative material for classes and create presentations, draw up group and reporting documentation in electronic form, possess the skills to search for innovative pedagogical experience, presented in the framework of the articles by excellent students and experts in the field of preschool education.
Learner-Centered Technology
This pedagogical practice can hardly be called a technology in the usual sense, since it is aimed at a complete rethinking of the traditions of raising a child, whose interests are put at the head of the educational process. The use of educational technologies in preschool educational institutions according to GEF, characterized by a personality-oriented orientation, provides for the creation of a comfortable psychological microclimate in the kindergarten and the family, safe conditions for the development of the baby, the realization of his natural talents. The relevance of technology is due high level psychophysical load on preschoolers in the framework of early development and preparation for school, when there is a high probability of losing the chance to fully live childhood as an important age period which is enshrined in the UN Convention on the Rights of the Child.
Among the personality-oriented educational technologies, priority are humane-personal ones, which are based on the idea of helping preschoolers with poor health indicators, as well as in difficult periods - during adaptation to kindergarten, in case of conflicts in the family. To implement a comprehensive pedagogical assistance in preschool institutions, rooms for psychological stress are equipped (rooms with upholstered furniture, lots of plants, toys and a relaxing atmosphere), aftercare rooms, music and physical education rooms for individual classes, rooms for productive activities, group privacy corners.
New educational technology in kindergarten according to GEF- cooperation technology - determines the need to build a productive interaction between the teacher and preschoolers on a democratic basis. In matters of discovering knowledge, consolidating skills, playing activity, making manuals, conducting experimental and creative activities, adults and children act together, while the teacher cannot force pupils to perform actions by giving direct instructions, except in cases of a threat to life and health.
I would like to note that most of the software developments of recent years (“Childhood”, “From Childhood to Adolescence”, “Rainbow”, “From Birth to School”) are distinguished by the active inclusion of a student-oriented component. Thus, if a kindergarten has made a choice in favor of innovative educational programs, educators can confidently oppose the authoritarian and impersonal principle of building the educational process with a new pedagogical approach that takes into account the global goals and focus of preschool education, the requirements of the Federal State Educational Standard, the wishes of parents and, most importantly, the needs of the child conditioned by the state of psychophysical health, individual indicators of development, natural talents and interests.
Technology "Portfolio of a preschooler"
Interesting and highly productive educational technology used in preschool educational institutions according to GEF, is the compilation of a portfolio of a preschooler - a piggy bank of personal achievements, designed to fix age-related changes, a visual demonstration of practical skills in various activities. Drawing up and subsequent use of a portfolio evokes positive emotions, allows you to once again experience a surge of joy from big and small achievements, if necessary, evaluate the full path of the child's development.
Leading methodologists offer several options for the portfolio structure, which we will consider in more detail.
| Preschool Portfolio Options | List and content of sections |
| Implementation methodology educational technology portfolio in the preschool educational institution according to the Federal State Educational Standard according to I. Rudenko. It provides for the consistent filling of the portfolio, as far as possible and the appearance of achievements. |
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| The portfolio of a preschooler according to the method of L. Orlova provides for the creation of a development that is interesting for parents - it can be compiled in kindergarten or at home. |
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| A variant of the portfolio structure according to V. Dmitrieva, E. Egorova |
Educational technology portfolio in preschool education according to GEF in this case, it is implemented by filling in the following sections:
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| The structure of the portfolio of a preschooler according to L.I. Adamenko |
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Regardless of which of the options for the portfolio structure is chosen, work in the direction will allow the teacher to establish effective interaction with the parents of pupils, implement an individual approach to educational activities, create conditions for providing comprehensive psychological and pedagogical assistance to families and prepare an excellent gift for children at graduation.
Technology "Portfolio of the teacher"
For many years, the traditions of domestic preschool pedagogy determined the level of preparedness of personnel, and in recent years this trend has been especially acute. To ensure successful the use of educational technologies in preschool educational institutions, the educator must be active, motivated, consciously plan options and ways of their development, master traditional and innovative methods of conducting educational work and psychological and pedagogical diagnostics, be ready for independent design of the process of teaching children, taking into account their interests, needs and individual indicators of development, subsequent reflection and corrective action.
To keep track of the results and achievements demonstrated by the teacher of preschool education in various activities, a portfolio will help, which is an excellent option for self-presentation. This document, which can be used for certification, it is advisable to include the following sections:
- General information - full name, year of birth, education, data on work and teaching experience, completion of advanced training courses, documented (copies of diplomas), a list of the most significant awards, diplomas, letters of thanks.
- The results of professional activity, reflecting the dynamics of development over a certain period. These can be analytical summaries demonstrating the level of mastering of program material by preschoolers, a list of skills and competencies of pupils, data on the success of graduates of the reporting group for the first year of schooling.
- Scientific and methodical work. This section should provide a list used educational technologies according to GEF in preschool educational institutions, the results of activities as part of the method association, in conducting seminars and master classes, author's software developments, reports, articles, speeches at conferences.
- Creation of a subject-developing environment: schemes, sketches, photographs, plans for reorganization.
- Interaction with parents of preschoolers - work plan, event scenarios.
Provided that the portfolio is compiled correctly, it will become a tool for the educator to conduct an in-depth analysis of professional activities. This development will help to qualitatively rethink the existing experience, evaluate it impartially and outline new ways for further development and growth.
Gaming technology
At preschool age, the main way of knowing the world for a child is a game that allows you to form primary knowledge about the properties of objects and phenomena and consistently expand them, master the principles of social interaction, and find ways to express natural talents. gaming educational technology in the preschool educational institution allows you to qualitatively diversify the educational process, help pupils to master the priority or most complex components of the program content, increase the level of cognitive motivation, create an atmosphere of fruitful cooperation.
Game pedagogy provides for the coverage of a part of the educational complex through the sequential inclusion of exercises and games aimed at classifying properties, generalizing data, training physical qualities, and developing creative abilities. When organizing the education of preschoolers in the game, the didactic rather than the entertainment component should prevail, which necessitates careful preliminary preparation of scenario developments and subject content. Game technology provides psycho-emotional development of children, so it allows you to establish productive interaction with kids who have age-related pathologies or are at risk.
TRIZ technology
Instilling in a child independence, high cognitive activity, readiness to search for answers to questions of interest is a priority task of education in accordance with new educational standards. TRIZ (the theory of inventive problem solving) developed by T.S. Altshuller, is new educational technology according to GEF in preschool educational institutions, which managed to prove itself as a way to develop the flexibility of thinking and creativity in preschoolers.
The inclusion of TRIZ in the educational complex allows instilling in the child the joy of discovering something new - knowledge and skills. To do this, within the framework of the zone of proximal development, relying on the already formed conceptual base, on the example of real situations, kids make big and small discoveries, forming self-confidence and basic skills for independent work. TRIZ technology requires a lot of experience from the teacher, therefore, in kindergartens, the practice of using separate tools of the methodology is widespread, which also contributes to the achievement of high results in the effectiveness of educational work.
Thus, the implementation of the technological approach in education makes it possible to diversify the nature of the educational process, taking into account the educational needs of preschoolers, while the educator needs a confident knowledge of the theoretical component, readiness for creative rethinking of the basic organizational models taking into account the peculiarities of the functioning of a particular kindergarten and the desire to share advanced pedagogical experience.
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MODERN TECHNOLOGIES OF TRAINING AND EDUCATION OF PRESCHOOL CHILDREN
1. The process of reorganization of the entire education system, which has been going on for many years, makes high demands on the organization of preschool education and training, and intensifies the search for new, more effective psychological and pedagogical approaches to this process.
Innovation processes at present stage development of society affect, first of all, the system of preschool education, as the initial stage of revealing the potential abilities of the child. The development of preschool education, the transition to a new qualitative level cannot be carried out without the development of innovative technologies.
2. Innovations define new methods, forms, means, technologies used in pedagogical practice, focused on the personality of the child, on the development of his abilities.
3. At the present stage of development, changes are taking place in educational processes: the content of education is becoming more complicated, focusing the attention of preschool teachers on the development of children's creative and intellectual abilities, correction of emotional-volitional and motor spheres; traditional methods are being replaced by active methods of education and upbringing aimed at enhancing the cognitive development of the child. In these changing conditions, a preschool teacher needs to be able to navigate the variety of integrative approaches to the development of children, in a wide range of modern technologies.
4. Innovative technologies are a system of methods, methods, teaching methods, educational means aimed at achieving a positive result due to dynamic changes in the child's personal development in modern socio-cultural conditions. Pedagogical innovations can either change the processes of education and training, or improve. Innovative technologies combine progressive creative technologies and stereotypical elements of education that have proven their effectiveness in the process of pedagogical activity.
THE CONCEPT OF "EDUCATIONAL TECHNOLOGY"
5. At present, the concept of pedagogical technology has firmly entered the pedagogical lexicon. However, there are major discrepancies in its understanding and use.
B. T. Likhachev gives such a definition [Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and layout of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process].
I.P. Volkov gives such a definition [Pedagogical technology is a description of the process of achieving the planned learning outcomes].
UNESCO - [Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education].
In our understanding, pedagogical technology is a meaningful generalization that absorbs the meanings of all the definitions of various authors (sources).
6. The concept of "pedagogical technology" can be represented by three aspects.
1. scientific: pedagogical technologies - a part of pedagogical science that studies and develops the goals, content and methods of teaching and designing pedagogical processes;
2. procedural and descriptive: a description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned learning outcomes;
3. procedurally effective: the implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means.
Thus, pedagogical technology functions both as a science that studies the most rational ways of learning, and as a system of methods, principles and regulations used in learning, and as a real learning process.
7. The concept of "pedagogical technology" in educational practice is used at three hierarchically subordinate levels:
1. General pedagogical (general didactic) level: general pedagogical (general didactic, general educational) technology characterizes a holistic educational process in a given region, educational institution, at a certain level of education. Here, pedagogical technology is synonymous with the pedagogical system: it includes a set of goals, content, means and methods of teaching, an algorithm for the activity of subjects and objects of the process.
2. Private-methodical (subject) level: private-subject pedagogical technology is used in the meaning of "private methodology", i.e. as a set of methods and means for the implementation of a certain content of education and upbringing within the framework of one subject, class, teacher (method of teaching subjects, method of compensatory education, method of work of a teacher, educator).
3. Local (modular) level: local technology is a technology of separate parts of the educational process, the solution of particular didactic and educational tasks (the technology of certain types of activities, the formation of concepts, the education of certain personal qualities, the technology of assimilation of new knowledge, the technology of repetition and control of the material , technology of independent work, etc.)
THE DIFFERENCE OF PEDAGOGICAL TECHNOLOGY FROM METHODOLOGY
8. The concept of pedagogical technology of the particular subject and local levels is almost completely covered by the concept of teaching methods; the difference between them lies only in the placement of accents. In technologies, the procedural, quantitative and calculation components are more represented, in the methods - the target, content, qualitative and variable-orienting aspects. Technology differs from methods in its reproducibility, stability of results, and the absence of many “ifs”. The mixing of technologies and methods leads to the fact that sometimes methods are part of technologies, and sometimes, on the contrary, certain technologies are part of teaching methods.
STRUCTURE OF PEDAGOGICAL TECHNOLOGY
9. The concept of pedagogical technology includes:
conceptual framework;
the content of the training (learning objectives and the content of the training material);
technological part (organization of the educational process, methods and forms of educational activities, methods and forms of the teacher's work; diagnostics).
10. According to G.K. Selevko, any pedagogical technology must meet certain basic methodological requirements (technological criteria).
Conceptuality implies reliance on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.
Consistency includes the presence of all the features of the system: the logic of the process, the relationship of all its parts, integrity.
Controllability enables diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, variation by means and methods in order to correct the results.
Efficiency sees cost-optimality, a guarantee of achieving a certain standard of learning.
Reproducibility implies the possibility of application (repetition, reproduction) of pedagogical technology in other educational institutions of the same type, by other subjects.
11. Based on the analysis of pedagogical technologies carried out by G. N. Selevko, the following technologies used in the system of preschool education can be distinguished:
developmental learning technologies,
problem learning technologies,
gaming technology, computer technology,
alternative technologies.
CLASSIFICATION OF PEDAGOGICAL TECHNOLOGIES
12. In the theory and practice of the work of kindergartens today, there are many options for the educational process. Each author and performer brings to the pedagogical process something of his own, individual, in connection with which they say that each specific technology is the author's. One can agree with this opinion. However, many technologies have quite a lot of similarities in their goals, content, applied methods and means, and according to these common features, they can be classified into several generalized groups.
By level of application
According to the concept of assimilation
By organizational form
By type of cognitive activity management
Approach to the child
By category of students
Scheme No. 1. Pedagogical technologies.
According to the essential and instrumentally significant properties (for example, target orientation, the nature of the interaction between the educator and the child, the organization of training), the following classes of pedagogical technologies are distinguished.
According to the level of application, general pedagogical, particular methodological (subject) and local (modular) technologies are distinguished.
According to the philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific (scientist) and religious, humanistic and inhumane, anthroposophical and theosophical, pragmatic and existentialist, free education and coercion and other varieties.
By focusing on personal structures: information technology (formation of knowledge, skills in subjects - ZUN); operating (formation of ways of mental actions - COURT); emotional-artistic and emotional-moral (formation of the sphere of aesthetic and moral relations - SEN), technologies of self-development (formation of self-governing mechanisms of personality - SUM); heuristic (development of creative abilities) and applied (formation of an effective-practical sphere - SDP).
By organizational forms: individual-group, collective, differentiated ways of learning
A fundamentally important side in pedagogical technology is the position of the child in the educational process, the attitude of adults towards the child. There are several types of technology here.
The method, method, means of teaching determine the names of many existing technologies: dogmatic, reproductive, explanatory and illustrative, programmed learning, problem-based learning, developmental learning, self-developing learning, dialogic, communicative, gaming, creative, etc.
According to the category of students, the most important and original are:
- mass (traditional) school technology, designed for the average student;
- advanced technology in-depth study subjects, gymnasium, lyceum, special education, etc.);
- technologies of compensatory education (pedagogical correction, support, leveling, etc.);
- various victimological technologies (surdo-, ortho-, tiflo-, oligophrenopedagogy);
- technologies for working with deviant (difficult and gifted) children within the framework of a mass school.
DESCRIPTION AND ANALYSIS OF PEDAGOGICAL TECHNOLOGY
13. The description of the technology involves the disclosure of all its main characteristics, which makes it possible to reproduce it.
Description (and analysis) of pedagogical technology can be presented in the following structure.
1. Identification of this pedagogical technology in accordance with the accepted systematization (classification system).
2. The name of the technology, reflecting the main qualities, the fundamental idea, the essence of the applied training system, and finally, the main direction of the modernization of the educational process.
3. Conceptual part ( short description guiding ideas, hypotheses, principles of technology, contributing to the understanding, interpretation of its construction and functioning):
goals and orientations;
main ideas and principles (the main development factor used, the scientific concept of assimilation);
the position of the child in the educational process.
4. Features of the content of education:
orientation to personal structures (ZUN, SUD, SUM, SEN, SDP);
volume and nature of the content of education;
didactic structure of the curriculum, material, programs, form of presentation.
5. Procedural characteristics:
features of the methodology, application of methods and teaching aids;
motivational characteristic;
organizational forms educational process;
management of the educational process (diagnostics, planning, regulations, correction);
category of students for whom the technology is designed.
6. Software and methodological support:
curricula and programs;
educational and methodical grants;
didactic materials;
visual and technical teaching aids;
diagnostic toolkit.
The examination of pedagogical technology is multifaceted.
The conceptual part is considered from the standpoint of novelty (innovation), alternativeness, humanism and democracy, modernity.
The content of education within the framework of technology is considered from the standpoint of modern theories of general secondary education, principles of consistency, ideas of developmental education and social order.
In the procedural characteristics, first of all, the expediency and optimality of individual elements, the complexity of all methodological means, controllability, adequacy of the content of education and the contingent of students are determined.
Software and methodological support must meet the requirements of scientificity, manufacturability, sufficient completeness and reality of implementation.
The main criterion for evaluating pedagogical technology is its effectiveness and efficiency. The fulfillment of these requirements is considered in the appendix to the educator, the child and the social-parent contingent of persons.
PEDAGOGICAL TECHNOLOGIES BASED ON PERSONAL ORIENTATION OF THE PEDAGOGICAL PROCESS
14. Person-centered technologies are the embodiment of humanistic philosophy, psychology and pedagogy.
The focus of personality-oriented technologies is a unique holistic personality who strives for the maximum realization of his capabilities (self-actualization), is open to the perception of new experience, and is capable of making a conscious and responsible choice in various life situations. It is the achievement of such qualities by a person that is proclaimed the main goal of education, in contrast to the formalized transfer of knowledge and social norms to the pupil in traditional technology.
The content of education is the environment in which the formation and development of the child's personality takes place. It is characterized by a humanistic orientation, appeal to a person, humanistic norms and ideals.
Technologies of personal orientation try to find methods and means of training and education that correspond to the individual characteristics of each child: they adopt methods of psychodiagnostics, change the relationship and organization of children's activities, use various and powerful teaching aids (including a computer), and restructure the content of education.
Personally-oriented technologies oppose the authoritarian, impersonal and soulless approach to the child in traditional technology - an atmosphere of love, care, cooperation, create conditions for creativity and self-actualization of the individual.
PEDAGOGY OF COOPERATION
15. The pedagogy of cooperation is one of the most comprehensive pedagogical generalizations of the 1980s, which gave rise to numerous innovative processes in education. The name of the technology was given by a group of innovative teachers, in whose generalized experience best traditions the Soviet school (N.K. Krupskaya, S.T. Shatsky, V.A. Sukhomlinsky, A.S. Makarenko), the achievements of the Russian school (K.D. Ushinsky, N.P. Pirogov, L.N. Tolstoy) and foreign (J.-J. Rousseau, J. Korchak, K. Rogers, E. Berne) psychological and pedagogical practice and science.
Collaborative pedagogy should be considered as a special type of “penetrating” technology, which is the embodiment of new pedagogical thinking, a source of progressive ideas and, to one degree or another, is included in many modern pedagogical technologies as part of them.
PEDAGOGICAL TECHNOLOGY BASED ON ACTIVATION AND INTENSIFICATION OF ACTIVITY
16. The principle of the child's activity in the learning process has been and remains one of the main ones in didactics. This concept refers to such a quality of activity, which is characterized by a high level of motivation, conscious need in the assimilation of knowledge and skills, performance and compliance with social norms.
This kind of activity in itself occurs infrequently; it is a consequence of targeted managerial pedagogical influences and the organization of the pedagogical environment, i.e. applied pedagogical technology.
Any technology has means that activate and intensify the activity of children, while in some technologies these means constitute the main idea and the basis for the effectiveness of the results.
These technologies include gaming technologies, problem-based learning, communication technologies, V.F. Shatalova, E.N. Ilyina, N.A. Zaitseva, A.A. Okuneva, R.G. Khazankina, K.V. Mahova and others.
GAME TECHNOLOGIES
17. Play along with work and learning is one of the main types of human activity, an amazing phenomenon of our existence.
By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.
The value of the game cannot be exhausted and assessed by entertainment and recreational opportunities. Its phenomenon lies in the fact that, being entertainment, recreation, it is able to grow into education, creativity, therapy, a model of the type of human relations and manifestations in work.
The game as a method of teaching, transferring the experience of older generations to younger people has been used since antiquity. The game is widely used in folk pedagogy, in preschool and other educational institutions. In a modern educational institution that relies on the activation and intensification of the educational process, gaming activities in the classroom are used in the following cases:
- as independent technologies for mastering a concept, topic, and even a section of the educational process;
- as elements (sometimes very significant) of a more extensive technology;
- as a lesson or part of it (introduction, explanation, consolidation, exercise, control);
- as a technology of cultural and leisure work (games such as "Field of Miracles", "Hour of Stars", "Clever and Clever", etc.).
The game form of classes is created with the help of game techniques and situations that act as a means of inducing, stimulating children to learning activities.
The pedagogical game has an essential feature - a clearly defined goal of learning and the corresponding pedagogical result, which can be substantiated, explicitly identified and characterized by an educational and cognitive orientation.
By field of activity
By the nature of the pedagogical process
According to the game method
By subject area
By gaming environment
Scheme number 2. Pedagogical games
PROBLEM LEARNING
18. The technology of problem-based learning became widespread in the 20-30s in the Soviet and foreign gardens. The ideas of the American psychologist, philosopher and teacher J. Dewey formed the basis of problem-based learning. T. V. Kudryavtsev, V. T. Kudryavtsev, I. Ya. Lerner, A. M. Matyushkin, M. I. Makhmutov, V. Okon, M. N. Skatkin took an active part in the development of the fundamental provisions of the concept of problem-based learning and others.
Problem-based learning is understood as such an organization of training sessions that involves the creation of problem situations under the guidance of the educator and the active independent activity of children to resolve them, as a result of which there is a creative mastery of knowledge, skills, abilities and the development of mental abilities.
Problem-based learning is based on the creation of a special type of motivation - problematic, for this the didactic content of the material should be presented as a chain of problem situations. A problem situation is a cognitive task, which is characterized by a contradiction between the available knowledge, skills, attitudes and the requirement.
19. Methodology for creating problem situations
the educator brings the children to the contradiction and invites them to find a way to resolve it themselves;
confronts the contradictions of practical activity;
expresses different points of view on the same issue;
offers to consider the phenomenon from different positions;
encourages making comparisons, generalizations, conclusions from the situation, comparing facts;
raises specific questions (for generalization, justification, concretization, logic of reasoning);
defines problematic theoretical and practical assignments (for example: research);
poses problematic tasks (for example: with insufficient or redundant initial data, with uncertainty in the formulation of the question, with conflicting data, with obviously made mistakes, with a limited solution time, to overcome "psychological inertia", etc.).
INNOVATIVE METHODOLOGICAL WORK
20. Innovative methodological work - a part of professional and pedagogical activity, focused on the creation or development of new (innovative) ways of professional and pedagogical activity.
21. Distinctive features:
1) ensuring the work of an educational institution in the development mode;
2) selection of the content of methodological work that ensures the personal development of a preschool child, his self-disclosure;
3) ensuring that teachers are informed about innovative facts and phenomena and organizing their examination;
4) provision of additional educational services in terms of expanding the content of preschool education in areas of innovation;
5) ensuring the continuity of innovative search, research activities of teachers;
6) providing individual and differentiated approaches to each teacher depending on his professional competence;
7) equipping teachers with methods of professional and pedagogical activity that provide an effective impact on the personal development of the child.
To increase the effectiveness of innovative methodological work in a preschool educational institution, a necessary condition is the creation of pedagogical conditions.
22. The complex of necessary pedagogical conditions includes:
1) selection and examination (evaluation) of the innovative content of preschool education;
2) designing productive forms of methodological work that activate preschool teachers to improve their professional competence;
3) regulation of the forms of methodological work, focused on the development and development of innovative programs and technologies by teachers, on the development of new ways of professional and pedagogical activity.
The first condition includes providing teachers with the necessary information about the latest psychological and pedagogical literature, about modern educational programs and pedagogical technologies; in the field of the content of education - the creation of conditions for the implementation of variable educational programs, methodological and scientific and methodological support for the introduction of a new content of preschool education. The modern practice of preschool education is not protected from the use of negative innovations in working with children. What is the essence of such negativity? In order to improve the level of education of children, teachers sometimes use the content, methods and techniques in their practical work. elementary school. Preschool children sometimes know much more than first graders. But such education is built on strengthening the block of regulated children's activities, increasing the time for cognitive classes. And as a result, children play less, the SANPiN requirements for the organization of physical activity are violated. Thus, the principle of parity between education and health is violated. In this regard, teachers need to be trained to assess the impact of innovations on the psychological and somatic health of children, to select only positive innovations for their implementation in practice. Therefore, the condition “selection and examination (evaluation) of the innovative content of preschool education is quite important in the content of innovative methodological work. For this, leaders can use pedagogical drawing rooms to discuss the existing arsenal of innovative developments, round tables on the analysis of health saving in the content of variable programs and methodological recommendations for sections of preschool education.
To ensure the active participation of preschool teachers in innovative methodological work, it is necessary to design its productive forms. This is the second condition for the effectiveness of innovative methodological work. According to the classification proposed by S.G. Molchanov, forms of methodical work are divided into:
1) Reproductive (workshops, scientific and practical seminars, pedagogical workshops, workshops, trainings).
2) Reproductive-heuristic (pedagogical readings, scientific and practical conferences).
3) Heuristic (problem and problem-project seminars, organizational and activity games).
4) Heuristic-productive (festivals of pedagogical ideas, competitions of professional skills, competitions of methodological developments).
5) Productive (scientific conferences, theoretical seminars, participation in the work of creative groups).
The most effective in the conditions of innovation activity are heuristic-productive and productive forms of methodical work.
The third condition for increasing the efficiency of methodological work is the regulation of the forms of methodological work, focused on the development and development of innovative programs and technologies by teachers, on the development of new ways of professional and pedagogical activity. What is this condition? The development of innovations and their content in a modern preschool educational institution is carried out by specially created innovative departments of teachers: creative groups, methodological associations. The activities of such innovative structures based on the legal framework. The regulatory framework includes: an order for the creation of a structural unit, a regulation on an innovative structural unit, a work plan for the current period, expert opinions on methodological products created by teachers (reviews of external and internal on teaching aids, author's programs). Expert evaluation of products within the educational institution is carried out by a specially created expert council.
Thus, the problem of organizing an effective and efficient structure of innovative methodological work in a preschool educational institution is very relevant. To ensure the effectiveness of innovative methodological work, it is necessary to implement a number of conditions: selection and examination (evaluation) of the innovative content of preschool education; designing productive forms of methodological work that activate preschool teachers to improve their professional competence; standardization of forms of methodical work, focused on the development and development of innovative programs and technologies by teachers, on the development of new ways of professional and pedagogical activity.
MBDOU "Kindergarten" Ryabinushka "p. Korobitsyno"
Prepared and conducted by the educator: Nurtdinova N.Yu.
2014
Modern educational technologies in preschool educational institutions
Currently, pedagogical teams of preschool educational institutions are intensively introducing innovative technologies into their work. Therefore, the main task of preschool teachers- to choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the goal of personal development.
Modern pedagogical technologies in preschool education are aimed at the implementation of state standards of preschool education.
A fundamentally important aspect in pedagogical technology is the position of the child in the upbringing and educational process, the attitude of adults towards the child. An adult, in communicating with children, adheres to the position: “Not next to him, not above him, but together!”. Its purpose is to contribute to the development of the child as a person.
Today we will talk about pedagogical technologies and their effective use in a preschool institution. 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 layout of forms, methods, methods, teaching methods, 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;
- design technology
- research technology
- information and communication technologies;
- personality-oriented technologies;
- technology portfolio of preschooler and educator
- gaming technology
- TRIZ technology
- technologies of the subject-developing environment
- Health saving technologies
aim health-saving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills and habits for a healthy lifestyle.
Health-saving pedagogical technologies include all aspects of the impact of a teacher on a 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:
- on the type of preschool institution,
- on the length of stay of children in it,
- from the program under which teachers work,
- specific conditions of the preschool educational institution,
- professional competence of the teacher,
- indicators of children's health.
Allocate (in relation to preschool educational institutions) the following classification of health-saving technologies:
All health-saving technologies can be divided into 4 groups:
- Technologies for maintaining and stimulating health.
- dynamic pauses (complexes of physical minutes, which may include breathing, finger, articulatory gymnastics, eye gymnastics, etc.)
- mobile and sports games
- contrast track, exercise equipment
- stretching
- rhythmoplasty
- relaxation
- Technologies for teaching a healthy lifestyle.
- morning exercises
- physical education classes
- swimming pool
- acupressure (self-massage)
- sports entertainment, holidays
- health day
- Media (situational small games - role-playing imitative simulation game)
- Game training and game therapy
- Classes from the series "Health"
Correctional technologies
- behavior correction technology
- art therapy
- musical impact technologies
- fairy tale therapy
- color exposure technology
- psycho-gymnastics
- phonetic rhythm
The teacher who guards the health of the child, educating the culture of the health of the child and parents, first of all, must be healthy himself, have valeological knowledge, not overworked, must be able to objectively assess his own merits and demerits associated with professional activities, draw up a plan for the necessary self-correction and proceed to its implementation.
For the implementation of enriched physical development and rehabilitation of children in kindergarten, non-traditional methods of work 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 teachers:
1
.“Dry aquarium”, which helps to relieve tension, fatigue, relax the muscles of the shoulder girdle
2
.Walking on a cork mat where foot massage takes place
3
.For the development of speech breathing and an increase in lung capacity, we use traditional and non-traditional equipment (sultans, turntables)
4
.It is well known that there are many points on the palms of the hands, massaging which can affect 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 along paths made of metal corks barefoot.
7
.Daily after sleep, perform health-improving gymnastics barefoot to the music.
In the structure of the health regimes of each group, the spectra of medical and restorative techniques, techniques, methods should be woven:
- mimic workouts
- gymnastics for the eyes (helping to relieve static tension in the muscles of the eyes, blood circulation)
- finger gymnastics (trains fine motor skills, stimulates speech, spatial thinking, attention, blood circulation, imagination, speed of reaction)
- breathing exercises (promotes the development and strengthening of the chest)
- acupressure
-games, exercises for the prevention and correction of flat feet and posture.
As a result, health-saving activity forms in the child a strong motivation for a healthy lifestyle, full and uncomplicated development.
The set goals are successfully implemented in practice.
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Dynamic pauses,
which are carried out by the teacher during classes, 2-5 minutes, as the children get tired. May include elements of gymnastics for the eyes, breathing exercises and others, depending on the type of activity.
With the help of proper breathing, you can avoid sinusitis, asthma, neurosis, get rid of headaches, runny nose, colds, indigestion and sleep, and quickly restore performance after mental and physical fatigue. For proper breathing, the following rules must be observed: you need to breathe only through the nose evenly and rhythmically; try to fill the lungs with air as much as possible when inhaling and exhale as deeply as possible; stop doing breathing exercises if you experience the slightest discomfort.
- You need to do breathing exercises in a well-ventilated room, in a calm environment. The development of the complex should be carried out gradually, adding one exercise every week.
- The systematic use of physical education leads to an improvement in the psycho-emotional state, to a change in attitude towards oneself and one's health. It is possible to suggest a physical minutes to one of the children.
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Mobile and sports games. Spend educators, head of physical education. As part of a physical education lesson, on a walk, in a group room - sedentary games.
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Relaxation. Spend educators, head of physical education, psychologist in any suitable room. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninoff), sounds of nature.
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Finger gymnastics.
Held from younger age individually or with a subgroup daily by an educator or speech therapist. Recommended for all children, especially those with speech problems. It is held at any convenient time, as well as during classes.
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Gymnastics for the eyes.
Daily for 3-5 minutes. at any free time and during classes to take pictures visual load in children.
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Respiratory gymnastics.
AT various forms physical culture and health-improving work, on physical. minutes during classes and after sleep: during gymnastics.
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Gymnastics invigorating.
Daily after daytime sleep, 5-10 min. The form of carrying out is different: exercises on beds, extensive washing; walking on ribbed planks. Conducted by a teacher.
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Gymnastics corrective and orthopedic.
In various forms of physical culture and health work. Conducted by educators, head of physical education.
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Physical education.They are held in a well-ventilated room 2-3 times a week, in the gym. Younger age - 15-20 min., average age- 20-25 min., older age - 25-30 min. Conducted by educators, head of physical education.
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Problem-play situations.It is carried out in free time, it is possible in the afternoon. Time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized invisibly for children, by including the teacher in the process of playing activities.
The possibility of purposeful formation of the foundations of mental self-regulation in children of 5 years of age is achieved through mobile, role-playing games, and physical education sessions.
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Communication games on the course "Knowing myself" by M.V.Karepanova and E.V.Kharlampova.
1 time per week for 30 min. from older age. They include conversations, sketches and games of varying degrees of mobility, drawing classes that help children adapt in a team. Conducted by a psychologist.
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Classes from the series "Health" on life safety for children and parents as a cognitive development.1 time per week for 30 min. from Art. age in the afternoon. Conducted by educators.
Self-massage. In various forms of physical culture and health work or during physical minutes, in order to prevent colds. Conducted by educators.
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Psycho-gymnastics.
1 time per week from older age for 25-30 minutes. Conducted by a psychologist.
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Technology of influence through fairy tales
A fairy tale is a mirror reflecting the real world through the prism of personal perception. In it, perhaps, everything that does not happen in life.
In fairy tale therapy classes, children learn to compose verbal images. They remember old and come up with new images, children increase their figurative repertoire, and the inner world of the child becomes more interesting, 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 are not only positive, but also negative, the images in children are born not only joyful, but also frightening. One of the important goals of these activities is to transform negative images into positive ones so that the world of the child is beautiful and joyful.
A calm state of the nervous system returns the child to health.
A fairy tale 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.
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Technologies of musical impact.
In various forms of physical culture and health work. They are used to relieve stress, increase emotional mood, etc. Conducted by educators and music director.
Additionally, hardening methods can be used:
- 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 dinner for 2 weeks alternately.
- washing with cold water after a daytime sleep.
- walking barefoot in combination with air baths is carried out in physical education classes and after daytime sleep.
- A healthy lifestyle includes adequate physical activity, rational nutrition, personal hygiene, a healthy psychological climate in the family, at school, in kindergarten, no bad habits, attentive attitude to one's health.
Stretching. Not earlier than 30 min. after meals, 2 times a week for 30 minutes. from middle age in a gym or music room or in a group room, in a well-ventilated area Recommended for children with sluggish posture and flat feet. Be wary of disproportionate stress on the muscles Head of Physical Education
Rhythmoplasty . Not earlier than 30 min. 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 indicators of the child Head of physical education, music director.
Acupressure.It is held 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. It is indicated for children with frequent colds and diseases of the upper respiratory tract. visual material is used. Educators, St. nurse, head of physical education.
arttherapy . 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 includes protocols for classes. Educators, psychologist.
Color exposure technology.As a special lesson 2-4 times a month, depending on the tasks. It is necessary to pay special attention to the color scheme of the interiors of the preschool educational institution. Properly selected colors relieve tension and increase the emotional mood of the child. Conducted by educators, psychologist.
phonetic rhythm.2 times a week from a younger age not earlier than after 30 minutes. after eating. In the gym or music halls. ml. age-15 min., older age-30 min. Classes are recommended for children with hearing problems or for preventive purposes. The purpose of the classes is phonetic literate speech without movements. Educators, head of physical education, speech therapist.
Behavior correction technologies.Sessions of 10-12 lessons for 25-30 minutes. from older age. Conducted by special methods in small groups of 6-8 people. Groups are not made up on one basis - children with different problems are engaged in the same group. Classes are held in a playful way, they have diagnostic tools and protocols of classes. Conducted by educators, a psychologist.
What health-saving educational technologies are used in work with parents?
- consultations, recommendations and conversations with parents on disease prevention, personal hygiene, the benefits of additional walks and classes in various sports sections, highlight these issues as well at parent meetings; slide folders; personal example of a teacher, non-traditional forms of work with parents, practical demonstrations (workshops); questioning; joint actions: sports holidays, days of health; memos, booklets from the series "Finger gymnastics", "How to temper a child correctly?", days open doors; teaching parents the techniques and methods of healing children (trainings, workshops); issue of the newspaper DOW and other forms of work.
To create pedagogical conditions for the health-saving process of upbringing and development of childrenin a preschool institution are: the organization of various activities for children in a playful way; construction of the educational process in the form of a model of culture; organization of cultural creativity of preschoolers; equipping children's activities with equipment, toys, games, game exercises and manuals
All this the work is carried out comprehensively, throughout the day and with the participation of medical and pedagogical workers: an educator, a speech therapist teacher, a psychologist teacher, a physical education instructor, and a music director.
The main educators of the child are the parents. From how the child’s day regimen is properly organized, what attention the parents pay to the child’s health, his mood, the state of physical comfort depend. 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 fixed, or not, and then the information received will be superfluous and painful for the child.
Health care is one of the most important tasks of every person. Among all earthly blessings, health is a valuable gift, given to man nature, which cannot be replaced by anything, but people do not take care of health as it is necessary.
But it is important to understand that taking care of the health of our children today is a full-fledged labor potential our country in the near future.
All of us, parents, doctors, teachers, want our children to study well, to become stronger year by year, to grow up and enter into a great life as people who are not only knowledgeable, but also healthy. After all, health is a priceless gift.
2. Technologies of project activity
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 education of preschoolers unanimously note that the life activity organized according to it in kindergarten allows you to get to know the pupils better, to penetrate the inner world of the child.
Classification of educational projects:
- "gaming" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment);
- "excursion",aimed at studying problems related to the surrounding nature and social life;
- "narrative"during the development of which children learn to convey their impressions and feelings in oral, written, vocal art (picture), musical (playing the piano) forms;
- "constructive"aimed at creating a specific useful product: knocking together a birdhouse, arranging flower beds.
Project types:
- by dominant method:
- research,
- information,
- creative,
- gaming,
- adventure,
- practice-oriented.
- according to the nature of the content:
- include the child and his family,
- child and nature
- child and man-made world,
- child, society and its cultural values.
- by the nature of the child's participation in the project:
- customer,
- expert,
- executor,
- participant from the inception of an idea to the achievement of a result.
- according to the nature of contacts:
- carried out within the same age group,
- in contact with another age group,
- inside the dow
- in contact with family
- cultural institutions,
- public organizations (open project).
- by number of participants:
- individual,
- double,
- group,
- frontal.
- by duration:
- short,
- average duration,
- long term.
3. Research technology
The purpose of research activities in kindergarten- to form in preschoolers the main key competencies, the ability for a research 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 solving problems of a problem nature;
observations;
Modeling (creating models about changes in inanimate nature);
Experiences;
Fixing the results: observations, experiments, experiments, labor activity;
- "immersion" in the colors, sounds, smells and images of nature;
Use of artistic word;
Didactic games, game educational and creatively developing
situations;
Job assignments, actions.
- Experiments (experimentation)
- State and transformation of matter.
- The movement of air, water.
- Soil and mineral properties.
- plant life conditions.
- Collecting (classification work)
- Types of plants.
- Types of animals.
- Types of building structures.
- Types of transport.
- Types of professions.
- Map travel
- Sides of the world.
- Terrain reliefs.
- Natural landscapes and their inhabitants.
- Parts of the world, their natural and cultural "marks" - 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 makes qualitatively new requirements for preschool education as the first link in lifelong education: education using modern information technologies (computer, interactive whiteboard, tablet, etc.).
Informatization of society puts before preschool teachers tasks:
- to keep up with the times,
- become a guide for the child to the world of new technologies,
- a mentor in the selection of computer programs,
- to form the foundations of the information culture of his personality,
- improve the professional level of teachers and the competence of parents.
The solution of these problems is not possible without updating and revising all areas of the kindergarten in the context of informatization.
Requirements for computer programs DOE:
- Exploratory nature
- Ease for self-study of children
- Developing a Wide Range of Skills and Perceptions
- Age Compliance
- Amusement.
Program classification:
- Development of imagination, thinking, memory
- Speaking dictionaries of foreign languages
- The simplest graphic editors
- Travel Games
- Learning to read, math
- Using multimedia presentations
Computer advantages:
- presenting information on a computer screen in a playful way is of great interest to children;
- carries a figurative type of information understandable to preschoolers;
- movements, sound, animation attracts the attention of the child for a long time;
- has a stimulus for the cognitive activity of children;
- provides an opportunity for individualization of training;
- in the process of their activities at the computer, the preschooler gains self-confidence;
- allows you to simulate life situations that cannot be seen in everyday life.
Errors 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
- Unscheduled, accidental use of ICT
- Demonstration overload.
ICT in the work of a modern teacher:
1. Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentation).
2. Selection of additional educational material for classes, familiarity with the scenarios of holidays and other events.
3. Exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad.
4. Registration of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.
5. Creation of presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent meetings.
5. Person - oriented technology
Student-centered technologies put the personality of the child at the center of the entire system of preschool education, ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions for its development, and the realization of existing natural potentials.
Student-centered technology is implemented in a developing 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 the developing space, allowing the child to show his own activity, to 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 opportunities for self-realization in the game, the mode of life is overloaded with various activities, there is little time left for the game.
Within the framework of personality-oriented technologies, independent areas are:
humane-personal technologies, distinguished by their humanistic essence, psychological and therapeutic focus on helping a child with poor health, during the period of adaptation to the conditions of a preschool institution.
It is good to implement this technology in new preschool institutions (for example: kindergarten No. 2), where there are rooms for psychological unloading - this is upholstered furniture, a lot of plants decorating the room, toys that promote individual games, equipment for individual lessons. Musical and sports halls, aftercare rooms (after an illness), a room for the ecological development of a preschooler and productive activities, where children can choose an activity of interest. All this contributes to comprehensive respect and love for the child, faith in creative forces, there is no coercion. As a rule, in such preschool institutions, children are calm, compliant, not in conflict.
- Collaboration Technologyimplements the principle of democratization of preschool education, equality in relations between the teacher and the child, partnership in the system of relations "Adult - Child". The teacher and children create conditions for a developing environment, make manuals, toys, gifts for the holidays. Together they determine a variety of creative activities (games, work, concerts, holidays, entertainment).
Pedagogical technologies based on the humanization and democratization of pedagogical relations with a procedural orientation, the priority of personal relations, an individual approach, democratic management and a bright 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 upbringing and educational process is constructed on the basis of the given initial settings: social order (parents, society) educational guidelines, goals and content of education. These initial guidelines should concretize modern approaches to assessing the achievements of preschoolers, as well as create conditions for individual and differentiated tasks.
Identification of the pace of development allows the educator to support each child at his level of development.
Thus, the specificity of the technological approach is that the educational process must guarantee the achievement of the goals. In accordance with this, in the technological approach to learning, the following are distinguished:
- setting goals and their maximum refinement (education and training with a focus on achieving results;
- preparation of teaching aids (demonstration and handout) in accordance with the 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.
Personally-oriented technologies oppose the authoritarian, impersonal and soulless approach to the child in traditional technology - an atmosphere of love, care, cooperation, create conditions for the creativity of the individual.
6.Technology portfolio of a preschooler
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 kind of route for the development of the child.
There are a number of portfolio features:
- diagnostic (fixes changes and growth over a certain period of time),
- meaningful (discloses the whole range of work performed),
- rating (shows the range of skills and abilities of the child), etc.
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 in 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, his last name 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!".Anthropometric data is entered into the section (in artistic and graphic design): “Here I am!”, “How I grow up”, “I grew up”, “I am big”.
Section 3 "Portrait of my child."The section contains essays of parents about their baby.
Section 4 "I dream ...".The section records the statements of the child himself on the proposal to continue the phrases: “I dream of ...”, “I would like to be ...”, “I am waiting for ...”, “I see myself ...”, “ I want to see myself...”, “My favorite things...”; answers to the questions: “Who and what will I be when I grow up?”, “What do I like to think about?”.
Section 5 "Here's 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, diplomas (from various organizations: kindergarten, media holding competitions).
Section 7 "Advise me ...".The section provides recommendations to parents by the educator and all specialists working with the child.
Section 8 "Ask, parents!".In the section, parents formulate their questions to the specialists of the preschool educational institution.
L. Orlova offers such a portfolio option, the content of which will be of interest to parents in the first place, a portfolio can be filled out both in kindergarten and at home and can be presented as a mini-presentation at a child's birthday. The author proposes the following portfolio structure. The title page, which contains information about the child (last name, first name, patronymic, date of birth), the start date and end date of maintaining the portfolio, the image of the child’s hand at the time the portfolio was started and the image of the hand at the end of the portfolio.
Section 1 "Get to know me"contains inserts “Admire me”, where portraits of a child taken in different years on his birthday are pasted in succession, and “About me”, which contains information about the time and place of the child’s birth, the meaning of the child’s name, the date of the celebration of his name day, a short story of the parents, 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 growth of the child 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, count to five, somersault, etc.
Section 3 "My family".The content of this section includes short stories about family members (in addition to personal data, you can mention the profession, character traits, favorite activities, especially spending time with family members).
Section 4 "I will help in any way I can"contains photographs of the child, in which he is shown doing homework.
Section 5 "The world around us".This section includes small creative works of the child on excursions, educational walks.
Section 6 "Inspiration of winter (spring, summer, autumn)".The section contains children's works (drawings, fairy tales, poems, photographs from matinees, records of poems that the child told at the matinee, etc.)
V. Dmitrieva, E. Egorova also offer a specific portfolio structure:
Section 1 Parent Information,in which there is a heading "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 of teachers"contains information about the observations of teachers of the child during his stay in kindergarten in four key areas: social contacts, communicative activity, independent use of various sources of information and activity as such.
Section 3 "Information of the child about himself"contains information received from the child himself (drawings, games that the child himself came up with, stories about himself, about friends, awards, diplomas, certificates).
L. I. Adamenko offers the following portfolio structure:
Block "What a good child",which contains information about the personal qualities of the child and includes: an essay by the parents about the child; reflections of educators about the child; the child's answers to questions during the informal conversation "Tell me about yourself"; answers of friends, other children to the request to tell about the child; self-esteem of the child (the results of the "Ladder" test); psychological and pedagogical characteristics of the child; "basket of wishes", which includes gratitude to the child - for kindness, generosity, a good deed; letters of thanks 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 questionnaires; reviews of educators about the child; children's stories about a child; stories of teachers to whom the child goes to circles and sections; assessment of the child's participation in actions; the psychologist's characterization of the child's cognitive interests; diplomas in nominations - for curiosity, skills, initiative, independence;
block "What a successful child"contains information about the creative abilities of the child 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, the portfolio (a folder of personal achievements of the child) allows for an individual approach to each child and is awarded upon graduation from kindergarten as a gift to the child himself and his family
7. Technology "Portfolio of the teacher"
Modern education needs a new type of teacher:
- creative thinking,
- owning modern technologies of education,
- methods of psychological and pedagogical diagnostics,
- ways of independent construction of the pedagogical process in the conditions of specific practical activities,
- the ability to predict your end result.
Every teacher should have a record of success, which reflects all the joyful, interesting and worthy things that happen in the life of a teacher. A teacher's portfolio can become such a dossier.
The portfolio allows taking into account the results achieved by the teacher in various types of activities (educational, educational, creative, social, communicative), and is an alternative form of assessing the professionalism and performance of the teacher.
To create a comprehensive portfolio, it is advisable to enter 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 he graduated, the specialty received and diploma qualification);
- work and teaching experience, work experience in this educational institution;
- advanced training (name of the structure where the courses were taken, year, month, subject matter of the courses);
- copies of documents confirming the availability of academic and honorary titles and degrees;
- the most significant government awards, diplomas, letters of thanks;
- diplomas of various competitions;
- other documents at the discretion of the teacher.
Section 2 "Results of pedagogical activity".
- materials with the results of mastering the program being implemented by children;
- materials characterizing the level of development of ideas and skills of children, the level of development of personal qualities;
- a comparative analysis of the teacher's activities for three years based on the results of pedagogical diagnostics, the results of the participation of pupils in various competitions and olympiads;
- analysis of the learning outcomes 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, justify their choice;
- materials characterizing the work in a methodological association, a creative group;
- materials confirming participation in professional and creative pedagogical competitions;
- in weeks of teaching;
- in holding seminars, round tables, master classes;
- author's programs, methodological developments;
- creative reports, abstracts, reports, articles and other documents.
Section 4 "Subject-developing environment"
Contains information about the organization of the subject-developing environment in groups and classrooms:
- plans for organizing a subject-developing environment;
- sketches, photographs, etc.
Section 5 "Working with parents"
Contains information about working with the parents of pupils (work plans; event scenarios, etc.).
Thus, the portfolio will allow the teacher himself to analyze and present significant professional results, 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 a common content, plot, character. It includes in sequence:
- games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them;
- groups of games for the generalization of objects according to certain characteristics;
- groups of games, during which preschoolers develop the ability to distinguish real phenomena from unreal ones;
- groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.
The compilation of game technologies from individual games and elements is the concern of each educator.
Education 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 game tasks and various games, so that using this system, the teacher can be sure that as a result he will receive a guaranteed level of assimilation. child of one or another subject content. Of course, this level of achievement of the child should be diagnosed, and the technology used by the teacher should provide this diagnosis with appropriate materials.
In activities with the help of gaming technologies, children develop mental processes.
Game technologies are closely related to all aspects of the educational and educational work of the kindergarten and the solution of its main tasks. Some modern educational programs suggest using the folk game as a means of pedagogical correction of children's behavior.
9. Technology "TRIZ"
Technology for solving inventive problems
the main objective , which TRIZ-teachers set for themselves is: - the formation of creative thinking in children, i.e. upbringing of a creative personality, prepared for a stable solution of non-standard tasks in various fields of activity. The TRIZ methodology can be called the school of a creative person, since its motto is creativity in everything: in posing a question, in methods of solving it, in presenting material
TRIZ (the theory of inventive problem solving), 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. The TRIZ technology adapted to preschool age will allow educating and teaching a child under the motto "Creativity in everything!" Preschool age is unique, because as the 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, dialectics; on the other hand, search activity, striving for novelty; speech and creativity.
The main task of using TRIZ technology at preschool age is to instill in the child the joy of creative discoveries.
The main criterion in working with children is intelligibility and simplicity in the presentation of material and in the formulation of a seemingly complex situation. It is not necessary to force the introduction of TRIZ without children understanding the main provisions using the simplest examples. Fairy tales, game, everyday situations - this is the environment through which the child learns to apply Triz solutions to the problems that confront him. As contradictions are found, he himself will strive for the ideal result, using numerous resources.
Only TRIZ elements (tools) can be used in the work if the teacher has not mastered the TRIZ technology sufficiently.
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 an object or phenomenon that do not cause persistent 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, one should proceed to the consideration of objects and phenomena that cause persistent associations.
Often, the teacher is already conducting trizovye classes, without even suspecting it. After all, precisely, the emancipation of thinking and the ability to go to the end in solving the task at hand are the essence of creative pedagogy.
10. Integrated learning technology
An integrated lesson differs from the traditional one in the use of interdisciplinary connections, which provide for only occasional inclusion of material from other subjects.
Integration - combine knowledge from different educational areas on an equal basis, complementing each other. At the same time, several development tasks are solved. In the form of integrated classes, it is better to conduct generalizing classes, presentations of topics, and final lessons.
The most effective methods and techniques in an integrated lesson:
Comparative analysis, comparison, search, heuristic activity.
Problem questions, stimulation, manifestation of discoveries, tasks like "prove", "explain".
Sample structure:
Introductory part: created problem situation, stimulating the activity of children to search for its 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 visibility; enrichment and activation of the dictionary;
Final part: children are offered any practical work (didactic game, drawing);
Each lesson is led by 2 or more teachers.
Method of preparation and conduct:
Area selection
Accounting for software requirements;
Basic direction;
To identify the basic principle of building a lesson system;
Consider developing tasks;
Use a variety of activities;
Take into account the features of the formation of the development of various types of thinking;
The use of more attributes and visual material;
Use methods and techniques of a productive nature;
Take into account a person-centered approach;
More appropriate integration of areas "Cognition and physical culture"; "Cognition: mathematics and artistic creativity"; "Music and Cognition", " Artistic creativity and music"; "Communication and Art. creation"
11. Technologies for creating a subject-developing environment
The environment in which the child is located largely determines the pace and nature of his development and is therefore considered by many educators and psychologists as a factor in personality development.
The task of teachers in kindergarten is the ability to model a socio-cultural, spatial-objective developmental environment that would allow the child to show, develop abilities, learn ways to imaginatively recreate the world and the language of arts, realize cognitive-aesthetic and cultural-communicative needs in free choice. Modeling subject environment creates conditions for interaction, cooperation, mutual education of children.
The construction of a subject-developing environment is the external conditions of the pedagogical process, which allows organizing the independent activity of the child, aimed at his self-development under the supervision of an adult.
The environment should perform educational, developing, educating, stimulating, organizational, communicative functions. But most importantly, it should work for the development of the child's independence and self-activity.
Conclusion: A technological approach, that is, new pedagogical technologies, guarantees the achievements of a preschooler and further guarantees their successful schooling.
Every teacher is a creator of technology, even if he deals with borrowing. The creation of technology is impossible without creativity. For a teacher who has learned to work at a 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.
All creative success!!!
Technology derived from Greek word"skill, art" and "law, science" are the science of craftsmanship.
The core of any technology is–
end - means - rules for their use–
result.
Pedagogical technology is a holistic scientifically based project of a certain pedagogical system from its theoretical conception to implementation in educational practice. Pedagogical technology reflects the procedural side of education and upbringing, covers the goals, content, forms, methods, means, results and conditions of their organization.
Structure pedagogical technology:
conceptual basis (scientific base)
procedural part (forms, methods, means, conditions for organizing the educational process, results).
Technology
–
it is a tool of professional activity of the teacher. The essence of pedagogical technology lies in the fact that it has distinct stages (step by step), includes a set of specific professional actions at each stage, allowing the teacher to foresee the intermediate and final results of his own work even in the design process. professional and pedagogical activities. Pedagogical technology is distinguished by:
* specificity and clarity of goals and objectives;
* Availability of stages:
Primary diagnostics;
- selection of content, forms, methods and techniques of its implementation;
- the use of a set of means in a certain logic with the organization of intermediate diagnostics of achieving the goal, evaluation.
There are several approaches to the classification of technologies:
- technologies of education and training
- system - activity approach.
The most complete classification belongs to G.K. Selevko. It unites technologies according to essential and instrumentally significant properties.
In general, there is a trend in the development of technologies - from learning technologies to development technologies.
Pedagogical technologies can be used both in working with children and in working with the teaching staff and parents of pupils.
The most important characteristic of pedagogical technology is its reproducibility. Any pedagogical technology should be health-saving! In preschool pedagogy, the most significant types of technologies include technologies of personality-oriented education and training of preschoolers. The guiding principle of such technologies is taking into account the personal characteristics of the child, the individual logic of his development, taking into account children's interests and preferences in the content and types of activities in the course of education and training. The construction of the pedagogical process with a focus on the personality of the child naturally contributes to his prosperous existence, and therefore health.
Technologies used in working with children:
1.
Health-saving educational technologies in kindergarten - these are, first of all, technologies for educating a valeological culture or a culture of health for preschoolers. The purpose of these technologies is the formation of a conscious attitude of the child to the health and life of a person, the accumulation of knowledge about health and the development of the ability to protect, maintain and preserve it, the acquisition of valeological competence, which allows the preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior, tasks related to provision of elementary medical, psychological self-help and assistance.
2.
Developmental learning technology
Developing education is a direction in the theory and practice of education, focusing on the development of the physical, cognitive and moral abilities of students by using their potential. This is the motivation for a specific action, for knowledge, for something new.
These include the developing environment of the preschool educational institution, the programs of the preschool educational institution.
3. Method of projects.
4.
Development of research skills.
AT educational In the process of the preschool educational institution, the project activity is in the nature of cooperation, in which children and teachers of the preschool educational institution take part, as well as parents and other family members. Parents can not only be sources of information, real help and support for the child and teacher in the process of working on the project, but also become direct participants in the educational process. They can enrich their teaching experience, experience a sense of ownership and satisfaction from their success and the success of the child. The main goal of the project method in a preschool institution is the development of a free creative personality, which is determined by the tasks of development and the tasks of the research activities of children. Research tasks specific to each age. Yes, working with children younger preschool age can the teacher use hints, leading questions? And older preschool children need to be given more independence:
1. Choosing a theme - this is first step educator in the project.
2. Second step
–
this is thematic planning on a chosen problem for a week, which takes into account all types of children's activities: play, cognitive and practical, artistic and speech, labor, communication, etc. At the stage of developing the content of classes, games, walks, observations and other activities related to the theme of the project, educators pay special attention to organizing the environment in groups, in a preschool institution as a whole. The environment should be a background for heuristic, search activities, develop curiosity in a preschooler. When the basic conditions for working on the project (planning, environment) are prepared, the joint work of the educator and children begins.
I stage of project development
- goal setting.
The teacher brings the problem to the discussion of the children. As a result of a joint discussion, a hypothesis is put forward, which the teacher invites the children to confirm in the process of search activity.
II stage of work on the project represents development of a joint action plan to achieve the goal(a hypothesis
–
this is the purpose of the project
).
First, a general discussion is held so that the children find out what they already know about a certain subject or phenomenon. The teacher records the answers on a large piece of paper so that the group can see them. To fix answers, it is better to use conditional schematic symbols that are familiar and accessible to children. Then the teacher asks the second question: “What do we want to know?” The answers are recorded again, regardless of the fact that they may seem stupid or illogical. It is important here that the teacher show patience, respect for the point of view of each child, tact in relation to the ridiculous statements of the kids. When all the children have spoken, the teacher asks: “How can we find answers to the questions?” In answering this question, children rely on their personal experience. It is also necessary to take into account age features pupils. For children of younger preschool age, the teacher can use a hint, leading questions; for children of older preschool age, it is necessary to provide more independence. Various activities can serve as a solution to the question posed: reading books, encyclopedias, contacting parents, specialists, conducting experiments, thematic excursions. The proposals received are additions and changes to the already prepared thematic plan of the educator. It is important that the teacher be flexible in planning, be able to subordinate his plan to the interests and opinions of the children, including children's activities in academic plan, sacrificing some of the planned forms of work. This skill is an indicator of the high professional skill of the educator, his readiness to deviate from existing stereotypes, putting in the first place the inherent value of preschool childhood as a period of life, and only then–
how preparatory stage to the future.
After drawing up a joint action plan, III stage of work on the project
–
its practical part.
Children explore, experiment, search, create. To activate children's thinking, the teacher offers to solve problem situations, puzzles, thereby developing the inquisitiveness of the mind. It is necessary that the teacher be able to create such a situation when the child must learn something on his own, guess, try, come up with. The environment around the child should be, as it were, unfinished, unfinished. A special role in this case is played by the corners of cognitive and practical activities.
IV stage of work on the project (final) is presentation project. The presentation can take place in various forms, depending on the age of the children and the topic of the project:
* final games - classes,
* quiz games,
* themed entertainment,
* album design,
* photo exhibitions,
* mini museums,
* creative newspapers.
Projects, regardless of type, creative, research, informational, open, game, practice-oriented, etc., need constant attention, help and support from adults at every stage of implementation. The specificity of using the project method in preschool practice is that adults need to “lead” the child, help to detect a problem or even provoke its occurrence, arouse interest in it and “draw” children into a joint project, while not overdoing it with parental care and help.
5.
Technology of problem-based learning in kindergarten.
There are four levels of difficulty in learning:
1. The educator himself sets the problem (task) and solves it himself with active listening and discussion by the children.
2. The teacher poses a problem, the children independently or under his guidance find a solution. The teacher directs the child to an independent search for solutions (partial search method).
3. The child poses a problem, the teacher helps to solve it. The child develops the ability to independently formulate the problem.
4. The child himself poses a problem and solves it himself. The teacher does not even point out the problem: the child must see it on his own, and when he sees it, formulate and explore the possibilities and ways to solve it. ( research method)
As a result, the ability to independently analyze a problem situation is brought up, to independently find the correct answer.
First step The process of solving a problem is considered to be the search for means of analyzing the conditions of the problem with the actualization of previous knowledge and methods of action: “What do we need to remember to solve our problem?”, “What can we use from what we know to find the unknown
At the second stage problem solving process. It consists in the discovery of new, previously unknown connections and relationships of the elements of the problem, i.e. putting forward hypotheses, searching for a “key”, ideas for a solution. At the second stage, the child looks for solutions "in external conditions", in various sources of knowledge.
Third stage problem solving–
proof and verification of the hypothesis, implementation of the found solution. In practice, this means the performance of some operations related to practical activities, with the performance of calculations, with the construction of a system of evidence that substantiates the decision.
In an effort to keep children interested in new topic, we create a new problem situation. By creating problem situations, we encourage children to put forward hypotheses, draw conclusions, teach them not to be afraid to make mistakes. It is very important for the child to feel a taste for receiving new, unexpected information about the objects and phenomena surrounding him.
6. TRIZ in preschool (theory of inventive problem solving)
The problem of all teachers according to the Federal State Educational Standard–
education of a new generation of people with high creative potential. If earlier to become social successful person, it was enough to be a good performer, to have certain knowledge and skills, but now you need to be a creative person, able to independently pose and creatively solve problems.
Preschool age is unique, because as the child is formed, such will be his life. That is why it is important not to miss this period to reveal the creative potential of each child. The mind of children is not limited by "deep experience of life" and traditional ideas about how things should be. This allows them to invent, to be spontaneous and unpredictable, to notice what we adults have not paid attention to for a long time.
The purpose of using TRIZ–
technology in kindergarten is the development, on the one hand, of such qualities of thinking as flexibility, mobility, consistency, dialectics, and on the other hand, search activity, the desire for novelty, the development of speech and creative imagination.
TRIZ as a universal toolkit is used in all classes. This allows you to form a single, harmonious, scientifically based model of the world in the mind of the child. A situation of success is created, the results of the decision are exchanged, the decision of one child activates the thought of another, expands the range of imagination, stimulates its development.
TRIZ gives an opportunity to show their individuality, teaches children to think outside the box.
TRIZ develops such moral qualities, as the ability to rejoice in the success of others, the desire to help, the desire to find a way out of a difficult situation. TRIZ allows you to gain knowledge without overload, without cramming.
The main means of working with children is pedagogical search. The teacher should not give ready-made knowledge to children, reveal the truth to them, he should teach them to find it.
TRIZ program for preschoolers–
This is a program of collective games and activities. They teach children to identify contradictions, properties of objects, phenomena and resolve these contradictions. Resolution of contradictions–
the key to creative thinking.
At the first stage classes are given not as a form, but as a search for truth and essence. The child is brought to the problem of the multifunctional use of the object.
Next stage
–
this is the “mystery of the dual”, or the identification of contradictions in an object, a phenomenon. Object research:
- something in it is good, and something is bad,
- what- something harmful, something interferes, and what - then you need.
Next stage resolution of contradictions. To resolve contradictions, there is a whole system of gaming and fairy-tale tasks. For example, the task: "How can you transfer water in a sieve?". The educator forms a contradiction; water must be in the sieve in order to be transferred and there should be no water, since it cannot be transferred in the sieve–
flow out. The contradiction is resolved by changing state of aggregation substances–
water. The water will be in the sieve in a modified form (ice) and it will not be there, because ice is not water. The solution of the problem–
transfer water in the form of ice in a sieve.
Next stage TRIZ program–
this is the solution of fairy-tale problems and inventing new fairy tales with the help of special methods. This method consists in the fact that familiar objects begin to have unusual properties. All this work includes different types of children's activities.–
game, speech, drawing, modeling, application, design.
The subject of games, creative tasks in the classroom for familiarization with the outside world and the development of speech depends on the topic of the material being studied. Purpose of games–
search, research, inventive activity. Developed thinking involves the vision of contradiction, its formation and solution. The result of the solution of the contradiction is the invention. Creation–
the most effective way to actively develop the individual and the development of mankind in today's rapidly changing world.
7. Interactive technology in preschool educational institutions, ICT technology.
The use of IAT is one of the effective ways to increase the motivation and individualization of children's learning, develop their creative abilities and create a favorable emotional background. It also allows you to move from an explanatory-illustrated way of teaching to an activity-based one, in which the child takes an active part in this activity. This contributes to the conscious assimilation of new knowledge.
Learning for children becomes more attractive and exciting. In working with an interactive whiteboard, children develop all mental processes: attention, thinking, memory; speech and also fine motor skills. The older preschooler has a better developed involuntary attention, which becomes more concentrated when he is interested, the studying material is clear, bright, and causes positive emotions in the child.
8.
Game technology.
This is a simulation technology.
A characteristic feature of this technology is the modeling of vital professional difficulties in the educational space and the search for ways to solve them.
Pedagogical technology for organizing directorial games for children:
For the development of game skills, multifunctional game material is created, it is advisable to use fairy tales, the duration of the organization of the game can last 2-3 months.
Stages of pedagogical technology:
Stage 1: enrichment of the gaming experience with content based on the organization of the artistic perception of the tale.
Stage 2: development of plot formation based on the use of multifunctional game material based on the plots of new or familiar fairy tales. Polyfunctional material is a "semantic field" on which game events unfold.
Stage 3: development of plot formation based on the independent creation of multifunctional game material and inventing new adventures of the heroes of the fairy tale.
Pedagogical technology of organizing role-playing games:
The theme of role-playing games is connected with social reality.
Technology stages:
Stage 1:
Enrichment of ideas about the sphere of reality that the child will reflect in the game (observations, stories, conversations about impressions). It is important to introduce the child to people, their activities, relationships.
Stage 2:
Organization of the plot role play("game in preparation for the game").
Determination of the situation of interaction between people, inventing and composing events, the course of their development in accordance with the theme of the game;
Creation of a subject-play environment based on the organization of productive and artistic activities of children, co-creation with educators, children's collecting, joint play activities of the educator with children;
Stage 3:
Independent play activities of children; organization of a role-playing game with an imaginary partner, for whom the child speaks.
9.
Integrated lesson technology
An integrated lesson differs from the traditional one in the use of interdisciplinary connections, which provide for only occasional inclusion of material from other subjects.
Integration combines 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 lessons, it is better to conduct general lessons, presentations of topics, and final lessons.
The most effective methods and techniques in an integrated lesson:
- comparative analysis, comparison, search, heuristic activity;
- problematic questions, stimulation, manifestation of discoveries, tasks such as "prove", "Explain".
Sample structure:
Introductory part:
a problematic situation is created that stimulates the activity of children to search for its 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 visibility; enrichment and activation of the dictionary.
Final part:
children are offered any practical work.
Each lesson is led by 2 or more teachers.
Method of preparation and conduct:
- selection of areas
- accounting for program requirements;
- basic direction;
- identification of the basic principles of building a lesson system;
- thinking over developing tasks;
- the use of a variety of activities;
- taking into account the peculiarities of the formation and development of various types of thinking;
- the use of more attributes and visual material;
- use of methods and techniques of a productive nature;
- taking into account the personality-oriented approach.
More appropriate integration of areas "Cognitive and physical development"; "Cognitive and artistic and aesthetic development"; "Socio-communicative and speech development"
Literature:
"Modern educational technologies" G.K. Selevko.
"Innovative activity in the preschool educational institution" K.Yu. White.
“200 answers to the questions of the head of the kindergarten” K.Yu. White.
"Developing Pedagogy of Recovery" V.T. Kudryavtsev, B.B. Egorov.
"Raising a healthy child" M.D. Makhanev.
"Play for your health!" L.N. Voloshin.
"Health-saving technologies in the educational process" I.V. Chupakhina, E.Z. Puzhaeva, I.Yu. Sokolov.
