Technologies in the dow for certification of the educator. Report on the use of modern educational technologies in the educational process in the conditions of the Federal State Educational Standard. Concentrated Learning Technology

Modern educational technologies in preschool educational institutions

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.

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

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 preschool educational institutions 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 the health of children 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 process of the preschool educational institution);

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-game (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 include pedagogical 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.

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:

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.

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 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);

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.

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 imposes qualitatively new requirements on preschool education as the first link continuing 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 in the world of new technologies,

a mentor in the selection of computer programs,

form the foundations information culture his personality,

To 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:

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;

Has an incentive cognitive activity 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 model 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 directions stand out:

· 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, and equipment for individual lessons. Musical and sports halls, aftercare rooms (after an 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 Technology implements 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 settings should specify 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;

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.Technology portfolio of a 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 performing 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 creativity 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 you to individual approach for each child and is given 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 education,

methods of psychological and pedagogical diagnostics,

methods of independent design 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" .

The content of this section forms an idea of the dynamics of the results of the teacher's activities for a certain period. The section may include:

· 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 that characterize the work in methodical association, creative group;

materials confirming participation in professional and creative pedagogical competitions;

in weeks of teaching;

in conducting 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.

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 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 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 educational and educational work kindergarten and solving 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"

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 for disclosure creativity every 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-technologies in 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.

At present, pedagogical teams of kindergartens are intensively introducing into their work innovative technologies. Therefore, the main task of preschool teachers is to choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the goal of personality development.

Modern pedagogical technologies in preschool education are aimed at the implementation of state standards of preschool education.

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

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

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
In practice, I implement such modern educational technologies as: student-centered learning, gaming, ICT, health-saving technologies.

Health saving technologies

The purpose of such technologies is to provide the child with the opportunity to maintain health, to develop the necessary knowledge, skills, and habits for a healthy lifestyle.

For enriched physical development and health improvement of children in kindergarten, we use these types of health-saving technologies.

Technologies for maintaining and stimulating health.

dynamic pauses(complexes of physical minutes, which may include respiratory, finger, articulation gymnastics, gymnastics for the eyes, etc.)
mobile and sports games
relaxation
Technologies for teaching a healthy lifestyle.

morning exercises
physical education classes
sports entertainment, holidays
health day
Also in each group there are "Health Corners". They are equipped with both traditional aids and non-standard sports equipment made by the hands of teachers: a massage track, massagers, exercise machines and more.

In order to increase the motivation of parents, as well as their enlightenment on issues of health conservation, health promotion, we use the following methods in our work:

parent meetings;

Folders-sliders;

Questioning;

Joint sports holidays

health days;

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, must find daily support at home.

Also in our work we use personality-oriented technologies, putting the personality of the child at the center of the educational process, providing comfortable, conflict-free and safe conditions for its development, and realizing the natural potentials that it has.

We organize the educational process on the basis of respect for the personality of the child, taking into account the peculiarities of his individual development, attitude towards him as a conscious, full participant in the educational process.

We strive to establish a trusting relationship with children, show respect for the personality of each child, pay attention to the mood of the child, his desires, achievements, failures.

To learn about the mood of each child, mood calendars maintained by children help.

After talking with the child, we find out the reason for this or that mood, and then we use game technologies (a game situation or a surprise moment that allow us to evoke positive emotions in children if the child had a sad mood.

Thus, the mood calendar helps us to implement individual work, find an individual approach to the child, and provide comfortable, conflict-free conditions for his development.

Privacy corner - helps children calm down, relax, resolve conflict, play with their favorite toy, look at photos, books, call mom or just daydream.

Being close to children, we create conditions for the formation of positive relationships with peers, encourage children to show empathy, pity, and a sense of joy for another. We provide children with the opportunity to choose activities according to their interests, more often using encouragement than censure.

I hope that the use of student-centered technology will allow me to reveal the individuality of each child, help it manifest itself, gain stability.

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.
A feature of gaming technologies is that gaming moments penetrate into all types of children's activities: work and play, educational activities and play, everyday household activities related to the implementation of the daily routine and play.

The material studied in the process of playing activity is forgotten by children to a lesser extent than the material in which the game was not used. This is primarily due to the fact that the game organically combines entertainment, which makes the process of cognition accessible and exciting, and activities, thanks to the participation of which, the assimilation of knowledge becomes more qualitative and durable.

In activities with the help of gaming technologies, children develop mental processes. Game technologies can be aimed at developing attention, perception, thinking, and creative abilities.
Practice has shown that the use of gaming technologies in our DU significantly increased the interest of pupils in educational activities, they began to memorize the material better, their consciousness and thinking became more liberated. Hence, the level of assimilation of knowledge by children has increased.

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.).

In our preschool institution, teachers actively use ICT in their activities.

ICT refers to the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

By areas of use of information and communication technologies in the system activities of the preschool educational institution we divide by:

The use of ICT in the organization of the educational process with children;

The use of ICT in the process of interaction between teachers and parents;

Use of ICT in process and organization methodical work with teaching staff.

In working with children, we use created multimedia presentations aimed at both acquiring new knowledge and consolidating existing ones. When introducing children to a new topic, you can invite them to watch a video clip or presentation.

The use of ICT helps to explain to the child in accessible form some points that

They are not clear to him “in words” (for example, such a phenomenon as the water cycle in nature becomes available after watching the presentation)

It is not possible to observe in reality, because they do not allow climatic conditions(ice drift, bird migration, northern lights, etc.).

Active use of the Internet gives us the opportunity to take part with children in distance competitions of various levels in various areas of development.

Modern technical means are also used by us in the design of visual material, booklets, holding parent meetings, round tables.

Information and communication technologies in the work of a modern teacher.

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. 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. The use of a multimedia projector in the classroom, at teachers' councils, RMS

Thus, the use of ICT contributes to improving the quality of the educational process: teachers have the opportunity to professionally communicate with a wide audience of Internet users, their social status. The use of EER (electronic educational resources) in working with children serves to increase the cognitive motivation of pupils, respectively, there is an increase in their achievements, key competencies. Parents have become more respectful of educators, listen to their advice, and participate more actively in the life of the group.

A technological approach, that is, new pedagogical technologies, guarantees the achievements of a preschooler and further guarantees their successful schooling.

I want to end with the words: create yourself. As there are no children without imagination, so there is no teacher without creative impulses.
Creative success to you!

Anna Kondratieva
Modern educational technologies in preschool educational institutions

« Modern pedagogical technologies in preschool educational institutions» .

Today we will talk about pedagogical technologies and their effective use in a preschool institution. The term itself « technology» - from Greek it is art, skill, skill, a set of techniques and methods of obtaining, processing and processing of raw materials, materials. At present, the concept has firmly entered the pedagogical lexicon "pedagogical technology» . 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).

There is a classification of pedagogical technologies.

After the introduction of the GEF DO in the system of preschool education educational process; decide educational educational activities education; build educational

Today, any preschool institution, in accordance with the principle of variability, has the right to choose its own model education and design the pedagogical process on the basis of adequate ideas and technologies. The basis of the activity of all subjects of the pedagogical process is the model “I am learning myself, not being taught”, that's why contemporary the educator needs to master a whole arsenal of pedagogical technologies to stimulate the cognitive activity of the child. In addition, the teacher must be ready to respond flexibly to emerging changes in the content. education, adapt it to the emerging and constantly changing cognitive interests of children.

The development of new teachers by teachers is the key to the successful development of the child's personality.

Pedagogical technology- this is such a construction of the activity of the educator, in which the actions included in it are presented in a certain sequence and suggest the achievement of the predicted result. Modern pedagogical research show that the main problem of preschool education - loss of vitality, the attractiveness of the process of cognition. The number of preschool children who do not want to go to school is increasing; the positive motivation for classes has decreased, the performance of children is falling.

Based on the foregoing, there is a need to use a range of innovative educational technologies. In his professional activity Our dow teachers use the following technology:

1. Technology developmental education (D. B. Elkonina V. V. Davydova, aimed at developing the individual cognitive abilities of each child, at knowing oneself as a person, at self-determination and self-realization in the learning process;

2. Gaming technology in preschool:

3. Pedagogy of cooperation (K. D. Ushinsky, N. P. Pirogov, L. N. Tolstoy) ;

4. TRIZ technology(G. S. Altshuller, A. M. Strauning, aimed at the development of creative abilities;

5. Information and communication technology;

6. Health-saving technology(N. N. Efimenko) to improve the health of children;

7. When interacting with children, a personality-oriented approach is used (I. S. Yakimanskaya).

8. Technology problem learning (J. Dewey)

9. Technology project activities (L. S. Kiseleva, T. A. Danilina)

The teachers of our preschool educational institution, comprehensively solve the problems of the physical, intellectual, emotional and personal development of the child, preparing him for school, actively introducing into this process the most effective health saving technologies. Today we will focus on some of them.

"Health-saving technology in preschool»

The period of preschool childhood is the most important in the formation of personal qualities, the formation of the foundations of physical, mental, intellectual and social health.

Our preschool educational institution has developed a set of measures aimed at timely providing each child with adequate conditions for the age for the development and formation of a full-fledged personality, the preservation and promotion of health, the formation of a healthy lifestyle.

Federal state requirements determined the content and conditions of the organization educational process for the formation of a common culture, the development of physical, intellectual and personal qualities of preschoolers, ensuring their social success, the preservation and strengthening of health, and also highlighted the content of psychological and pedagogical work on the development of children educational areas . All these tasks must be solved by teachers in an integrated manner, ensuring the versatile development of children, taking into account their age and individual characteristics. Such integration is possible only under the condition of a real connection into a single whole of the processes of education, upbringing and development. In this regard, the integrated inclusion of health-saving technologies in the educational space of preschool educational institutions.

Under health-saving technologies is understood as a set of pedagogical, psychological and medical measures aimed at preserving and strengthening the health of children, the formation of a conscious and valuable attitude towards their health.

In our kindergarten, teachers and specialists use the following in their work with children: technology:

- Technology conservation and promotion health:

dynamic pauses, outdoor and sports games, relaxation, finger gymnastics, eye gymnastics, respiratory gymnastics, invigorating gymnastics, corrective gymnastics

- Technologies for teaching a healthy lifestyle: Physical education rhythmic, biological Feedback(BOS).problem-game, communicative games, conversations from the series "Health", point self-massage,

Corrective technology: technology development of the emotional-volitional sphere, behavior correction, psycho-gymnastics.

The tasks of each of these groups are related to the general tasks of the health caregiver. education in our kindergarten.

Important place to use technologies maintaining and stimulating health in our preschool educational institution is given to teaching preschoolers to breathe properly.

In our institution, specialists and teachers have introduced methods into the system of physical culture and health-improving work that allow teaching children the correct nasal breathing: paradoxical gymnastics by A. N. Strelnikova, sound breathing by M. L. Lazarev, breathing training according to the method of biological feedback A. A. Smetankina.

The various attributes used in the performance of breathing exercises also provide integration in the development of preschoolers. The importance of using unconventional material: snowflakes, ribbons, bright tubes, turntables, etc. cannot be overestimated, because a preschool child is characterized by visual figurative thinking. When using paraphernalia, children get a lot of impressions. This has a beneficial effect on their emotional mood, as well as on the whole organism as a whole in educational and educational and physical culture and health-improving process. The respiratory gymnastics complexes developed by the teachers of the institution are included in all types of activities of children in the daily routine.

Much attention is paid to stopotherapy-prevention of flat feet and maintaining posture. The use of various non-traditional equipment allows you to instill interest in performing these exercises. To achieve a positive result, the exercises are included in all regime moments. The use of health tracks, massage mats, gathering machines and much more increase the effectiveness of such exercises.

In connection with the growth of physical inactivity among children, the issue of including the technique of game stretching in the health work has become relevant.

Applied game stretching technique (or, in other words, stretching) It is aimed at activating the protective forces of the children's body, mastering the skills of perfect control of one's body and psychoenergetic self-regulation, at the development and release of the creative and health-improving possibilities of the subconscious.

The technique of game stretching is based on static stretching of the muscles of the body and the articular-ligamentous apparatus of the arms, legs, spine, which helps to prevent postural disorders and correct it, which has a deep healing effect on the entire body.

Movement is life

It's time for computers

It has become more difficult to live actively.

And children are like old people

Carry backpacks to school.

Movement is life and beauty,

Healthy mind and purpose clear:

Run away from laziness and disease,

Sports are healthier than all.

How to teach to be healthy

And love physical education?

Just do something yourself

And give everything to the kids.

In the eyes of glitter and ringing laughter -

How many joys for all.

Jump, run, throw at the target -

Everyone wants to be smart.

Comes the conclusion without a doubt:

"Health is life,

Life is movement!

"The use of game pedagogical technologies in the work of a kindergarten teacher. "

Currently in educational process, the idea of self-development of the personality, its readiness for independent activity, comes to the fore. The functions of the teacher are changing. Now he is the organizer of intellectual search, emotional experience and practical action. To do this, it is necessary to master new pedagogical technology, forming the active role of the student.

Pedagogical technology must develop curiosity - the basis of cognitive activity; ability to independently solve creative (mental, artistic) and other tasks that allow you to be successful in different types activities: creative imagination as a direction of intellectual and personal development; communication skills - the ability to communicate with adults and peers; the ability to reflect - as one of the main personal qualities; understanding and self-awareness (actions, behavior, speech, feelings, states, abilities).

After the introduction of FGT into the system of preschool education the educator should be engaged in the development of the child, based on the complex-thematic principle of construction educational process; decide educational tasks not only within the immediate educational activities, but also during regime moments in accordance with the specifics of preschool education; build educational processes on age-appropriate forms of work with children.

Teachers mastering new technologies in preschool education- the key to a successful solution of the problem, the development of the personality of the child.

The purpose of gaming technologies is the solution of the series tasks: didactic, developing, educating, socializing.

Gaming technology are widely used in preschool age, since the game is the leading activity during this period. In the development of preschool children, developing games are used. technology B. P. Nikitin, V. V. Voskobovich, Kuzener, Gyenesh.

Technology of educational games B. P. Nikitina.

The game activity program consists of a set of educational games. In his books, he offers educational games with cubes, bricks, Montessori frames and inserts, plans and maps, squares, sets "Guess", etc. Tasks are given to the child in various form: in the form of a model, a flat isometric drawing, a drawing, etc., and so way introduce him to different ways of transmitting information.

Are there enough games and toys in our group? Quite: soft, plastic, with attributes of role-playing games; various designers, pyramids, fasteners and lacing; didactic and educational games, games, games, games. Many and different, all of them are aimed only at ensuring that the little man grows and develops.

So it's all right: each child finds for himself a worthy occupation. But manifold games does not exclude the fact that each toy and game performs a limited number of functions (most often 2 - 3).

But there is one game that should be discussed in more detail, and precisely because of its universality and simplicity at the same time - this is a complex containing a set of geometric shapes, each of which can be characterized by four properties: color, shape, size and thickness - and in a complete set, all these four features fully describe a specific figure. A thin, large, red circle is only one, there is no other like it.

These are Gyenes logic blocks.

Logic blocks were invented by the Hungarian mathematician and psychologist Zoltan Gyenes. Games with Gyenes blocks are accessible, on a visual basis, they introduce children to the shape, color and size of objects, with mathematical representations. I have been using them in my work for 7 years already, I released a group of children in whose education I used logical blocks and their standards.

What are Gyenes blocks?

Gyenes Blocks is a universal educational game.

Gyenesh logic blocks are a set of 48 geometric figures:

a) four forms (circles, triangles, squares, rectangles);

b) three colors (red, blue and yellow pieces);

c) two sizes (large and small figures);

d) two types of thickness (thick and thin figures).

The most interesting thing is that there is not a single identical figure in the set. Each geometric figure is characterized by four signs: shape, color, size, thickness.

What do Gyenes blocks develop?

Blocks develop logical and analytical thinking in children (analysis, comparison, classification, generalization, creativity, as well as perception, memory, attention and imagination. Playing with Gyenes blocks, the child performs various substantive actions (groups by attribute, lays out rows according to a given algorithm).

At what age can you play with blocks?

Gyenes blocks are designed for children from three to 10 years old. In practice, you can give blocks to children from 2. years. Using the album for the little ones.

To begin with, I introduce children to blocks. I lay out the set in front of them and let the children play with details: to touch, sort out, hold in hands.

1. Find all shapes of the same color (not the same color as this one) (show, for example, a yellow figure). Then you can ask the child to show all the blocks of a triangular shape. (or all large figures, etc.).

2. Give the bear all the blue figures, the bunny - yellow, and the mouse - red; then we distribute the figures by size, shape, thickness.

3. What color (shape, size, thickness) is this figure?

4. Several figures are laid out in front of the child that need to be remembered, and then one of the figures disappears or is replaced by a new one, or two figures are swapped. The child should notice the changes.

5. All figures are put into a bag. Ask the child to touch all the round blocks. (all big or all fat). It is also possible to characterize all the figures according to one or more features. Or he names the shape, size or thickness without taking it out of the bag.

6. Lay out three shapes. The child needs to guess which of them is superfluous and by what principle (by color, shape, size or thickness).

7. Find the same figures in color, but not the same in shape or the same in shape, but not the same in color.

8. Continue the chain, alternating blocks by bloom: red, yellow, red, yellow (can be altered in shape, size and thickness).

9. We lay out the chain so that there are no figures of the same shape and color nearby (by color and size; by size and shape, by thickness and color, etc.). You can also lay out the figures so that each differs from each other in color, shape, size

10. We lay out the chain so that there are figures next to each other of the same size, but different in shape, etc. Or we lay out the chain so that there are figures of the same color and size, but of different shapes (same size but different color).

I gave only a minimum of games with these blocks, in fact there are a very large number of games. I use blocks both in the classroom and in individual work with kids.

V. Voskobovich and his "Fairy Labyrinths".

Vyacheslav Voskobovich is an inventor who came up with more than 50 benefits for the development of the mental and creative abilities of a child. During the perestroika, looking for some educational toys for his two children in stores and not finding anything suitable, he decided to invent and make a game himself. He beat and pounded everything by hand. He did not copy someone else's, and therefore his new games aroused such interest. The first developments of Voskobovich were constructive in nature - it was a search for some kind of zest. Realizing that tasks and exercises are not as interesting for children as a game, he approached the matter creatively and combined his ideas with game moments.

His games teach to model, correlate the whole with its part, develop thinking, memory, attention, and creativity. Vyacheslav Vadimovich not only contributed to alternative pedagogy, but created new era developing games. Now a large number of children's institutions have been created that work on its basis. technology.

What distinguishes Voskobovich's games from all the others?

Voskobovich's educational games have a number of features:

1. Wide age range of game participants.

With the same game, children of 3 and 7 years old, and schoolchildren, can play, because a system of constantly becoming more complex developmental questions and cognitive tasks joins the simple physical manipulation.

2. Multifunctionality of games.

Can solve a large number educational tasks Unbeknownst to himself, the baby masters numbers and letters, remembers color and shape, learns to count, navigate in space, trains fine motor skills improves speech, attention, memory, imagination.

3. Variability of game tasks and exercises.

Each game has a large number of varied game tasks and exercises aimed at solving one educational task.

4. The creativity of each game.

Educational games provide an opportunity to invent and translate what was conceived into reality for both children and adults.

Technology resolves the following tasks:

The development of the child's cognitive interest, desire and need to learn new things.

Development of observation, research approach to phenomena and objects of the surrounding reality.

Development imagination, creativity of thinking (the ability to think flexibly, think in an original way, see an ordinary object from a new angle of view).

Harmonious, balanced development in children emotionally - figurative and logical principles.

Formation of basic ideas (about the world around, mathematical, speech skills.

Building a pedagogical process that contributes to the intellectual and creative development of children in the game.

By solved educational problems, all Voskobovich games can be conditionally divided into 3 groups:

Games aimed at logical and mathematical development.

The purpose of these games is the development of mental operations, and game actions - the manipulation of numbers, geometric shapes, properties of objects.

Games with letters, sounds, syllables and words.

In these games, the child decides logical tasks with letters, composes syllables and words, is engaged in word creation.

Universal game learning tools. They can be material for games and didactic aids. Game teaching aids create comfortable conditions for the work of the teacher and give pleasure to children.

To organize games, you can use the fairy tales-methods of the Purple Forest or adapt well-known fairy tales. Tasks are set not by an adult, but fairy tale character. The plot may include one game or a combination of several familiar games. Voskobovich's games can be used in joint, independent activities, as well as integrated with other activities. The learning task is set in the form of a game. In the situation of a developing game, there is an internal need to acquire new knowledge and methods of action.

In educational games (this is their main feature) manages to combine one of the basic principles of learning - from simple to complex - with a very important principle of creative activity independently according to abilities, when a child can rise to "ceiling" their possibilities.

Educational technology I have been using it in my work for a long time, I released a group of children, in whose training I used logical blocks and their standards, developing the games of B.P. Nikitin, V.V. Voskobovich. Educational games do not tolerate coercion and create an atmosphere of free and joyful creativity.

"Music therapy in kindergarten."

Today there is a sharp increase in the number of children with various forms of disorders of the psycho-emotional sphere. Closing themselves on TVs, computers, children communicate less with adults, peers, and it is communication that enriches the sensual sphere.

Having studied the methodological literature, we concluded that communication with music is also very necessary for children.

Music therapy is one of the most promising areas in the life of preschool educational institutions. It contributes to the correction of the psychophysical health of children in the course of their life, makes it possible to use music as a means of harmonizing the state of the child, relieving stress, fatigue, and increasing emotional tone.

In our kindergarten we listen to music all day long. This does not mean that it sounds continuously. Music is listened to dosed depending on the time of day, type of activity, mood.

In the morning we turn on sunny, major classical music, good songs with good lyrics.

For relaxation, stress relief, pleasant immersion in daytime sleep - calm melodic classical and modern relaxing music, sounds of nature, the sound of the sea.

Children subconsciously calm down and relax.

Quiet gentle light joyful music helps awakening.

It is easier and calmer for children to move from a state of complete rest to vigorous activity.

Distinguish active (motor improvisations to the appropriate character of the music) and passive (listening to a soothing melody or as background music)

Hearing right selected music with the performance of psycho-gymnastic studies increases the immunity of children, reduces tension and irritability, headache, restores calm breathing, promotes healing, improves well-being, improves mood.

How to reduce feelings of anxiety and insecurity?

Major melodies, below average tempo will help you with this. Ethnic compositions and classic: Chopin "Mazurka", Strauss "Waltzes", Rubinstein "Melodies".

How to reduce nervous excitement?

Hyperactive children often benefit from listening to calm, quiet music for a long time. Bach "Contata 2", Beethoven "Moonlight Sonata", etc.

Do you want peace?

Flute sounds, violin and piano playing have a relaxing effect. The sounds of nature have a calming effect.

Classic: works by Vivaldi, Schubert "Ave Maria", Brahms "Lullaby".

To reduce aggressiveness and disobedience.

Classic: Bach "Italian Concerto", Mozart "Symphony No. 40", Haydn "Farewell Symphony"

Winner all-Russian competition"Most Requested Article of the Month" October 2017

The main task of preschool teachers is to choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the goal of personality 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 dealing 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 is a set of techniques used in any business, skill, art. (dictionary).

Today there are more than a hundred educational technologies.

Primary requirements (criteria) pedagogical technology:

Conceptuality
Consistency
Controllability
Efficiency
Reproducibility

Conceptuality is a reliance on a certain scientific concept, including a philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.

Consistency - the technology must have all the features of a system:

process logic
interconnection of its parts

Integrity.

Controllability is the possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct results.

Efficiency - modern pedagogical technologies that exist in specific conditions should be effective in terms of results and optimal in terms of costs, guaranteeing the achievement of a certain standard of learning.

Reproducibility - applicability (repeat, play) educational technology in educational institutions, i.е. technology as a pedagogical tool must be guaranteed to be effective in the hands of any teacher using it, regardless of his experience, length of service, age and personal characteristics.

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.
The content part is the general, specific goals and content of the educational material.
The procedural part is a set of forms and methods of educational activity of children, methods and forms of work of the teacher, the activity of the teacher in managing the process of mastering the material, diagnostics of the learning process.

Thus, it is obvious: if a certain system claims to be a technology, it must meet all the requirements listed above.

Interaction of all subjects of the open educational space (children, employees, parents) DOE is carried out on the basis of modern educational technologies.

Modern educational technologies include:

1. Technologies of project activity

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

Classification of educational projects:

"gaming" - children's activities, participation in group activities (games, folk dances, dramatizations, 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 artistic (painting), musical (piano playing) forms;
"constructive" , aimed at creating a specific useful product: making a birdhouse, arranging flower beds.

Project types:

1. according to the dominant method:

research,
information,
creative,
gaming,
adventure,
practice-oriented.

2. by 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.

3. 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.

4. by 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).

5. by the number of participants:

individual,
double,
group,
frontal.

6. by duration:

short,
average duration,
long-term

In the educational process of the preschool educational institution project activity is 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 the teacher in the process of working on the project, but also become direct participants in the educational process, enrich their pedagogical 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. The tasks of research activity are specific for each age. So, in working with children of primary preschool age, can a teacher use hints, leading questions? And older preschool children need to be given more independence.

Choosing a topic is the first step of the educator in working on the project.
The second step is thematic planning on the 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 are prepared (planning, environment), the joint work of the educator and children begins

The first stage of project development is goal-setting: the educator brings the problem up for discussion by 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.

Stage II of the project is the development of a joint action plan to achieve the goal (and the hypothesis is the goal 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 questions?” 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 ready-made 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 - as preparatory stage to the future.

The third stage of work on the project is 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 play Centers for cognitive and practical activities.

The final, IV stage of work on the project is the presentation of the project. The presentation may take place in various forms depending on the age of the children and the topic of the project: final game-lessons, quiz games, thematic entertainment, design of albums, photo exhibitions, mini-museums, creative newspapers. Projects, regardless of their type, creative, research, information, 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 "point" child, to help discover the problem or even provoke its occurrence, to arouse interest in it and "pull in" children in a joint project, while not overdoing it with the guardianship and help of parents.

2. Research technology

The purpose of research activities in kindergarten is 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. (technologies 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
posing and solving problems
observations
modeling (creating models about changes in inanimate nature)
experiences
fixing the results: observations, experiments, experiments, labor activity
"immersion" into colors, sounds, smells and images of nature
imitate the voices and sounds of nature
use of the art word

Didactic games, game educational and creatively developing

situations;

Job assignments, actions.

1. Experiments (experimentation)

State and transformation of matter.
The movement of air, water.
Soil and mineral properties.
plant life conditions.

2. Collecting (classification work)

Types of plants.
Types of animals.
Types of building structures.
Types of transport.
Types of professions.

3. Map travel

Sides of the world.
Terrain reliefs.
Natural landscapes and their inhabitants.
Parts of the world, their natural and cultural "tags" - symbols.

4. Travel around "river of time"

Past and present of humanity (historical time) in "tags" material civilization (e.g. Egypt - pyramids).
History of housing and improvement.

3. Technology "TRIZ"

TRIZ (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. 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 main task of using TRIZ technology at preschool age is to instill in the child the joy of creative discoveries.

TRIZ is not strict scientific theory. TRIZ is a generalized experience of inventing and studying the laws of development of science and technology. As a result of its development, TRIZ has gone beyond the scope of solving inventive problems in the technical field, and today it is also used in non-technical fields. (business, art, literature, pedagogy, politics, etc.). The problem of all those involved in education is 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. To date, there are many courses in which adults learn to play in order to learn to go beyond the traditional in business. After all, original thinking is the key to survival in the fight for competition. Modern society makes new demands on the education system of the younger generation, including its first stage - preschool education. But the problem is not in the search for gifted geniuses, but in the purposeful formation of creative abilities, the development of a non-standard vision of the world, new thinking. It is creativity, the ability to invent, create something new that best forms the personality of the child, develops his independence and cognitive interest.

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 "deep experience of life" and traditional ideas about how things should be, which allows them to invent, to be spontaneous and unpredictable, to notice what we adults have not paid attention to for a long time.

Practice has shown that traditional forms of work cannot fully solve this problem. Today, this makes TRIZ possible - the theory of inventive problem solving, originally addressed to engineering and technical workers, in recent decades has aroused keen interest among educators - practitioners. The TRIZ system - pedagogy has been developing since the early 80s. years, in response to the demand of the time for the preparation of innovative - thinking individuals who know how to solve problems. TRIZ technology adapted to preschool age makes it possible to educate and educate a child under the motto "Creativity in Everything" .

The focus of TRIZ - pedagogy - is a creative and creating person, who has a rich flexible systemic imagination. The purpose of using TRIZ technology in kindergarten is to develop, on the one hand, 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. That is why we use TRIZ-technologies in the classroom and in free activities. 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.

The TRIZ program for preschoolers is a program of collective games and activities. They teach children to identify contradictions, properties of objects, phenomena and resolve these contradictions. Conflict resolution is 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. The next stage is "the secret of the" double " , or revealing contradictions in an object, phenomenon. When something in it is good, but something is bad, something harmful, something interferes, but something is needed. The next step is conflict resolution. 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 transfer it, and there should be no water, since it cannot be transferred in the sieve - it will flow out. The contradiction is resolved by changing the state of aggregation of the substance - water. The water will be in the sieve in a modified form (ice) and it will not be, because ice is not water. The solution to the problem is to transfer water in the form of ice in a sieve.

The next stage of the TRIZ program is solving fairy tale problems and inventing new fairy tales using 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 - playing, 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. The purpose of the games is 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. Children learn this through games. "Vice versa" , "Good bad" , "SOS letter" , with which the children are introduced by the Gnome from magical land TRIZ. During the familiarization classes fiction children compose fairy tales with the help of diagrams. I started this work with familiar fairy tales, proverbs, sayings. Then they tried to invent fairy tales themselves and lay them out schematically with the help of counting sticks.

4. Information and communication technologies

Informatization of society poses the following tasks for preschool teachers:

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:

Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, internet, printer, presentation).
Selection of additional educational material for classes, acquaintance with the scenarios of holidays and other events.
Exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad.
Preparation 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.
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-teacher meetings.
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 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.

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, and equipment for individual lessons. Music and sports halls, aftercare rooms (after 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.

The technology of cooperation implements the principle of democratization of preschool education, equality in relations between the teacher and the child, partnership in the system of relationships "Adult - Child" . The teacher and children create conditions for a developing environment, make manuals, toys, gifts for the holidays. Jointly define 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. New educational programs have this approach. "Rainbow" , "From childhood to adolescence" , "Childhood" , "Birth to School" .

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.

setting goals and their maximum refinement (education and training with a focus on achieving results;
preparation of teaching aids (demonstration and distribution) 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.

6. Technology of problem-based learning in kindergarten

There are four levels of difficulty in learning:

The teacher sets the problem (task) and solves it himself active listening and discussion by children.
The teacher poses a problem, the children independently or under his guidance find a solution. The teacher directs the child to independent search for solutions (partial search method).
The child poses a problem, the teacher helps to solve it. The child develops the ability to independently formulate the problem.
The child himself poses the 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.

The first stage of the process of solving the 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?” .

The second step is the problem solving process. It consists in the discovery of new, previously unknown connections and relationships of the elements of the problem, i.e. hypotheses, search "key" , solution ideas. At the second stage of the solution, the child is looking for "in external conditions» , in various sources of knowledge.

The third stage of solving the problem is the proof and testing of the hypothesis, the implementation of the solution found. In practice, this means performing some operations related to practical activities, performing calculations, and building 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.

7. Preschool Portfolio Technology

A portfolio is a piggy bank of a child's personal achievements in various activities, his successes, positive emotions, the opportunity to relive the pleasant moments of his life once again, this is a kind of development route for the child.

There are a number of portfolio features:

diagnostic (fixes changes and growth over a certain period of time),
meaningful (discloses the full range of work performed),
rating (shows the range of skills and abilities of the child) and etc.

Section 1 "Let's get acquainted" . The section contains a photograph of the child, his last name and first name, group number; you can enter a rubric "I love..." ("I like..." , "I love it when..." ) in which the child's responses will be recorded.

Section 2 "I'm growing!" . Anthropometric data are entered in the section (in artistic and graphic design): “Here I am!” , "How I Grow" , "I grew up" , "I'm big" .

Section 3 "Portrait of my child" . The section contains essays of parents about their baby.

Section 4 "I'm dreaming..." . The section records the statements of the child himself on the proposal to continue the phrases: "I dream about..." , "I would like to be..." , "I'm waiting for..." , "I see myself..." , "I want to see myself..." , "My Favorite Things..." ; answers on 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" . Certificates, diplomas are recorded in the section (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 primarily be of interest to parents, the portfolio can be filled out both in kindergarten and at home and can be presented as a mini-presentation at the child's birthday. The author proposes the following portfolio structure. Title page containing information about the child (last name, first name, patronymic, date of birth), the start date and end date of the portfolio maintenance, 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 maintenance are fixed.

Section 1 "Meet Me" contains inserts "Look at me" , where portraits of the child, taken in different years on his birthdays, are successively pasted, and "About me" , which contains information about the time and place of the birth of the child, the meaning of the name of the child, the date of the celebration of his name day, short story 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 am growing" includes inserts "Growth Dynamics" , which gives 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 contents of this section include 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 "World around us" . This section includes small creative works of the child on excursions, educational walks.

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

V. Dmitrieva, E. Egorova also offer a specific portfolio structure:

Section 1 "Parent Information" , which has a rubric "Let's get acquainted" , which includes information about the child, his achievements, which were noted by the parents themselves.

Section 2 "Information for 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 "Child's information 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 kid" , 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; child's answers to questions in the process of informal conversation "Tell about yourself" ; answers of friends, other children to the request to tell about the child; child's self-esteem (test results "Ladder" ) ; psychological and pedagogical characteristics of the child; "wish basket" , the content of 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 work (drawings, poems, projects); diplomas; illustrations of success, etc.

So the portfolio (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

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.

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

Game technologies are closely connected with 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.

Simulation technology

A characteristic feature of this technology is the simulation of vital, professional difficulties in educational space and finding ways to solve them.

Pedagogical technology for organizing directorial games for children: For the development of game skills, a 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.

Technology stages:

stage: enrichment of the gaming experience with content based on the organization of the artistic perception of the tale.
stage: development of plot construction based on the use of multifunctional game material based on the plots of new or familiar fairy tales. The multifunctional material is "meaning field" , on which game events unfold.
stage: development of plot construction 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: 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: Organization role-playing game ("preparation 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. Technology of multi-level education

this is a pedagogical technology for organizing a process within which a different level of assimilation of educational material is assumed, that is, the depth and complexity of the same educational material is different in groups level A, B, C, which makes it possible for each pupil to master the educational material on different levels (A, B, C), but not lower than the basic one, depending on the abilities and individual characteristics of the personality of each pupil.

This is a technology in which the criterion for evaluating the child's activity is his efforts to master this material, its creative application. The basis of the technology of multi-level education is: psychological and pedagogical diagnostics of the pupil; network planning; multi-level didactic material.

Technology of the collective method of learning. All forms of organization of the learning process are divided into general and specific. General forms do not depend on specific didactic tasks and are determined only by the structure of communication between students and students.

There are 4 such forms: individual, pair, group, collective. Learning is communication between learners and learners, that is, communication between those who have knowledge and experience and those who acquire them. Communication, in the course of which and through which the reproduction and assimilation of all types of human activity takes place. There is no learning outside of communication. Communication can take place directly (through speech, people hear and see each other) and indirectly (through written speech(newspapers, magazines, etc.) when people can't see or hear each other).

Indirect learning between students and trainees in the educational process gives us an individual form of work organization. The child performs educational tasks (writes, reads, solves problems, makes experiments), and at the same time does not enter into direct communication with anyone, no one cooperates with him.

Direct communication between people has a different structure: it can occur in pairs (a paired form of organization of learning, for example, 2 children perform a task together), with many people (group form of organization of the educational process, if one teaches several people). Individual, pair, group forms of organization of training sessions are traditional. None of these forms is collective.

The collective form of organizing the learning process is only the work of students in pairs of shifts (communication either with each separately or in turn). The main features of CSR (predominantly over traditional education): focus on individual abilities, learning takes place in accordance with the abilities of children (individual learning pace); meaningfulness of the process of cognition; all educate each and every one of all; in group training sessions (KUZ) knowledge - good, skills - confident, skills - reliable; training is conducted on the basis and in an atmosphere of mutual understanding and cooperation between the teacher and the child; interpersonal relationships are activated (child - child) which contribute to the implementation of the principles of continuous and immediate transfer of knowledge in training. The leading organizational form of learning is collective, i.e. work of children in pairs of shifts. According to Dyachenko, learning is communication organized in a special way, i.e. activity between the holders of knowledge and those who acquire it. A collective form of learning means such an organization of learning in which all participants work with each other in pairs and the composition of the pairs changes periodically. As a result, it turns out that each member of the team works in turn with each, while some of them can work individually. The technology of collective mutual learning makes it possible to fruitfully develop students' independence and communication skills. We can distinguish the following types of work in a single pair: discussing something, joint study of new material, teaching each other, training, testing. In collective training sessions in groups of different ages and different levels, pupils develop the skills of self-organization, self-government, self-control, self-esteem and mutual evaluation. With collective methods (CSR) each child has the opportunity to implement an individual development trajectory: Different children master the same program for different educational routes; At the same time, all four organizational forms of training are combined: individual, pair, group and collective. In the organization of the collective labor of children, three successive stages are distinguished: the distribution of the forthcoming work among the participants, the process of completing the task by the children, and the discussion of the results of labor activity. Each of these stages has its own tasks, the solution of which requires unique methods of leading children.

10. 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 - combine knowledge from different educational areas 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.

Most effective methods and techniques in an integrated lesson

Comparative analysis, comparison, search, heuristic activity.

Problem questions, stimulation, manifestation of discoveries, tasks of the type "prove" , "Explain" .

Sample structure:

Introductory part: a problem situation is created that stimulates the activity of children to find its solution (e.g., what would happen if there was 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.

3 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:

selection of areas
accounting for software requirements
basic direction
identify the basic principle of building a lesson system
think over development tasks
use a variety of activities

Take into account the features of the formation of the development of various types of thinking4

use of more attributes and visual material
use productive methods and techniques
consider a person-centered approach

Better Integration of Regions "Knowledge and physical culture" ; "Cognition: Mathematics and Artistic Creativity" ; music and knowledge, "Art and Music" ; "Communication and Art. Creation"

Conclusion: A technological approach, that is, new pedagogical technologies, guarantees the achievements of a preschooler and further guarantees their successful schooling.

Pedagogical technologies in preschool educational institutions are a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account human and technical resources and their interaction. The task of the method is to optimize the forms of education.

In other words, the technology contains an algorithm for solving the tasks. These are fixed methodical actions that guarantee a given result. The use of technology is based on the idea of complete controllability of training and reproducibility of educational cycles.

Modern pedagogical technologies in preschool educational institutions are aimed at implementing the tasks of the Federal State Educational Standard.

The problem of insufficient application of technologies in preschool educational institutions according to GEF in practice

Currently, there is a problem of insufficient application of pedagogical technologies in practice in preschool educational institutions. The reasons for the lack of effectiveness of innovations for last years several, and one of them is the low innovative qualification of the teacher.

Responsible expert reference system "Education"

The problem lies in the inability of the teacher to select the necessary literature and technology, to conduct an experiment, to diagnose changes. Some teachers are not ready for innovation psychologically, others - methodically, and others - technologically. In recent years, teachers, trying to turn their faces to the pupils, are introducing humane-personal, student-oriented learning. However, the main trouble is that the process of cognition itself loses its attractiveness. The number of preschoolers who do not want to go to school is increasing. Motivation for learning decreases, children stop asking questions, there are no signs of interest, curiosity, surprise. The connection with school technologies is lost, where the authoritarian system still dominates.

New career opportunities

Try for free! For passing - a diploma of professional retraining. Educational materials presented in the format of visual notes with video lectures by experts, accompanied by the necessary templates and examples.

At present, the use of modern educational technologies in preschool educational institutions according to the Federal State Educational Standard can be considered as a key condition for improving the quality of the educational process, reducing the burden on pupils, and also spending time more efficiently.

The main criteria for pedagogical technologies in preschool educational institutions

The main requirements for pedagogical technologies in a preschool institution include:

conceptuality;
consistency;
controllability;
efficiency;
reproducibility.

The requirement of conceptuality means that pedagogical technology in a preschool educational institution should be based on a specific scientific concept that contains the rationale for achieving the goals of education: philosophical, didactic, psychological, socio-pedagogical.

The requirement of consistency suggests that pedagogical technology in a preschool educational institution must have all the features of a system, that is, the logic of the process, the interconnection of its parts, and integrity.

The controllability criterion means the possibility of designing the educational process, diagnostic goal-setting and planning, consistent diagnostics, modification of methods and means in order to correct the results.

The requirement for efficiency means that modern pedagogical technologies in a preschool educational institution must be affordable in terms of costs, effective in terms of results. Should be a guarantee of achieving a certain standard of learning.

The reproducibility criterion implies the possibility of using educational technology in preschool educational institutions according to the Federal State Educational Standard in other educational institutions. And not only applications, but also repetition and reproduction. Technology should bring an effect in the hands of any teacher, regardless of his work experience, age, gender and other characteristics.

The structure of educational technology according to the Federal State Educational Standard in a preschool educational institution

The structure of educational technology is based on three parts:

the conceptual part or scientific basis of the technology;
content (general goals, specific goals, content of educational material);
the procedural part, that is, the totality of forms and methods of educational activities of pupils, forms and methods of work of the teacher, diagnostics of the learning process, the activities of the teacher in managing the process of understanding the material.

To date, there are more than a hundred different educational technologies. They are divided by subjects, methods of approach to the child, by organizational forms, the concept of assimilation, they are author's, etc. Teachers in preschool educational institutions traditionally use a complex of educational and pedagogical technologies. Let's present some of them in more detail.

Classification of modern educational and pedagogical technologies according to GEF in preschool educational institutions

There are four levels of problem-based learning in kindergarten, depending on who - the teacher or the child - and how he sets the task and solves it.

Technology of problem-based learning in kindergarten

As a result of the use of this technology in the preschool educational institution, the ability of children to independently analyze the problem situation, independently search for the right answer is brought up.

Game technologies in preschool educational institutions according to GEF

Gaming technologies come to the fore, since it is gaming activities that dominate in children from two to six years old. The technique is aimed at the development of memory, imagination, attention. Game technologies develop curiosity in preschoolers, develop sociability and creative thinking, stimulate the ability to reflect. Encourage pupils to independently solve problems, which in the future helps them achieve success in a particular area.

The following are consistently included in the gaming technology in the preschool educational institution according to the Federal State Educational Standard:

games and exercises, thanks to which children learn to identify the main and characteristic features of objects, compare and contrast them;
groups of games for the generalization of objects on specific grounds;
groups of games aimed at developing in preschoolers the ability to distinguish real phenomena from unreal ones;
groups of games that educate children in speed of reaction, self-control, ingenuity, phonemic hearing, etc.

TRIZ technology

TRIZ technology (theory of inventive problem solving) refers to non-traditional forms of work that put a preschooler in the position of a thinking person. The purpose of using this technology in the preschool educational institution is to develop such qualities of thinking in children as mobility, flexibility, dialectics, systemicity, on the one hand. On the other hand, speech, creative imagination, and the desire for novelty are formed. The main task of using TRIZ technology at preschool age is to instill in the child the joy of creative discoveries.

Health-saving technologies in preschool educational institutions

Health-saving technologies are fundamental among all technologies in preschool educational institutions according to GEF. They are based on the principles of introducing culture healthy lifestyle life and valeological culture in the life of preschoolers.

Health-saving technologies are being implemented in kindergarten through a set of medical, pedagogical, psychological measures united by a single goal - to strengthen and maintain the health of pupils.

All health-saving technologies are classified into several groups:

preventive, responsible for the preservation of children's health and for its enhancement;
physical culture and health-improving, which are based on hardening tools, breathing exercises, physical exercises;
educational, responsible for familiarizing preschoolers with a culture of health;
social and psychological well-being of children (positive communication of preschoolers with peers and adults);
preservation of teacher health, focused on stimulating the health of educators through outdoor games, gymnastics, relaxation, etc.;
healthy lifestyle, aimed at the use of communicative games, physical education, problem-game and corrective methods to introduce pupils to a healthy lifestyle;
dynamic sensory-developing environment.

Technology of research activities in the preschool educational institution according to the Federal State Educational Standard

The practice of research activities in kindergarten is based on main goal- development of pupils' basic key competencies, the ability for a research type of thinking.

It is important to note that the use of design technologies in preschool educational institutions according to the Federal State Educational Standard is impossible without the use of TRIZ technologies. When organizing work on a creative project, students are given a problematic task that needs to be solved, that is, to conduct a study or experiment.

Methods and techniques for organizing experimental research activities:

heuristic conversations;
observations;
setting and solving problematic issues;
experiments, modeling;
fixing the results of activities: experiments, observations, labor, experiments:
the use of the artistic word;
imitation of the sounds and voices of the surrounding nature;
“immersion” in smells, sounds, colors, natural images;
labor assignments and actions;
creatively developing, game learning situations, didactic games.

Table of modern pedagogical technologies in the preschool educational institution according to the Federal State Educational Standard

Modern society needs a completely new type of people. The 21st century of powerful development of various technologies, including information technologies, dictates new conditions. A person in our time is simply obliged to possess such qualities of character as flexibility of thinking, the ability to quickly assimilate information, communication skills, the ability to make decisions, plan, etc. Therefore, it is so important to reconsider the approach regarding the process of education of a new, rising generation. Educational technologies according to the Federal State Educational Standards must be introduced into the pedagogical process of preschool educational institutions in stages.

Traditional education, unfortunately, is not capable of ensuring the development of the future generation. Pupils, studying according to the traditional system of education, passively acquire knowledge. The teacher here acts as the only source of information transfer. It is he who is the undeniable leader of the pedagogical process during the lesson. In this case, children find it difficult to think independently, and the teacher has a hard time in the desire to develop in pupils the ability to think independently.

Innovative educational technologies according to the Federal State Educational Standard will help to cope with this range of pedagogical problems in preschool educational institutions, developing in preschoolers a craving for independent discoveries, the inclinations of analysis, the ability to set tasks, make decisions and take responsibility for them.

The problem of insufficient application of technologies in preschool educational institutions according to GEF in practice

New career opportunities

The main criteria for pedagogical technologies in preschool educational institutions

The structure of educational technology according to the Federal State Educational Standard in a preschool educational institution

Classification of modern educational and pedagogical technologies according to GEF in preschool educational institutions

Technology of problem-based learning in kindergarten

Game technologies in preschool educational institutions according to GEF

TRIZ technology

Health-saving technologies in preschool educational institutions

Technology of research activities in the preschool educational institution according to the Federal State Educational Standard

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