New educational technologies used by the certified dow. Presentation on the topic "new pedagogical technologies in pre-school education"

Introduction………………………………………………………………………………….
Chapter 1. Theoretical aspects of modern educational technologies in preschool educational institutions………………….................................... ....................
		The relevance of the choice of pedagogical technologies in modern preschool education....................................
		General characteristics of modern educational technologies in preschool educational institutions.................................................... ........................
		Basic methodological requirements for modern educational technologies........................................ …
Chapter 2. Experimental work on the organization of modern educational technologies in preschool educational institutions....................................
		Ascertaining experiment……………………………….
		Formative experiment.........................................................
		Control experiment................................................... ..
Conclusion……………………………………………………………….
List of sources used………………………………….......
Application................................................. ...................................................

Introduction

The relevance of research. Modern pedagogical research shows that the main problem preschool education– loss of liveliness and attractiveness of the learning process. The number of preschoolers who do not want to go to school is increasing; Positive motivation for classes has decreased, and children’s academic performance is falling.

Preschool workers are aware of the need to develop each child as a valuable individual. It is no coincidence that in recent years the search for new, more effective psychological and pedagogical approaches to the process of reorganizing the system of preschool education and training, as the initial stage of revealing a child’s potential abilities, has intensified.

The development of preschool education and the transition to a new qualitative level cannot be carried out without a transition to the active use of technologies focused on the child’s personality, on the development of his abilities in conditions of trust in the child’s nature and reliance on his search behavior.

In these changing conditions, a preschool teacher needs to be able to navigate the variety of integrative approaches to child development, and a wide range of modern technologies.

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

Thus, using modern educational technologies, the following interrelated problems can be solved:

Through the formation of skills to navigate in the modern world, to promote the development of the personality of students with an active civic position who can navigate difficult life situations and positively solve their problems.

2. Change the nature of interaction between subjects of the education system: teacher and student - partners, like-minded people, equal members of the same team.

3.Increase children’s motivation for learning activities.

Positive motivation in a child can arise when the following conditions are met:

I am interested in what they teach me;
I am interested in the one who teaches me;
I'm interested in how they teach me.

High motivation for educational activities is also due to the versatility of the educational process. Various aspects of the personality are being developed through implementation in the educational process various types student activities.

Pay more attention to the study and mastery of modern pedagogical technologies, which make it possible to significantly change the methods of organizing the educational process, the nature of interaction between subjects of the system, and, finally, their thinking and level of development.

However, the introduction of modern educational and information technologies does not mean that they will completely replace traditional teaching methods, but will be an integral part of it. After all, pedagogical technology is a set of methods, methodological techniques, forms of organizing educational activities, based on the theory of learning and providing the planned results.

It is very difficult for a teacher to overcome the stereotypes of teaching that have developed over the years. The modern education system in preschool educational institutions provides educators with the opportunity to choose “their own” among many innovative methods and take a fresh look at their own work experience.

The object of the study is modern educational technologies.

The subject of the study is the process of using modern educational technologies in the learning process.

Research hypothesis: the educational process will have a positive effect when using modern educational technologies in classrooms.

The purpose of the work is to study theoretical material on the problem of modern pedagogical technologies.

Based on the purpose of the study, the following tasks were solved:

1) study and analyze psychological, pedagogical and methodological literature on the research problem;

2) study and identify the most effective modern educational technologies;

3) consider modern technologies for organizing the educational process;

4) analyze the main methodological requirements for modern educational technologies.

Research methods:

analysis of scientific and methodological literature;
study and analysis of teaching experience on the research topic;
methods of theoretical research: analysis, synthesis, comparison, generalization.

The work consists of an introduction, two chapters, a conclusion, a list of sources used and applications.

Chapter 1. Theoretical aspects of modern educational technologies in preschool educational institutions

1.1 The relevance of the choice of pedagogical technologies in modern preschool education

Children entering first grade have a limited vocabulary, underdeveloped hand motor skills, inadequate emotions, and spelling defects. The low level of children's preparation for primary education reaches 25%. The intelligence index of children entering first grade decreases annually by 1.5-3.0%. The situation is complicated by the appearance of refugee children and orphans with living parents from wealthy families, where elders have no time to raise their children.

The second trend is the ever-increasing gap between the potential level of children’s assimilation of educational and cognitive material and the pedagogical technologies used in preschool educational institutions.

The need to use educational technologies is due to the following reasons:

– social order (parents, regional component, Federal State Educational Standard requirements);

– educational guidelines, goals and content of education (educational program, priority area, monitoring results, etc.).

In addition, in accordance with the Federal State Educational Standard for preschool education, the conditions necessary to create a social situation for the development of children corresponding to the specifics of preschool age presuppose:

1) provision emotional well-being through:

– direct communication with each child;

– respectful attitude towards each child, his feelings and needs;

2) support for children’s individuality and initiative through:

– creating conditions for children to freely choose activities and participants in joint activities;

– creating conditions for children to make decisions, express their feelings and thoughts;

– non-directive assistance to children, support for children’s initiative and independence in various types of activities (play, research, project, cognitive, etc.);

3) establishing rules of interaction in different situations:

– creating conditions for positive, friendly relationships between children, including those belonging to different national, cultural, religious communities and social strata, as well as those with different (including limited) health capabilities;

– development of children’s communication abilities, allowing them to resolve conflict situations with peers;

– developing children’s ability to work in a peer group;

4) construction of variable developmental education, focused on the level of development that is manifested in the child in joint activities with adults and more experienced peers, but is not updated in his individual activities (hereinafter referred to as the zone of proximal development of each child), through:

– creating conditions for mastering cultural means of activity;

– organization of activities that promote the development of thinking, speech, communication,

– imagination and children’s creativity, personal, physical and artistic-aesthetic development of children;

– supporting children’s spontaneous play, enriching it, providing play time and space;

– assessment of children’s individual development;

5) interaction with parents (legal representatives) on issues of the child’s education, their direct involvement in educational activities, including through the creation educational projects together with the family based on identifying the needs and supporting the family’s educational initiatives.

All this obliges us to radically reconsider our attitude towards educational technologies as tools of the educational process.

In order to fulfill these conditions, the methods (mechanisms) of functioning of the pedagogical system of the preschool educational institution (implementation of the educational process) must be thought out, i.e. Pedagogical technologies (technologies of training and education) are defined.

Thus, for the successful functioning of the pedagogical system, a carefully thought-out debugging of all its components is necessary. Any modern pedagogical technology is a synthesis of the achievements of pedagogical science and practice, a combination of traditional elements of past experience and what is born of social progress, humanization and democratization of society.

In preschool education, pedagogical technology represents a set of psychological and pedagogical approaches that define a set of forms, methods, methods, teaching techniques, educational means for the implementation of the educational process both in several preschool educational institutions and in a specific kindergarten or even a group.

The essence of technologization of the educational process for preschoolers: the implementation of the objective need to transfer the educational process with preschoolers from the teaching paradigm to the teaching paradigm. In essence, the role of preschool education should be not so much to educate children, but to produce learning for each child through his independent activity, using whatever means are most appropriate for this.

The goal of educational technology in the context of the transition to a new educational paradigm is the personal achievements of children, which are understood as:

a) the degree of progress of the individual in relation to its previous manifestations in educational activities;

b) the student’s personal advancement along the ladder of achievements in the process of mastering knowledge, skills, development of mental processes, and personal qualities.

1.2 General characteristics of modern educational technologies in preschool educational institutions

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

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

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

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

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

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Modern educational technologies include:

health-saving technologies;
technology of project activities
technology research activities
information and communication technologies;
person-oriented technologies;
preschooler and teacher portfolio technology
gaming technology
TRIZ technology
technology of subject development environment

Health-saving technologies

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

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

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

depending on the type of preschool institution,
on the length of time the children stay there,
from the program in which teachers work,
specific conditions of the preschool educational institution,
professional competence of the teacher,
children's health indicators.

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

Technologies for preserving and promoting health.

dynamic pauses (sets of physical minutes, which may include breathing, finger, articulation gymnastics, eye gymnastics, etc.)
outdoor and sports games
contrast track, exercise equipment
stretching
rhythmoplasty
relaxation

Technologies for teaching a healthy lifestyle.

morning exercises
physical education classes
pool
acupressure (self-massage)
sports entertainment, holidays
Health Day
Media (situational small games - role-playing imitative imitation game)
Play training and play therapy
Lessons from the “Health” series

Corrective technologies

behavior correction technology
art therapy
musical influence technologies
fairytale therapy
color effect technology
psycho-gymnastics
phonetic rhythm

A teacher who guards the child’s health, who fosters a culture of health for the child and parents, must first of all be healthy himself, have valeological knowledge, not overworked, must be able to objectively assess his own strengths and weaknesses related to professional activities, draw up a plan for the necessary self-correction and begin to its implementation.

To ensure enriched physical development and health improvement of children in kindergarten, non-traditional work methods are used. Each group should be equipped with “Health Corners”. They are equipped with both traditional aids (massage mats, massagers, sports equipment, etc.) and non-standard equipment made by the hands of teachers.
“Dry aquarium”, which helps relieve tension, fatigue, and relax the muscles of the shoulder girdle. Walking on a mat of traffic jams where the feet are massaged. To develop speech breathing and increase lung volume, we use traditional and non-traditional equipment (stools, turntables). It is well known that on the palms of the hands there are many points, by massaging which you can influence various points of the body. To do this, we use various massagers, including homemade ones. Rope mats with knots are used to massage the feet and develop coordination of movements. Walking on paths made of metal corks barefoot. Every day after sleep, do health-improving gymnastics barefoot to music.

The structure of the health regimes of each group should include a range of medical and restorative techniques, techniques, methods:

Mimic warm-ups

Gymnastics for the eyes (helping to relieve static tension in the eye muscles and blood circulation)

Finger gymnastics (trains fine motor skills, stimulates speech, spatial thinking, attention, blood circulation, imagination, reaction speed)

Breathing exercises (promotes the development and strengthening of the chest)

Acupressure

Games, exercises for the prevention and correction of flat feet and posture.

Health-saving activities ultimately form a strong motivation in the child for a healthy lifestyle and full and uncomplicated development.

Dynamic pauses, which are carried out by the teacher during classes, 2-5 minutes, as the children get tired. May include elements of eye exercises, breathing exercises and others, depending on the type of activity.

With the help of proper breathing, you can avoid sinusitis, asthma, neuroses, get rid of headaches, runny nose, colds, digestive and sleep disorders, and quickly restore performance after mental and physical fatigue. For proper breathing, you must follow the following rules: you need to breathe only through your nose evenly and rhythmically; try to fill your lungs with air as much as possible when inhaling and exhale as deeply as possible; If the slightest discomfort appears, stop doing breathing exercises.

Outdoor and sports games. Conducted by educators and the head of physical education. As part of physical education, during a walk, in a group room - sedentary games.

Relaxation. Conducted by educators, the head of physical education, a psychologist in any suitable premises. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninov), sounds of nature.

Finger gymnastics. It is carried out from a young age individually or with a subgroup daily by a teacher or speech therapist. Recommended for all children, especially those with speech problems. It is carried out at any convenient time, as well as during classes.

Gymnastics for the eyes. Every day for 3-5 minutes. in any free time and during classes to relieve visual stress in children.

Breathing exercises. In various forms of physical education and health work, in physical education. minutes during classes and after sleep: during gymnastics.

Gymnastics is invigorating. Every day after nap, 5-10 min. The form of implementation is different: exercises on beds, extensive washing; walking on ribbed planks. Conducted by a teacher.

Corrective and orthopedic gymnastics. In various forms of physical education and health work. Conducted by educators and the head of physical education.

Physical education classes. They are carried out in a well-ventilated room 2-3 times a week, in the gym. Younger age - 15-20 minutes, middle age - 20-25 minutes, older age - 25-30 minutes. Conducted by educators and the head of physical education.

Problem-game situations. It is carried out in free time, possibly in the afternoon. The time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized unnoticed by the children, by including the teacher in the process of play activities.

The possibility of purposefully forming the foundations of mental self-regulation in children 5 years of age is achieved through active, role-playing games, and physical education sessions.

Self-massage. In various forms of physical education and health work or during physical exercises, in order to prevent colds. Conducted by teachers.

Psycho-gymnastics. Once a week from older age for 25-30 minutes. Conducted by a psychologist.

Technology of influence through fairy tales. A fairy tale is a mirror that reflects the real world through the prism of personal perception. It contains, perhaps, everything that does not happen in life. In fairytale therapy classes, children learn to create verbal images. They remember old images and come up with new ones, children increase their figurative repertoire, and the child’s inner world becomes more interesting and richer. This is a true chance to understand and accept yourself and the world, increase self-esteem and change in the desired direction.
Since feelings can be not only positive, but also negative, children’s images are not only joyful, but also frightening. One of the important goals of these classes is to transform negative images into positive ones so that the child’s world is beautiful and joyful.
Calm state nervous system returns the child to health.
The story can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children.

Technologies of musical influence. In various forms of physical education and health work. They are used to relieve tension, increase emotional mood, etc. Conducted by educators and music director.
Additionally, hardening methods can be used.

A healthy lifestyle includes adequate physical activity, balanced diet, personal hygiene, healthy psychological climate in the family, at school, in kindergarten, the absence of bad habits, careful attention to one’s health.

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

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

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

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

Color effect technology. As a special lesson 2-4 times a month depending on the assigned tasks. Special attention must be paid color scheme interiors of preschool educational institutions. Correctly selected colors relieve tension and increase the child’s emotional mood. Conducted by educators and psychologist.

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

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

Technologies of project activities

Goal: Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction. Teachers who actively use project technology in the upbringing and teaching of preschoolers unanimously note that life activities organized according to it in kindergarten allow them to get to know the students better and penetrate into the child’s inner world.

Classification educational projects:

“game” - children's activities, participation in group activities (games, folk dances, dramatizations, various types of entertainment);
“excursion” aimed at studying problems related to the surrounding nature and social life;
“narrative”, during the development of which children learn to convey their impressions and feelings in oral, written, vocal artistic (painting), musical (playing the piano) forms;
“constructive”, aimed at creating a specific useful product: making a birdhouse, arranging flower beds.

Project types:

according to the dominant method:

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

by the nature of the content:

include the child and his family,
child and nature,
child and the man-made world,
child, society and its cultural values.

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

customer,
expert,
executor,
participant from the inception of an idea to the receipt of the result.

by the nature of contacts:

carried out within the same age group,
in contact with another age group,
inside the preschool educational institution,
in contact with family,
cultural institutions,
public organizations (open project).

by number of participants:

individual,
doubles,
group,
frontal.

by duration:

short,
average duration,
long-term.

Research technology

The goal of research activities in kindergarten is to form in preschoolers basic key competencies and the ability for a research type of thinking.

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

Methods and techniques for organizing experimental research

activities:

Heuristic conversations;

Raising and resolving problematic issues;

Observations;

Modeling (creating models about changes in inanimate nature);

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

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

Usage artistic word;

Didactic games, educational games and creative development

situations;

Work assignments, actions.

Information and communication technologies

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

Informatization of society poses tasks for preschool teachers:

to keep up with the times,
become a guide for a child to the world of new technologies,
mentor in choosing computer programs,
to form the basis of the information culture of his personality,
improve the professional level of teachers and the competence of parents.

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

Requirements to computer programs DOW:

Research character
Easy for children to practice independently
Developing a wide range of skills and understandings
Age appropriate
Entertaining.

Classification of programs:

Development of imagination, thinking, memory
Talking dictionaries of foreign languages
The simplest graphic editors
Travel games
Teaching reading, mathematics
Usage multimedia presentations

Personally-oriented technology

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

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

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

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

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

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

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

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

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

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

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

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

setting goals and their maximum clarification (education and training with a focus on achieving results;
Preparation methodological manuals(demonstration and handout) in accordance with educational goals and objectives;
assessment of the current development of a preschooler, correction of deviations aimed at achieving goals;
the final assessment of the result is the level of development of the preschooler.

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

Preschooler portfolio technology

A portfolio is a collection of a child’s personal achievements in various activities, his successes, positive emotions, the opportunity to once again relive the pleasant moments of your life, this is a unique route for the development of a child.

There are a number of portfolio functions:

diagnostic (records changes and growth over a certain period of time),
meaningful (reveals the entire range of work performed),
rating (shows the range of skills of the child), etc.

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

Gaming technology

Constructed as a holistic entity covering a certain part educational process and united general content, plot, character. It includes sequentially:

games and exercises that develop the ability to identify the main, characteristic features objects, compare, contrast them;
groups of games to generalize objects according to certain characteristics;
groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena;
groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc.

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

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

TRIZ technology. Technology for solving inventive problems

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

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

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

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

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

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

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

Integrated learning technology

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

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

The most effective methods and techniques in an integrated lesson:

Comparative analysis, comparison, search, heuristic activity.

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

Technologies for creating a subject-development environment

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

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

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

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

1.3 Basic methodological requirements for modern

educational technologies

An analysis of the works of domestic and foreign authors (V.P. Bespalko, B.S. Bloom, M.V. Clarin, I. Maraev, V.V. Pikan, G.K. Selevko, etc.) on the problems of pedagogical technology allowed us to highlight features inherent in pedagogical technologies - the main methodological requirements (criteria for manufacturability), which include:

– conceptuality – each pedagogical technology should be characterized by reliance on a certain scientific psychological and pedagogical concept (a holistic theory or a set of individual scientific provisions), including philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals;

– diagnosticity of goal formation: the specification of a diagnostic goal, a result based on an educational standard (the technology is developed for a specific pedagogical concept, it is based on value orientations, the target attitudes of the author or team, which have a formula for a specific expected result), the specification of the source material, the level of training – – the functioning of the technology involves the interconnected activities of the teacher and children, taking into account the principles of individualization and differentiation, therefore, input control of knowledge, testing of abilities, skills, personality traits are necessary for the optimal implementation of human and technical capabilities, dialogical communication);

systematic - pedagogical technology must have all the features of a system: a connected system of instructions (stages) leading from goals to tasks and results, the logic of the process, the interconnection of all its parts, integrity. Systematicity can be traced through: the predetermined nature of the process - the presence of algorithmization of pedagogical activities (sequence, timing, interrelation of actions) - the technological chain of pedagogical actions is built strictly in accordance with the goal and should guarantee all students the achievement and solid assimilation of the level of the state education standard; the step-by-step and consistent implementation of the elements of pedagogical technology should be reproduced by any teacher, taking into account his own author’s handwriting, and on the other hand, guarantee the achievement of the planned results (state standard) by all children;
controllability presupposes a predetermined (quantitative) assessment of results, knowledge (rating), the possibility of diagnosing results, stage-by-stage diagnostics (an organic part of pedagogical technology are diagnostic procedures corresponding to a given learning strategy, containing criteria, indicators and tools for measuring performance results, i.e. we are talking about the presence of a system of control tasks adequate to the goals, as well as the presence of a control algorithm (types, goals, frequency, methods of control) for effective planning, design of the learning process (education, development), varying means and methods in order to correct the results;
efficiency (effectiveness) - modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in costs, guarantee the achievement of a certain educational standard;
reproducibility (algorithmability, projectability, integrity and controllability) - implies the possibility of using (repetition, reproduction) of educational technology in other similar educational institutions, by other subjects.

– visualization (use of various audiovisual and electronic computer technology, as well as the design and use of various teaching materials and aids).

Modern pedagogical technologies for teaching and educating preschoolers are distinguished by their variability, originality and specificity of manifestation in practice, because they reflect the modern level of pedagogical skill and creativity.

In modern conditions, there is a transition to flexible models of organizing the pedagogical process, which is focused on the personality of children, is more motivated, and is largely variable and corrective in nature.

Thus, pedagogical technologies are an effective pedagogical tool, and their implementation is the most important condition optimal development of subjectivity of participants in the pedagogical process. The leading features of modern technologies are that they place the student and educator in the position of subjects of their activities, have a high level of instrumentality, and provide a guaranteed result.

It is important that a combined didactic technology can have qualities that exceed the qualities of each of its constituent technologies.

Chapter 2. Experimental work on the organization of modern educational technologies in preschool educational institutions

2.1 Ascertaining experiment

Experimental work was carried out on the basis of MDOBU TsRR 19 in Sochi. The study involved 25 children of senior preschool age.

The purpose of the ascertaining experiment is to identify children’s knowledge and ideas about a healthy lifestyle and the ability to use ways to protect their health at the beginning of the experimental work. During the ascertaining experiment of children, the method of conversation, the method of modeling problem situations, and the method of observation were used, aimed at determining the level of development of knowledge of the basics of a healthy lifestyle in children of senior preschool age.

The methodology of the ascertaining experiment consisted of two stages.

The purpose of the first stage of the ascertaining experiment is to identify children’s knowledge and ideas about a healthy lifestyle at the beginning of the experimental work. At this stage, a conversation technique was used, during which special questions were asked.

Each child was asked to answer 15 questions. You were given 2-3 minutes to think about it. If the child could not answer, then this question was skipped and the next one was offered.

The children were asked the following questions.

What is health?
What should you do to avoid getting sick?
What parts of the human body do you know?
What is a daily routine and why follow it?
Why do you need to exercise?
Show me how to properly wash your face and hands?
Why do we brush our teeth and when should we do it?
Which foods are healthy and which are not?
Do you think it is possible to drink tap water and why?

10.What are vitamins and why are they needed?

11.If you get your feet wet, what will you do?

If you sneeze and cough, how can you protect others from your illness?
If a stranger offers you candy or an apple, what will you do?
Is it possible to eat and play with animals at the same time? Why?
Why are doctors needed and when should you call them for help?

The children's answers, which varied in completeness and quality of content, prompted us to define criteria for three levels of knowledge about children's healthy lifestyles. The following conditional levels have been developed:

1.High level. The child has fairly complete, accurate, generalized and conscious knowledge about a healthy lifestyle, associating it with certain types of activities necessary to maintain health. The child interprets the concept of “health” as the state of a person when he is not sick, has some ideas about the factors of harm and benefit to health, knows about possible reasons diseases and some measures to prevent them. The child understands the importance of lifestyle for health and establishes the relationship between a healthy lifestyle and the environment. The child’s ideas about a healthy lifestyle are elementary, but holistic.

2.Medium level. The child’s ideas about a healthy lifestyle are related to his personal experience and are of a specific situational nature; he interprets the concept of “health” as the state of a person recovering from an illness, finds it difficult to explain the health significance of activities familiar to him, and has no idea about the impact on health environmental factors, possible causes of diseases. The child understands the dependence of health on certain manifestations of lifestyle, but he needs help in the form of leading questions and specific everyday examples. The child has formed unique ideas about a healthy lifestyle.

3.Low level. The child finds it difficult to explain the semantic meaning of the concept “health”, the health significance of the types of activities familiar to him, and has no idea about the factors of harm and health benefits. The child does not understand the importance of lifestyle for health and cannot establish the relationship between a healthy lifestyle and the environment. The child has formed fragmentary, unsystematic ideas about a healthy lifestyle.

The answers provided an opportunity to analyze and interpret the children's knowledge and ideas. The analysis showed that the answers of the majority of children were not complete and meaningful; the greatest difficulty was caused by questions about health, daily routine and vitamins.

Based on the analysis of children’s levels of knowledge and ideas about a healthy lifestyle, Table 1 was compiled.

Table 1 - Results of the study of knowledge and ideas about a healthy lifestyle of children in the experimental and control groups at the beginning of the study

As can be seen from the table, the majority of children in the experimental and control groups have an equally insufficient level of knowledge and ideas about a healthy lifestyle; in both groups, medium and low levels predominate. And only a few children, five in the experimental group and six in the control group, have a high level.

At the second stage of the ascertaining experiment, the purpose of which was to determine the level of proficiency in cultural and hygienic skills and the ability to implement ways to protect one’s health in various situations, the method of modeling problem situations and the method of observing children’s actions were used.

The level of proficiency in cultural and hygienic skills includes:

Tidy eating skills include the ability to:

Proper use of tablespoons, teaspoons, forks, and napkins;
Do not crumble the bread;
Chew food with your mouth closed;
Do not talk with your mouth full;
Quietly leave the table after finishing a meal;
Thank;
Use only your own device.

Handwashing and personal hygiene skills include the ability to:

Wash your face, ears, hands;
Roll up your sleeves;
Wet your hands;
Take soap and lather until foam appears;
Rinse off the soap;
Dry your hands, carefully fold the towel and hang it in your locker;
Use a comb.

The skills of taking off and putting on clothes in a certain order include the ability to:

Unfasten the buttons;
Take off your dress (pants);
Hang carefully;
Take off your shirt and hang it carefully on your trousers;
Take off your shoes;
Take off the tights and hang them on your shirt (dress);
Put on in reverse order.

If the child correctly performed all the actions included in the skill, then for the correctly performed action the child received 3 points; action performed with minor inaccuracies -2 points; inability to perform an action – 1 point. Largest quantity The points that a child could score for each criterion is 21.

Levels of development of cultural and hygienic skills.

High level (84-63 points) - all skills are firmly formed;

Intermediate level (62-40 points) – one or more skills are in their infancy;

Below average (39-28 points) – one or more skills are not developed.

Analysis of the results showed the following (Table 2) that the majority of children in the experimental group had skills in their infancy; one child had no developed skills.

Table 2. Results of studying the level of cultural and hygienic skills and abilities of children in the experimental and control groups at the beginning of the study

According to the results of the study, the majority of children in the control group did not develop skills. In both groups, it was noticed that children did not say thank you when leaving the table after finishing a meal. Children do not always wipe their hands with their own towels; they hang them in the wrong place. Many children in both the experimental and control groups showed a negative reaction to the teacher’s offer to comb their hair.

2.2 Formative experiment

The data from the ascertaining experiment confirmed the need to carry out special work within the framework of the formative experiment, the purpose of which was to develop the content of educational activities aimed at developing the habit of a healthy lifestyle in children of senior preschool age, through modern educational health-saving technology.

The main goal of modern educational health-preserving technology is to maintain a high level of health in preschool children, to develop in them high-quality knowledge and skills in building an active and healthy lifestyle. It is worth noting that health-saving technologies in kindergarten according to the Federal State Educational Standard differ from other educational technologies in their complex diagnostics the state of the child’s body and the opportunity to analyze the dynamics, thanks to which a complete picture of the assessment of the preschooler’s health is obtained.

To achieve this goal, the following tasks were identified:

Help children increase their level of cognitive activity.
To form in children an understanding of health as a state of unity of the physical, mental and social components of this phenomenon.
To increase the level of children's knowledge about the factors influencing human health (positive, negative).
Increase the level of knowledge, skills and abilities in the field of methods and methods of maintaining and promoting health.

Table 3. Program of the formative stage of the experiment

Goals and objectives

Forms and methods of work.

1. Introductory lesson “What is health?”

Goal: to make children aware of the term health as a state of complete physical and mental well-being of a person. Introduce the work plan for the “Book of Health”.

1.Help children understand the term health as a state of complete physical and mental well-being of a person. Introduce the work plan for the “Book of Health”.

2. Contribute to the development of students’ internal action plan.

3. Foster a sense of responsibility for yourself and the people around you.

Frontal, in pairs.

Story, explanation, dialogue, discussion and analysis of life situations, exercises.

2. Lesson on the topic: “Skeleton. Bones and joints."

Goal: to promote children's responsibility for preserving and strengthening physical Health through awareness of the importance and value of the skeleton in human life.

1. Introduce the functions of bones and joints.

Frontal.

Story, dialogue, construction, exercises, explanation based on the poster.

3. Lesson on the topic: “Digestive organs.”

Goal: to promote a culture of healthy eating by revealing the importance of the digestive organs in human life and the rules of healthy eating.

1.Introduce the work of the digestive organs and the rules of healthy eating.

2. Contribute to the development of cognitive interest in the topic “Health”.

3. Contribute to the development of a culture of proper nutrition for children.

Frontal, group.

Story, explanation, dialogue, exercises, games, visualization.

4. Lesson on the topic: “Respiratory organs. How and why we breathe."

Goal: to make children aware of the value of the respiratory system and the importance of their strengthening and development.

1. Introduce students to the organs and breathing techniques, as well as factors affecting the respiratory system.

2. Contribute to the development of the ability to keep your respiratory organs healthy.

3. Cultivate a caring attitude towards your body.

Frontal, in pairs.

Story, explanation, dialogue, exercises, visualization.

5. Lesson on the topic: “Organs of vision.”

Goal: to convince students of the need to comply with hygiene rules aimed at preserving vision.

1. Consider the structure of the visual organs, as well as the role of the visual organs in human life and the factors influencing it.

2. Contribute to the development of hygienic skills in preserving and relieving tension from the organs of vision.

3. To promote a caring attitude towards the organs of vision.

Frontal, in pairs.

Story, explanation, demonstration of visual teaching aids, dialogue, exercises.

6. Lesson on the topic: “Organs of hearing.”

Goal: To reveal the essence and convince students of the importance of preserving hearing.

1. Introduce students to the structure, the role of the hearing organs and the factors influencing it.

2. Contribute to the development of skills in the field of hearing protection and strengthening.

3. Promote the development of a caring attitude towards your own hearing and those around you.

Frontal.

Story, explanation, demonstration and story based on a poster, exercises, dialogue.

7. Lesson on the topic: “Circulatory organs. Heart".

Goal: to convince students of the importance of active recreation and physical education in human life.

1. Reveal the essence of the work of the heart, determine its role in a person’s life.

2. To promote the development of students’ basic understanding of the preservation and strengthening of the heart’s activity.

3. Contribute to the formation of a positive attitude of pupils towards active recreation.

Frontal, in pairs.

Story, explanation, dialogue, demonstration and story based on a poster, exercises.

8. Lesson on the topic: “Hardening the body”

Goal: To promote the development of a conscious interest in hardening procedures.

1. Familiarize students with the rules of hardening the body, the importance of hardening in strengthening the immune system.

2. Contribute to the formation of a positive attitude of pupils towards hardening procedures.

3. Promote the education of responsibility for one’s health.

Frontal.

Story, explanation, dialogue, beliefs.

9. Hiking trip.

Goal: To promote the formation of a positive attitude of pupils towards active healthy recreation.

1. Reveal the basic rules and methods of organizing a campsite.

2. To promote the development of teamwork skills in organizing a recreation area for tourists.

3. Promote the education of respect for nature.

Collective and competitive.

Story, explanation, dialogue, demonstration of activities and natural objects, practical application of knowledge.

10. Lesson: “Smoking is harmful to health.”

1. Contribute to the growth of self-awareness and self-esteem of students.

2. Promote the development of awareness of consequences and making the right decisions.

Frontal.

Game, conversation, demonstration of experience.

11. Lesson: “Take care of your teeth from a young age”

Goal: to encourage students to consciously independently observe the rules of oral hygiene.

1. Introduce children to the structure of teeth, as well as the factors influencing them.

2. Contribute to the development of hygienic skills to maintain a healthy oral cavity.

3. Encourage students to observe the rules of oral hygiene.

Frontal. Story, exercises, demonstration and explanation using posters.

12. Individual conversations about massage and self-massage

Goal: to help increase students’ motivation to visit a massage therapist, as well as to develop self-massage skills.

1. Introduce children to types of massage and its practical significance in human life.

2. Contribute to the development of basic self-massage skills.

3. Contribute to fostering a desire to improve your health.

Individual.

Story, explanation, exercises.

13. Final event “Tournament of Experts”.

1. Help the children, in a playful way, remember and consolidate knowledge on the topic “Health and its preservation.”

2. Contribute to the development of the ability to take care of your health.

Discussion, exercises.

14. Production of the fairy tale play “Secrets of Health.”

Goal: To promote activity in the field of promoting a healthy lifestyle, by convincing them of its necessity and enriching the experience of propaganda work.

1. Reveal the essence of propaganda activities.

2. Contribute to the development of creativity in students.

3. Promote activity in the field of promoting healthy lifestyle.

Collective.

Collective distribution of roles and responsibilities, explanation, rehearsal, persuasion.

In our work, we focused not only on the child’s assimilation of knowledge and ideas, but also on the formation of his motivational sphere of hygienic behavior, the implementation of the knowledge and ideas acquired by the child in his real behavior. It was taken into account that the child, by studying himself and the characteristics of his body, is psychologically preparing to carry out active health-improving activities and shape his health.

Work with pupils was built in the direction of personality-oriented interaction with the child, emphasis was placed on independent experimentation and the search activity of the subjects themselves, which encouraged them to be creative when performing tasks. The classes contain educational material relevant age characteristics children in combination with practical tasks (health-improving minutes, exercises for the eyes, for posture, breathing exercises, etc.) necessary for the development of the child’s skills.

The program we have developed includes not only questions physical health, but also questions of its spiritual side. Since from childhood it is necessary for the child to learn to love himself, people, and life. Only a person living in harmony with himself and with the world will be truly healthy.

Thus, in carrying out educational work, we used the following health-saving technologies: sanitary and hygienic (creating optimal functioning of the educational institution); medical and preventive (all listed in the first chapter of our work); pedagogical (organizational and pedagogical, psychological and pedagogical, physical education and health, information, medical and pedagogical).

The form of organization of children was frontal, subgroup classes, individual work with children, as well as work in Everyday life children.

The children showed interest in various health activities and hardening procedures. The leading motive for engaging in physical exercise was the desire of children to be strong, dexterous, flexible, cheerful, to have a beautiful figure and not to get sick. All this allowed us to assume that children have formed the knowledge and ideas about a healthy lifestyle necessary for their age and they have learned to master cultural and hygienic skills and the ability to consciously, independently protect their health and the health of other people.

2.3 Control experiment

To determine the effectiveness of the experimental work, a control experiment was conducted. The control experiment technique repeated the ascertaining technique and consisted of two stages.

The purpose of the first stage of the control experiment is to identify children’s knowledge and ideas about a healthy lifestyle at the end of the study. The analysis showed that the answers of the majority of children were accurate, complete and meaningful.

Based on the analysis of children’s levels of knowledge and ideas about a healthy lifestyle, Table 4 was compiled.

Table 4 - Results of studying knowledge and ideas about a healthy lifestyle of children in the experimental and control groups at the end of the study

The purpose of the second stage of the control experiment was to determine the level of proficiency in cultural and hygienic skills and the ability to implement ways to protect one’s health at the end of the study.

Let us note that after conducting a series of classes with children aimed at developing the skill of eating, they not only increased the level of formation of the operational side of the skill, but also the level of cultural behavior at the table. For example: children began to eat more slowly, did not make noise at the table, etc. In addition, we began to notice less often negative reactions to an adult’s attempts to help students during meals.

Based on the analysis of the levels of practical skills of children in various situations, Table 5 was compiled.

Table 5 - Results of studying the development of practical skills and healthy lifestyle habits of children in the experimental and control groups at the end of the study

For greater clarity of the results of our work, Table 6 was compiled, which provides a comparative analysis of indicators of the levels of knowledge and skills of children in the experimental group.

Table6 - Results of achievements of children in the experimental group at the end of the study

As can be seen from the table, the majority of children in the experimental group have a sufficient level of development of knowledge, practical skills and abilities, mainly high and average levels prevail.

Before the formative experiment, 5 children showed a high level of knowledge and ideas, after the formative experiment - 11 children, with an average level there were 12 children - there were 13, at a low level there were 8 children - 1 child remained. This is due to the fact that he was often sick and rarely attended kindergarten.

Before the formative experiment, 3 children showed a high level of skills and abilities, after the formative experiment - 12 children, with an average level there were 8 children - there were 12, at a low level there were 14 children - 1 child remained.

In the control group, dynamics of levels was also observed, but it was less clear. This is explained by the natural growth and development of children, as well as the specific work we have done to preserve and develop the health of children, primarily in the process of traditional education and upbringing.

To the primary tasks of education small child should include the education of cultural and hygienic skills.

First of all, it is necessary to create in children the desire to act in a certain way. This can largely be facilitated by the conditions of the kindergarten: well-appointed premises, furniture appropriate to the age of the children. But it’s not enough to create a desire; you need to teach the child to act accordingly. Children's activities are of a pronounced imitative nature, so it is necessary to pay more attention to showing how to hold a spoon, cup, and how to move their hands when washing.

Demonstration accompanied by explanation allows you to quickly move on to verbal instructions or requirements. It should be taken into account that it is difficult for a small child to give up his desires, it is difficult to slow down his actions, it is much easier for him to do something, therefore, in your demands, you must try to distract the child from an unnecessary action and switch him to the necessary one.

Gradually increasing the requirements for the child, it is necessary to work with the family. Invite parents to the group, show their children’s living conditions and teaching methods. Visit the child at home more often, see what conditions have been created for the development of independence in children, and in individual conversations tell them what their child has already learned and what needs to continue to be reinforced at home.

The dynamics of changes in the level of formation of cultural and hygienic skills in the process of experimental work were traced. Other things being equal, initial stage During the experiment, the level of development of children was approximately the same. Analysis of the results before and after the formative experiment indicates the effectiveness of the methodology we developed for improving work. Children's results have improved. One child achieved a high level, and the average level also increased.

After the correctional work was carried out, they noted that the pupils began to not only more often show a desire to dress independently, but even made attempts to help the younger ones. Children were less likely to make mistakes in the dressing sequence. When trying to put a thing on incorrectly (back to front, wrong side), they reacted to a remark from the outside.

Parents began to devote more time and attention to developing in their children good habits, began to be more attentive to their behavior, trying to get rid of bad habits. Educational work among parents through information corners, consultations, and parent meetings has yielded positive results.

I would also like to note that this program not only contributed to children’s awareness of what health is and how to maintain it, but also increased the level of socialization of children.

Thus, the results of the control experiment allow us to conclude that the content of pedagogical activities aimed at developing habits for a healthy lifestyle in children of senior preschool age was developed correctly, and the pedagogical work carried out with children was quite effective.

Conclusion

The hypothesis of our study was confirmed. Indeed, the educational process will have a positive effect when using modern educational technologies in the classroom.

The goals and objectives of the work were resolved. The conducted theoretical and practical research once again proved that the problem of modern educational technologies is really relevant and requires special attention.

So, the effectiveness of the educational process is largely determined by the adequate choice and professional implementation of modern teaching technologies.

The choice of teaching technology is dictated by a number of circumstances that may not be the same in different educational institutions, in different pedagogical settings and when used by different teachers.

The choice of modern teaching technology is determined by a number of factors: the content of the academic discipline, teaching aids, equipment of the educational process, the composition of students and the level of professional pedagogical culture of the teacher.

In preschool education, modern pedagogical technology represents a set of psychological and pedagogical approaches that define a set of forms, methods, methods, teaching techniques, and educational means for implementing the educational process both in several preschool educational institutions and in a specific kindergarten or even group.

The essence of modern technologization of the educational process for preschoolers: the implementation of the objective need to transfer the educational process with preschoolers from the teaching paradigm to the learning paradigm.

List of sources used

Annex 1

Examples of lessons conducted on the topic “Health and its preservation”

Lesson on the topic: “Skeleton. Bones and joints."

Goal: To bring students to an awareness of the need to take care of their skeleton through familiarization with the functions of bones and joints, as well as through teaching the basic rules of maintaining posture.

Introduce the functions of bones and joints.

2.Develop the ability to maintain the integrity of the skeleton.

3. Instill responsibility for your physical health.

Equipment: poster “Structure of bones and skeleton”, sticks and plasticine, a reminder of the rules of posture, pads with sand.

Progress of the lesson.

Organizing time.

Let's remember the motto of our classes.

I can think, I can reason,

I will choose what is healthy!

Guys, today we continue our fascinating journey through the pages of the “Book of Health”.

Conversation on the topic.

What do you think is why our body has a shape and does not spread out in the form of a shapeless mass? And why do we walk upright? (bones, spine holding, skeleton).

So guys, today we are all together and we will find out why we need bones and joints, we will find out why and how we need to take care of our skeleton. And let's design another page of our book. What are we guys going to call her? (Why a skeleton. Skeleton. Bones. Take care of the bones.)

Well done! Our topic today is “Skeleton. Bones and joints."

Experience: everyone stand up (children stand up). Lean back, forward, bend your arms and legs. What can you say about your body's mobility? (we can stand as we want, we can bend over, bend our arms and legs).

What helps a person move? (bones).

Okay, sit down. Let's make little men using plasticine and sticks (Children make little men, but make legs and arms from solid sticks).

Try to tilt the man's torso forward and backward. Now try to bend his arms and legs (children can’t do it, the sticks break). Why don't the arms and legs of little men bend? (Because we made them non-composite).

H. Working with the poster “Structure of the skeleton.”

Right! Human bones form a skeleton, look at the poster. The skeleton is needed to support our body, otherwise it would resemble a shapeless jellyfish. And the bones of the skeleton protect the brain, lungs, heart and other vital organs from damage. Where the bones connect, their ends form strong but movable joints - joints, which our little men lacked. The joints contain a special fluid that, like oil, lubricates their surface during movement and prevents the bones from rubbing against each other.

More than thirty vertebrae, connected by cartilage, form a strong skeleton - the spine, which is the support of the body. This is one of the most important parts of the human body. Stand up (children stand up and follow all further instructions), without moving your legs, turn back, left, right, bend over. Sit down. Is your spine structured intelligently? (Yes)

What does it allow us to do? (lean, turn).

Clever girls! It also supports our body when we sit or stand. Inside the spine is the spinal cord, blood vessels and nerve fibers, so damage to the spine is very dangerous.

Feel your ribs. The ribs form the rib cage. Place your hands on your chest and do deep breath and exhale. What's happening to her? (she rises and falls, moves)

Why do you think it is needed? (Protects the heart and lungs).

Well done! Pay attention to the structure of the human hand and foot. Why do you think they have so many bones? (because without this we could not do anything with our hands, if our fingers did not have joints. We would walk like robots, walking with a solid foot)

Practical work on the topic.

Alyosha’s mother repeats early in the morning:

“Lesha, don’t be hunched over! Watch your posture!”

He would have followed her, but the trouble is...

Lesha has never met her!

Do you guys know what posture is? (This is the way you sit and stand.)

Right! This is the position of the body in space. Why do you think mom asked Alyosha to watch his posture? (To be beautiful. So that your back doesn’t hurt. So that your spine is straight.)

Clever girls! You are all absolutely right! And now you and I will do exercises that are useful for our posture and growth. 1) Sitting on a chair, raise your arms up and bend over. Take a deep breath. Lower your hands - exhale. Repeat this exercise five times. 2) Now stand with your back to the wall at a distance of up to half a meter from it (about half a step). Lean back and touch the wall with your fingers. Repeat the exercise, also five times. 3) For the next exercise, stand behind each other, about a step away from the person in front. Place these sandbags on your head (I give out pre-prepared pads), and let’s walk one after another in a circle around our office. Keep your back and head straight to prevent the pad from falling. (Children do all the exercises).

Well done! Take your seats. It is also good for our spine to simply hang on the horizontal bar. There are many more different exercises that we will learn to perform later in therapeutic exercises.

Design of the “Health Book” page. Summary of the lesson.

Well done! So let's continue to draw up our “Book of Health”. Let's create a page that we'll call...? (Skeleton. Bones and joints.)

I give out a page made by the children in advance. Glue and materials selected and printed in advance. Children cut them out on their own, distribute them and paste them onto a blank page.

Lesson on the topic “Smoking is harmful to health!”

Goal: to contribute to the formation of initial knowledge about the dangers of smoking from the point of view of human anatomy and physiology.

Promote the growth of self-awareness and self-esteem of students.
Promote awareness of consequences and good decision making.
Promote the development of a positive attitude towards healthy lifestyle.

Equipment: picture – “Smoker’s lungs”; image of the “river of life”, “streams” - methods of preserving and promoting health, “stones” - factors negatively affecting health; tokens - hearts;

Progress of the lesson

Org. moment (traditional greeting and reciting the motto of classes on the topic “Health”).
Setting the topic and goals of the lesson.

To find out the topic of the lesson, you need to make up proverbs from the words and explain their meaning (children are divided into three groups, each of them is given a set of words: whoever smokes tobacco is his own enemy; it is better to know a fool than to know tobacco; if you want a long time live, quit smoking).

Well done! What will we talk about in our lesson? (about the dangers of smoking).

Right. The theme is “Smoking is harmful to health!”

Work on the topic.

Every person wants to live a long and happy life. Imagine that our life is a river into which many streams flow - our needs and joys. Find streams and introduce them to the river. These streams help us to be healthy. We have a real river, into which streams flow and feed it. The river of life is amazing and unique, but only a healthy person can cope with its flow. Sometimes contradictions arise: a person knows that this should not be done, but he does it anyway. Then stones appear on the river of life that interfere with the flow of the river. These are the things that hinder our health. Find these “stones” and place them on our river. (children find “stones” and attach them to the “river”).

Look, these stones block the “river of life” and it becomes clogged and disappears. This is how our health weakens. Think and tell me which of these evils is most harmful to our health. (Smoking)

Conducting the experiment.

Now you and I will go to the open-air laboratory (we go out with the children to the outdoor area). Through experience, you will see the effects of smoking - how the tarry substances released from tobacco penetrate into the lungs and what trace they leave there.

Explanation during demonstration:

What happens when smoking tobacco? Smokers swallow air through their mouths and all harmful substances, along with smoke, enter directly into the respiratory tract. There, these substances react with oxygen and form carbon dioxide, which is then carried by the blood throughout the body. Now you will see what the lungs look like after smoking a cigarette (I take the filter out of the doll - the lungs, and show it to the children). What happened to the wet filter? (yellowed, covered with smoke and soot) What do the walls of the device look like? (they have faded, a coating of smoke is noticeable on the walls). The same thing happens to the human respiratory system after smoking a cigarette. Soot and smoke leave their mark on them (I’m showing the picture “Smoker’s Lungs”). In one year, up to one liter of harmful substances can settle in the lungs and respiratory tract of a smoker. What harm do cigarettes cause to a person (bad breath, cough and wheezing, yellow plaque on the teeth and fingers, increased heart rate, weakened lung function, pallor, memory loss, voice becomes rougher, worsened vision and hearing, having to deceive parents)?

Bottom line.

It’s easy to get used to a cigarette, but it’s difficult to wean it off. Produced bad habit, reflex to smoking. It is better not to start smoking, and if you smoke, then quickly part with the cigarette. Each of you has a red, healthy heart beating. Think and vote for what you would give your heart to:

Healthy lifestyle;
Bad habit - smoking.

Well done, you did it right choice. If you are healthy, you will get everything.

The final lesson is the game “Tournament of Experts”.

Purpose: to repeat and summarize the topic of health and its preservation.

To help the children, in a playful way, remember and consolidate knowledge on the topic “Health and its preservation.”
Promote the development of the ability to take care of your health.
Promote the development of a positive attitude towards healthy lifestyle.

Children are divided into two teams of five people each. The teams are located at a table on which envelopes with numbers are laid out, with questions in the envelopes.

Equipment: home theater, “Karaoke” disc, “Volchek” with an arrow, envelopes with questions, four “Active pause” indicators, two “Turn Transition” indicators, two “Black Box” indicators, a heart and a card with the image of lungs, cards with names of food products.

Conditions of the competition:

The arrow is activated. When the pointer arrow stops, a team member takes an envelope with a number and reads the question in the envelope out loud.
You are given one minute to think about it.
the team prepares an answer and selects a participant to voice it.
If the team is not ready and does not know the answer, then the opposing team answers.
The arrow shows “Change of turn” - the opponents are lucky, it’s their turn.
The arrow shows “Active pause”, then depending on what is drawn under it, they perform it (eyes and nose - perform breathing and eye exercises; skeleton - perform an accessible set of exercises for posture; note - call the song under which it is located impromptu song, this is the number of the song in the Karaoke catalog that they will perform).
If the “Active Pause” does not occur within ten minutes, then the playing team is asked to choose any of them at random.
“Black box” - a description of the functions of a human organ is given, the team must answer what is in the box (heart, lungs).

The jury sums up the results. The winning team is awarded.

Questions in envelopes.

What is health? Answer: health is the complete physical and mental well-being of a person.
What are the factors influencing human health? Answer: the person himself, ecology, society, heredity.
Choose cards with the names of food products that are healthy and necessary for health. Name how they are useful. Answer: vegetables and fruits are the main source of vitamins; bread, cereals, pasta are a rich source of carbohydrates that charge our body with energy; milk, yogurt and cheese provide our body with calcium; meat, fish and eggs are rich in proteins, which help our body grow; butter, cream and vegetable oil are sources of fats, which are also needed by the body, but in small quantities.
What rules must be followed to avoid damaging your eyesight? Answer: watch TV and work on the computer no more than thirty minutes a day; write, draw and read while sitting at a table so that the light falls from the left; do not sit close to the TV; do eye exercises.
How can you protect your hearing? Answer: you need to protect your ears from the wind, clean them at least once a week, keep them out of water, don’t pick your ears with sharp objects, and don’t turn on loud music or TV.
Name the functions of the skeleton, bones and joints in the human body. Answer: the skeleton serves as a support for the human body, all the bones have their purpose, they protect internal organs from damage, and thanks to the bones, joints and intelligent structure of the spine, we can bend, run, jump, write, draw, and generally move.
What are the basic rules for eating? Answer: take your time while eating, chew your food thoroughly, don’t eat on the go, don’t overeat, follow a meal plan (breakfast, lunch, afternoon snack, dinner according to the clock), don’t talk while eating.
Name positive traits person to the first letters of the names of the players on your team. For example: Zoya – caring, healthy, lively (active); Vanya is loyal, hardy, polite, and so on.
List the signs of stress we know and what we can do to improve a person's well-being caused by stress. Answer: signs of stress - fear, anxiety, uncertainty, confusion, depression, panic; actions - play with friends, ride a bike, cry, eat, scream out loud, sleep, listen to music.
Complete the proverbs: “In healthy body– ...”, “It’s time - ...”, “Think first ...”, “The bathhouse soars - ...”, “Cleanliness - ...”, “He who chews for a long time ...”. Answer: healthy mind, have fun for an hour, then act, health rules, the key to health, lives long.

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

Postulates of modern education

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

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

Innovation as a means of developing Russian schools

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

What is technology?

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

Technology Features

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

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

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

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

Signs of pedagogical technologies

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

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

What are educational technologies focused on?

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

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

Specifics of technology in pedagogy

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

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

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

Problem-based learning

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

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

Technology of pedagogical workshops

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

Research in modern school

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

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

Pedagogy of cooperation

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

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

Nuances of traditional methods

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

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

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

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

Conclusion

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

Problem: insufficient application of modern pedagogical technologies in practice in modern preschool education.

Target: increasing the efficiency of training students in accordance with the requirements of the Federal State Educational Standard.

Tasks:

increase your level of self-education by mastering modern teaching technologies;
apply the acquired knowledge in practice;
determine the effectiveness of modern pedagogical technologies;
improve the quality of education for students.

Subject of research: modern pedagogical technologies.

Research hypothesis: learning and development of the student’s personality will be deeper and more complete if teachers master, effectively implement and continuously use new pedagogical technologies.

Federal State Educational Standard since January 1, 2014 came into force and approved the requirements for the structure of the Program, the conditions for the implementation of the Program and the results of development.

In modern conditions, the child acts not as an “object”, but as a “subject” of education; the child is a valuable person in his own right.

The innovation process at the current stage of development of society concerns primarily the preschool education system, which is considered the initial step in unlocking the child’s potential. This approach puts high requirements to the system of preschool education and upbringing. There is a search for more effective technologies in preschool education and the use of modern, already proven technologies, as well as psychological and pedagogical approaches to this process.

Pedagogical technologies determine new means, forms, methods used in the practice of pedagogy and, of course, they should be focused on the development of the child’s personality and his abilities.

So what is “technology”, what is its difference from methodology?

Technology – Greek. the word means “skill, art” and “law of science” - this is the science of mastery.

The problem of pedagogical technologies was dealt with by: Selevko, Bespalko, I.P. Volkov, V.M. Monakhov and others.

On this moment There are several definitions of ped. technology, we will choose the most advanced one for today:

Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize forms of education (UNESCO).

In other words, technology is recorded sequential actions that guarantee the achievement of a given result. It contains an algorithm for solving assigned problems; its use is based on the idea of complete controllability of learning and reproducibility of educational cycles.

Differences from the method:

The technology is not subject-specific; it can be implemented on any subject, regardless of the content. The technology can be implemented any teacher Technology includes a set of methods, forms, means and techniques.

Today there are more than a hundred educational technologies. They are classified by organizational forms, by subject, by author, by approach to the child, etc.

Among the main reasons for the emergence of new psychological and pedagogical technologies are the following:

The need for deeper consideration and use of psychophysiological and personal characteristics of students;

Awareness of the urgent need to replace the ineffective verbal (verbal) method of knowledge transfer with a systemic activity approach;

The ability to design the educational process, organizational forms of interaction between teacher and child, ensuring guaranteed learning results.

Why no innovations recent years didn't give the expected effect? There are many reasons for this phenomenon. One of them is purely pedagogical - low innovative qualifications of the teacher, namely the inability to choose the right book and technology, conduct an implementation experiment, and diagnose changes. Some teachers are not ready for innovation methodologically, others – psychologically, and still others – technologically. In recent years, teachers have been trying to turn their face to the student, introducing student-centered, humane-personal and other education. But the main problem is that the process of cognition itself is losing its attractiveness. The number of preschool children who do not want to go to school is increasing. Positive motivation for learning has decreased, children no longer show signs of curiosity, interest, surprise, desire - they don’t ask questions at all. There is no connection with school technology, where the authoritarian system is still strong.

Currently, the use of modern educational technologies, which ensure the personal development of the child by reducing the share of reproductive activity (reproduction of what remains in memory) in the educational process, can be considered as a key condition for improving the quality of education, reducing the workload of children, and more efficient use of time.

Requirements for a teacher.

Today, a teacher does not have enough knowledge about existing technologies; he also needs the ability to apply them in practical activities. The demand for teaching masters is always high. To feel confident, a teacher must master at least three fundamentally different technologies: productive (subject-oriented), gentle (personally-oriented), and collaboration technology.

The same technology can be implemented by different performers more or less conscientiously, exactly according to instructions or creatively. The results will be different, however, close to some average statistical value characteristic of this technology.

Sometimes a master teacher uses elements of several technologies in his work and uses original methodological techniques. In this case, we should talk about the “author’s” technology of this teacher. Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in his developing state.

Using technology in practice.

Modern educational activity is primarily the skill of the teacher. The use of elements of different technological approaches in the practice of teaching the subject, their critical analysis can become the basis for the formation of one’s own pedagogical style. Any educational technology must be reproducible and health-saving.

Interactive learning technologies. Recently they have become more important (interactive museums of the world)

They make it possible to implement a qualitatively new effective model for constructing an educational environment. They are aimed at organizing comfortable conditions for the upbringing and development of children, in which interaction, mutual development and mutual enrichment are actively realized. They teach the ability to exchange experiences and interact in groups, develop communication, cultivate tolerance, and contribute to the formation of a social position in the future.

1. Work in pairs. (pencil test)

2. Carousel.

4. Work in small groups.

5. Aquarium.

6. Unfinished sentence.(Once upon a time there were a king and a queen, and then one day...) in a chain.

7. Brainstorming.

8. Brownian motion.

9. Decision tree.

10. Role-playing (business) game.

11. Workshop.

ICT technology is an interactive technology.

The use of ICT is the result of the implementation of the “Electronic Russia” program

ICT is a generalized concept that describes various methods, methods and algorithms for collecting, storing, processing, presenting and transmitting information.

On the one hand, this is a computer, on the other, communication.

This is the use of television, DVD, CD, radio, tablets, media, computer, telephone, game consoles.

The modern educational process cannot be imagined without the use of multimedia technologies, which provide unique opportunities for the implementation of creative initiatives of the teacher and student.

From the point of view of using ICT in the classroom, it seems appropriate to divide them into four groups. The belonging of a lesson to a particular group determines the technical conditions and the availability of appropriate software for its implementation.

1. Demonstration type classes - presentation.

2. Classes – quizzes, tests.

The high effectiveness of control programs is determined by the fact that they strengthen feedback in the teacher-student system. Test programs allow you to quickly evaluate the result of your work and accurately identify topics in which there are gaps in knowledge. Today, educators themselves develop and create computer versions of various tests and use them in their classes.

3. Educational computer games.

Educational programs existing on the market for this age can be classified as follows:

1. Games for developing memory, imagination, thinking, etc.

2. "Talking" dictionaries of foreign languages with good animation.

3. ART studios, simple graphic editors with libraries of drawings.

4. Travel games, “action games”.

5. The simplest programs for teaching reading, mathematics, etc.

4. Physical exercises, relaxation exercises, problem posing after watching the video.

5. Working with parents.

Self-presentation of the teacher, creation of a portfolio of the child and teacher, use at meetings, as a collection of information on the problem, for home teaching. The teacher can post consultations, exchange photographs, give announcements, hold debates on the websites of preschool educational institutions, or on social media. networks.

6. Use for the professional growth of the teacher.

Collection and storage of information, participation in competitions at the interregional and international level, collecting material for a portfolio. You can make meth on the pre-school website. a piggy bank where teachers can put information available to group members: regulations, card indexes, lesson plans, poems, etc.

The use of ICT technologies in the classroom allows you to:

intensify cognitive activity students;
ensure a high degree of differentiation of training (almost individualization);
increase the amount of work performed in the lesson;
improve knowledge control;
to develop skills of genuine research activity;
provide access to various help systems, electronic libraries, other information resources.
And, as a consequence of all these components, there is an increase in the quality of students’ knowledge.

The use of mnemonics technology in the educational process of preschool educational institutions.

“Teach a child some five words unknown to him - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn them on the fly.”
K.D.Ushinsky

MNEMOTECHNIQUES is the art of memorization through the formation of artificial associations using a system of methods and techniques that ensure effective memorization, preservation and reproduction of information, the purpose of which is the development of not only memory of various types (visual, auditory, motor and tactile), but also thinking, attention, imagination.

We easily incorporate this technology into all types of classes, and from my own experience, I believe that it is more rational to introduce it with children aged 4-5 years, since they have accumulated a basic vocabulary. In my work, I use mnemonic tracks, mnemonic tables (schemes that contain certain information). In classes on speech development, they are especially effective and are used as a support system for retelling fairy tales, short stories, and for composing descriptive stories. Also, with the help of mnemonic tables and mnemonic tracks, I introduce children to the world around them during educational classes. For example, in environmental education of children, it helps them form the concept of “season as a time of year,” remember the signs of the seasons, learn the principles of writing descriptive stories about the seasons, describing wild and domestic animals, and various objects. You can depict anything that you consider necessary to reflect in this table, but in such a way that it is understandable to children.

I widely use mnemonic techniques in mathematics and art classes.

Thanks to teaching children mnemonic techniques, according to the results of the examination, positive dynamics were noted in children: the volume of visual and verbal memory significantly increased, the distribution and stability of attention improved, and mental activity intensified. Children also began to realize the auxiliary role of images in retaining verbal material in memory.

The most important principles of mnemonics.

The development of memory is based on two main factors - imagination and association. In order to remember something new, you need to relate this new thing to something, i.e. make an associative connection with some already known factor, calling on your imagination to help. Association is a mental connection between two images. The more diverse and numerous the associations, the more firmly they are fixed in memory. Strange, illogical associations promote better memory.

Basic techniques:

Formation of semantic phrases from the initial letters of memorized information
Rhyming
Finding bright unusual associations (pictures, phrases) that connect with memorized information
Patterns
Familiar numbers

The mnemonic device unloads information, making new material “easily digestible.”

Let's look at how you can use mnemonics in the classroom. From my experience I know that information in poetic form is remembered for a long time.

To remember forward and backward counting:

6.7.8.9.10 – we need to weigh our thoughts.

10.9.8.7 - now we are completely adults.

6.5.4.3.2.1 – that’s all your master.

Temporary relationships: Morning, afternoon, evening, night - a day away;

Geometric material: beam, wavy, curve, broken, segment.

Mnemonic tables for months, greater than, less than, minus, plus signs.

Memorizing numbers, composition of numbers, addition tables. The names of the numbers of the second ten forty, ninety, one hundred - examples in the tables.

Project technology.

It is difficult to imagine the work of a modern educator without the use of design in their work. We have been engaged in project activities for more than a year.

This technology has a number of advantages: the ability to study a topic in depth and obtain quick practical results. The project activity method is especially successfully implemented when working with older preschoolers. This age stage characterized by more sustained attention, observation, the ability to begin analysis, synthesis, self-esteem, as well as the desire for joint activities. You can also carry out projects with younger children, but shorter in time: one day, two, three.

The project can combine educational content from various fields of knowledge; in addition, it opens up great opportunities for organizing joint cognitive-search activities of preschoolers, teachers and parents.

The main purpose of the project method is to provide children with the opportunity to independently acquire knowledge when solving practical problems or problems that require the integration of knowledge from various subject areas. As a result, project activity makes it possible to educate a “doer” rather than a “performer”, to develop strong-willed personality traits and partnership interaction skills.

Advantages of the project method:

It is one of the methods of developmental training, because it is based on the development of children’s cognitive skills, the ability to independently construct their knowledge, and navigate the information space;

Improves the quality of the educational process;

Helps develop critical and creative thinking.

Helps improve the competence of teachers.

Disadvantages: low motivation of teachers and parents;

Insufficient level of development of research skills among students

Algorithm for working on the project: choice of topic, thematic planning, organization of the environment, joint work of the teacher with the children.

In project activities, the child’s subjective position is formed and his individuality is revealed.

Projects are family, personal, collective, group.

Summarizing

Analysis of the essence of pedagogical technologies allows us to draw the following conclusions:

Pedagogical technologies are focused on students and are aimed at ensuring the success of learning through their own activities;

Pedagogical technologies make it possible to achieve learning goals through personal development; due to its assimilation of goals and objective control and self-monitoring of the quality of vocational education.

Educational technology and

educational technologies

WHAT IS THE DIFFERENCE?

Educational technology (technology in the field of education) is a set of scientifically and practically sound methods and tools for achieving the desired result in any field of education.

The concept of “educational technology” seems to be somewhat broader than “pedagogical technology” (for pedagogical processes, because education includes, in addition to pedagogical ones, a variety of social, socio-political, managerial, cultural, psychological-pedagogical, medical-pedagogical, economic and other related aspects.

The concept of “pedagogical technology” refers (obviously) to all sections of pedagogy.

Technology and methodology

WHAT IS THE DIFFERENCE?

Main significant differences

learning technologies from teaching methods:

Technologies are often not subject-specific; they can be implemented in any academic subject, regardless of its content;

The methodology does not promise the teacher guaranteed results,

technologies, on the contrary, give equally high results when used by different teachers in different educational institutions with different children; - technologies strictly set the way to achieve a goal through an algorithm of procedures and actions that must strictly follow one another; the methodology provides for diversity, variability in the ways of implementing theoretical principles, and does not imply a guarantee of achieving the goal;

Technology answers the question: “How to teach? ",

methodology - to the questions: “What to teach? ", "Why teach? " and "How to teach? “within the framework of a specific academic discipline; - technology, in contrast to methodology, involves the development of content and ways of organizing the activities of the students themselves.

... the educational process is not aimed at teaching preschool children (which is based on the transfer of certain knowledge, skills, abilities, but at the development and upbringing of children...

The goal of adult activities in preschool settings is to build such interaction with the child that will contribute to

the formation of his activity in understanding the surrounding reality,

revealing his unique personality.

Partnership interaction.

In modern domestic preschool pedagogy, the term “pedagogical technologies” is considered as:

Component of the pedagogical system,

a way for a teacher to design a pedagogical process using a system of means and methods for educating and training preschoolers in specially created didactic conditions of a kindergarten in order to solve the problems of preschool education.

(Krulekht M.V. “Pedagogical technologies for implementing the “Childhood” program in the educational process of a kindergarten.” Methodological advice for the “Childhood” program. St. Petersburg: DETSTVO-PRESS, 2002.)

An instrument of professional activity of a teacher, which has a pronounced phasing (step-by-step).

Each stage (primary diagnosis; selection of content, forms, methods and techniques for its implementation; final diagnosis of goal achievement; criteria-based assessment of results) includes a set of specific professional actions of the teacher.

Pedagogical technologies, in addition to stages, are also distinguished by the specificity and clarity of the goals and objectives of the teacher’s activities.

(Dergunskaya V. A. “Health-saving technologies in the pedagogical process of preschool educational institutions.” Management of preschool educational institutions. 2005-No. 3).

the term "educational technologies" ...

A system of methods, techniques, steps,

the sequence of implementation of which ensures the solution of the tasks of education, training and development of the student’s personality, and the activity itself is presented as a certain system of actions,

providing guaranteed results.

(Sivtsova A. M. Organizational and pedagogical conditions for the implementation of health-saving technologies in working with children of senior preschool - primary school age. Abstract of a candidate of pedagogical sciences. St. Petersburg, 2008.)

What is meant by the result of the activities of a preschool educational institution?

The result of pedagogical activity is a change in the development of the child that happened to him in the process of interaction with the teacher (E. A. Nicheporyuk).

If, when using pedagogical technologies in a preschool educational institution, a teacher manages to increase the child’s development reserve, then we can talk about their positive impact on the child.

An educational institution should create in a person the main need -

the need for self-development, since human life is woven from a variety of technologies (activities that are functionally interconnected.

Classifications of pedagogical technologies in relation to preschool education.

Pedagogical technologies - at the school level, can also be used in preschool education (taking into account the psychophysiological characteristics of preschoolers)

Each comprehensive program (which is implemented in a preschool institution) contains certain technologies that lead to the effective implementation of program content and the achievement of the planned goal of the program.

CONDITION: pedagogical technology must be adequate to the pedagogical system of the preschool educational institution.

Without this condition, the goals of the pedagogical system of the preschool educational institution and the educational program cannot be realized.

Classification of pedagogical technologies in relation to preschool education.

health-saving pedagogical technologies,

Technology of personality-oriented interaction between teachers and children,

Research technology,

Technology of project activities,

Technologies "Preschooler's Portfolio" and

"Teacher's Portfolio"

Information and communication technologies.

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www.maam.ru

Report of a preschool teacher on the use of modern educational technologies that comply with the Federal State Educational Standard

Based on the data from pedagogical monitoring of children in the group, taking into account the parents’ order for educational services, I consider it advisable to include modern educational technologies when building the educational process: student-oriented, level differentiation technology, gaming and non-traditional drawing techniques with children. They allow you to realize your educational goals using a set of means and methods for reproducing theoretically based processes of upbringing and teaching. Special attention I draw attention to a personality-oriented approach to education, to the development of creative initiative, individual qualities and abilities of children. My professional skills are aimed at the diversified development and preservation of children's mental health.

Educational technologies: personality-oriented, gaming, non-traditional drawing techniques - are organically integrated into the educational process and are used by me in the organization of organized educational activities and in educational activities carried out during routine moments in the implementation of the tasks of the educational areas “Speech Development”, “Cognitive development”, “Physical development”, “Artistic and aesthetic”.

I use personality-oriented technology in working with children, placing the child’s personality at the center of the entire educational system, providing comfortable, conflict-free and safe conditions for its development, and the realization of its natural potential. The child’s personality in this technology is not only a subject, but a priority subject. I organize the educational process on the basis of respect for the child’s personality, taking into account the characteristics of his individual development, treating him as a conscious, full participant in the educational process.

In my classes, there is an emphasis on a person-oriented approach to communication, namely, I plan classes and joint activities with children so that it is aimed not at finding out what the child knows, but at how developed his “power of mind” is, inclinations and abilities to reason, think critically, find the right solution, and apply knowledge in practice.

I believe that every child is unique in his or her individuality and has the right to develop at their own pace, along their own educational trajectory. There are different children in my group, with different levels of development. When applying the technology of level differentiation, I divide students into conditional groups, taking into account typological features. When forming groups, I take into account the personal attitude of students to the surrounding reality, the degree of mastery of program material, interest in learning new material, in the personality of the teacher, and the peculiarities of the development of mental processes. I apply didactic material, varying in content, volume, complexity, methods and techniques for completing tasks.

Gaming technologies provide me with great assistance in organizing educational activities. In my practical activities I use the following gaming technologies:

Game situations. During educational activities and in special moments, I use toys, characters from finger theater and puppet theater, which help solve the assigned tasks: teach a bunny to wash itself, help a doll find a friend, help piglets build a house, etc.

Surprise moments. During educational activities I use a magic bag and animate the substitute objects used. The moment of surprise allows you to create an emotional mood in children to learn new material.

The element of the presence of a favorite toy during restricted moments (the ability to sleep during restricted periods, play with it during the day) allows children to more easily adapt to the conditions of a preschool educational institution.

Artistic creativity is a special type of activity. Modern technologies cannot replace the creativity of students. I organize art activities in a group using non-traditional drawing techniques. From experience working with non-traditional materials, such as: foam rubber, wax crayons, corrugated paper, tree leaves, yarn, I can conclude that using them allows children to feel unforgettable emotions, develops the child’s creative abilities, his creativity, which contributes to the overall mental and personal development of children, and non-traditional methods of drawing: monotype, blotography, drawing with fingers, palms, etc. develop fine motor skills, evoke a whole range of emotions, help reveal the child’s character and individuality.

When drawing or sculpting for a long time, I do exercises for the arm muscles and finger exercises with the children. My students enjoy music therapy, so in drawing and modeling classes I use classical and modern melodic, calm music. The use of musical accompaniment lifts children's mood, they become calmer and more enthusiastic about the creative process. An important feature when conducting classes on artistic and aesthetic activities for preschoolers is my use of elements of color therapy: a green board, sketching with yellow chalk, etc., all this contributes to better assimilation and memorization of the material, reduced fatigue, and concentration.

I believe that visual activity should not occupy a secondary, but its own place of honor among other educational activities.

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

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Project “Use of pedagogical technologies in preschool educational institutions within the framework of the Federal State Educational Standard”

“The use of pedagogical technologies to ensure the development of children’s creative activity

in the process of educational

activities in preschool educational institutions within the framework of the Federal State Educational Standard"

Vatutina N.B., senior teacher of MDAOU general developmental kindergarten No. 11, Korenovsky district.

Relevance

During the modernization of the preschool education system, it became necessary to determine the readiness of teachers to transition to new educational standards.

In connection with increasing requirements for the quality of preschool education, methodological work with personnel is also changing, the nature of which depends on the professional maturity of each teacher. It is currently noted that today there is a demand for a teacher who is creative, competent, and capable of developing the skills to mobilize his personal potential in the modern system of education and development of preschoolers.

Problem

Inconsistency between FGT and Federal State Educational Standards for the portrait of a preschool graduate:

FGT: the results of children’s knowledge in educational areas and integrative qualities are assessed

Federal State Educational Standard: assessment of targets at the stage of completion of preschool education is carried out

Hypothesis

The use of modern technologies will significantly improve the quality

formation of prerequisites for educational activities in preschoolers at the stage of completion of preschool education.

Systematize the knowledge of teachers about pedagogical technologies, their varieties and features, familiarize them with advanced pedagogical technologies in the field of preschool education, and improve the professional level of teachers.

1. To study the level of knowledge of educators about pedagogical technologies.

2. Develop a cycle of pedagogical activities aimed at systematizing knowledge about pedagogical technologies.

3. Introduce modern pedagogical technologies into the educational process of preschool educational institutions.

4. Assess the effectiveness of the project and determine the prospects for the activities of educators in the use of educational technologies.

Project implementation stages

Stage 1. Organizational and preparatory.

1.1. Analysis of the state of readiness of teachers to implement innovative technologies:

Questioning of teachers;

Analysis and selection of methodological literature;

Studying work experience;

Determining ways to improve methodological work with teachers.

1.2. Development of a program for methodological support for the introduction of pedagogical technologies into practice.

Stage 2 implementation

2. Implementation of the program for introducing educational technologies.

2.2. Monitoring compliance with the schedule of program activities.

Stage 3. Generalizing.

3.1. Assessing the effectiveness of project implementation.

3.2. Identification and generalization of teaching experience into practice

3.3. Determining ways to improve methodological work on the use of pedagogical technologies.

Implementation of the plan:

"Pedagogical monitoring"

Teacher's questionnaire

Test “Assessing the implementation of teacher development needs”

Study and assessment of the teacher’s professional awareness, identifying the level of professional competence; readiness for innovation processes

“Methodological culture of a teacher”

Seminars: - “Pedagogical competence and competence” - “Design technology” - “Modern pedagogical technologies. Health-saving technologies"

Exchange of experience “Project activities”, “Game technologies”

-"TRIZ technology" "Technology of research activities"

-“Technology of Personality-Centered Interaction between Teacher and Children”

"Information and computer technologies."

Improving the professionalism of teachers, advanced training, development of an innovative thinking style.

"Creative self-development"

Creating the need for constant growth, the desire to introduce best practices into practice.

Result evaluation criteria

Criteria Indicators

1. Knowledge of the program and technology

1) creation of pedagogical technologies by the teacher

2) creation by the administration of an educational institution of an educational program

2. Teachers’ readiness to use technologies that meet the requirements of the Federal State Educational Standard

3. Solving the problem of choosing technologies, teaching aids, taking into account the interests of all subjects of the educational process

4. Level of professional competence of teachers

1) All teachers have completed courses and seminars on developing technological competence; a list of teaching aids has been determined that will be used in the educational process in accordance with the Federal State Educational Standard.

2) increasing the level of development of motivational and professional competence of teachers.

Expected results of the project:

After the implementation of this project, it is expected that teachers will develop an interest in modern technologies and improve their teaching skills.

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All forms of organizing the learning process are divided into:

*are common

*specific.

General forms do not depend on specific didactic tasks and are determined only by the structure of communication between students and trainees.

There are 4 such forms: individual, pair, group, collective.

Education - this is communication between students and trainees, i.e. communication between those who have knowledge and experience and those who acquire them. Communication, in the process and through which all types of human activity are reproduced and assimilated.

There is no learning outside of communication. Communication can happen directly(through spoken language, people hear and see each other) and indirectly(through written speech - newspapers, magazines, etc., when people do not see or hear each other).

Indirect learning between students and trainees in the educational process gives us an individual form of organizing work. The child completes educational tasks (writes, reads, solves problems, performs 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 take place in pairs (a pair form of organizing learning, for example, a child and a teacher work through an article, solve problems, learn poems), with many people (a group form of organizing the educational process, if one person teaches several people) .

Individual, pair, and group forms of organizing training sessions are traditional. None of these forms are collective.

A collective form of organizing the learning process is only the work of students in pairs of shifts (communication either with each individual or in turn).

The main features of CSR (mainly over traditional education):

Focus on the individual abilities of children, learning occurs in accordance with the abilities of the children (individual pace of learning);

The meaningfulness of the cognition process;

Everyone teaches everyone and everyone teaches everyone;

During collective training sessions (CLS), where knowledge is good, skills are confident, skills are reliable;

Education is conducted on the basis and in an atmosphere of mutual understanding and cooperation between teacher and child;

Interpersonal relationships are activated (child - child), which contribute to the implementation of principles in learning continuous and immediate knowledge transfer;

The leading organizational form of training is collective, those. work of children in shift pairs.

A collective form of training means an organization of training 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 everyone, while some of them can work individually. The technology of collective mutual learning allows students to fruitfully develop independence and communication skills .

The collective method of learning is considered launched only when each task is completed by at least one child, that is, when each child has completed his task and is ready to teach all other participants this work, having received training on the remaining tasks in replaceable pairs. If no one has solved a problem on some task, the teacher should give advice.

The development of practical skills through a series of similar tasks can be seen from the following card. A dot is placed next to each surname in the corresponding column, meaning that the child can provide advice on a particular task.

After finishing work in pairs, a + is placed in place of the dot. Each child completes all tasks, working with different partners. First, several groups of 5-7 students are organized, and they work on their own set of tasks on cards. After some time, children appear in each group who have mastered the corresponding part of the theory and coped with all the tasks.

Through a combination of different organizational forms, collective learning methods ensure the success of each child's learning.

The following types of work can be distinguished in a single pair: discussing something, studying new material together, teaching each other, training, checking.

In collective training sessions in groups of different ages and levels, students develop skills of self-organization, self-government, self-control, self-esteem and mutual assessment.

With collective methods (CSR), each child has the opportunity to implement an individual development trajectory:

students realize different goals, study different fragments of educational material, in different ways and means, for different times;
different children master the same program along different educational routes;
the presence of combined study groups as places of intersection of different routes for the advancement of students. At the same time, all four organizational forms of training are combined: individual, pair, group and collective.

CSE is ideal for working in a multi-level group or class, as it allows not only to differentiate, but also to individualize the learning process in terms of the volume of material and the pace of work for each child. Development of interest and cognitive activity of students within this option The organization of educational work is also connected with the very form of presentation of the material. Matching the volume and pace of presentation of material to the individual characteristics of students creates a feeling of successful activity in each child. The specificity of collective teaching methods is to adhere to the following principles:

Availability of replacement pairs of students;

Mutual control;

Mutual management

A collective way of learning is such an organization in which learning is carried out through communication in dynamic pairs, when everyone teaches everyone.

There are three successive stages in organizing the collective work of children:

distribution of upcoming work among participants,
the process of children completing a task,

Each of these stages has its own tasks, the solution of which requires unique methods of guiding children.

8. Interactive technology in preschool educational institutions, ICT technology.

The use of IAT is one of the effective ways to increase motivation and individualize children's learning, develop their creative abilities and create a favorable emotional background. It also allows you to move from an explanatory and illustrated method of teaching to an activity-based one, in which the child takes an active part in this activity. This promotes conscious assimilation of new knowledge.

Learning becomes more attractive and exciting for children. When working with an interactive board, children develop all mental processes: attention, thinking, memory; speech, as well as fine motor skills. An older preschooler has better developed involuntary attention, which becomes more concentrated when he is interested; the material being studied is clear, bright, and evokes positive emotions in the child.

9.Gaming technology.

This is a simulation technology.

A characteristic feature of this technology is the modeling of vital professional difficulties in the educational space and the search for ways to solve them.

Pedagogical technology for organizing children's director's games:

To develop gaming skills, multifunctional gaming material is created; it is advisable to use fairy-tale plots; the duration of organizing the game can last 2-3 months.

Stages of ped. technologies:

Stage 1: enriching the gaming experience with content based on the organization of artistic perception of the fairy tale.

Stage 2: development of plotting based on the use of multifunctional game material based on the plots of new or familiar fairy tales. Multifunctional material represents a “semantic field” on which game events unfold.

Stage 3: plot development based on self-creation multifunctional gaming material and inventing new adventures of fairy tale heroes.

Pedagogical technology for organizing role-playing games:

The theme of role-playing games is related to social reality.

Technology stages:

Stage 1:

Enriching 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, and relationships.

Stage 2:

Organization of a role-playing game (“game of preparation for the game”).

Determining 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-game environment based on the organization of productive and artistic activity children, co-creation with teachers, children's collecting, joint play activities of the teacher with children;

Stage 3:

Independent play activities of children; organizing a role-playing game with an imaginary partner for whom the child speaks.

10. Integrated lesson technology

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

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

The most effective methods and techniques in an integrated lesson:

Comparative analysis, comparison, search, heuristic activity;

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

Approximate structure:

Introductory part:

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

Main part:

new tasks based on the content of various areas based on clarity; enrichment and activation of the vocabulary.

Final part:

Children are offered any practical work.

Each lesson is taught by 2 or more teachers.

Methodology of preparation and implementation:

More details detsadd.narod.ru

Information and communication technologies

Information and communication technologies have received their natural development in our “advanced” age. A situation where a child would not know what a computer is is almost impossible. Children are drawn to acquiring computer skills.

With the help of exciting programs for teaching reading and mathematics, developing memory and logic, children can be interested in the “sciences”.

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

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

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

Personality-oriented technologies

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

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

Gaming technologies

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

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

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

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

Material from the site www.deti-club.ru

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

Systematicity – technology must have all the features of a system:

The logic of the process

The interconnection of its parts,

Integrity.

Manageability – the ability to set diagnostic goals, plan, design the learning process, stage-by-stage diagnostics, vary means and methods in order to correct results.

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

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 who uses it, regardless of his experience, length of service, age and personal characteristics.

Educational Technology Structure

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 embedded 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 children’s educational activities, methods and forms of the teacher’s work, the teacher’s activities 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.

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:

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

Informatization of society poses tasks for preschool teachers:

to keep up with the times,
become a guide for a child to the world of new technologies,
mentor in choosing computer programs,
to form the basis of the information culture of his personality,
improve the professional level of teachers and the competence of parents.

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

Requirements for computer programs of preschool educational institutions:

Research character
Easy for children to practice independently
Developing a wide range of skills and understandings
Age appropriate

More details on the website nsportal.ru

Mistakes when using information and communication technologies:

Insufficient methodological preparedness of the teacher
Incorrect definition of the didactic role and place of ICT in the classroom
Unplanned, random use of ICT
Overload of demonstration classes.

ICT in the work of a modern teacher:

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

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

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

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

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

5. Personally-oriented technology

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

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

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

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

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

This technology can be well implemented in new preschool institutions (for example: kindergarten No. 2), where there are rooms for psychological relief - upholstered furniture, a lot of plants that decorate the room, toys that promote individual games, equipment for individual classes. Music and physical education rooms, aftercare rooms (after illness), a room for the environmental development of preschoolers and productive activities, where children can choose an activity of interest.

All this contributes to comprehensive respect and love for the child, faith in creative forces, there is no coercion here. As a rule, in such preschool institutions, children are calm, compliant, and do not have conflicts.

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

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

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

setting goals and their maximum clarification (education and training with a focus on achieving results;
preparation of teaching aids (demonstration and handout) in accordance with educational goals and objectives;
assessment of the current development of a preschooler, correction of deviations aimed at achieving goals;
the final assessment of the result is the level of development of the preschooler.

6. Preschooler portfolio technology

Modern technologies in preschool educational institutions

There are a number of portfolio functions:

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

u meaningful (reveals the entire range of work performed),

u rating (shows the range of skills of the child), etc.

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

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

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

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

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

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

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

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

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

The author proposes the following portfolio structure. The title page, which contains information about the child (last name, first name, patronymic, date of birth), records the start and end date of maintaining the portfolio, an image of the child’s palm at the time the portfolio is started, and an image of the palm at the time the portfolio is completed.

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

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

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

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

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

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

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

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

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

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

L. I. Adamenko proposes the following portfolio structure:

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

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

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

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

7. Technology "Teacher's Portfolio"

Modern education needs a new type of teacher:

creative thinkers

Modern educational technologies in preschool educational institutions

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

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

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

Basic requirements (criteria) of pedagogical technology:

· Conceptuality

· Systematicity

Controllability

· Efficiency

· Reproducibility

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

Systematicity– the technology must have all the features of the system:

The logic of the process

The interconnection of its parts,

Integrity.

Controllability – 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 must be effective in terms of results and optimal in terms of costs, guaranteeing the achievement of a certain standard of training.

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 who uses it, regardless of his experience, length of service, age and personal characteristics.

Educational Technology Structure

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 embedded in its foundation.

· The procedural part is a set of forms and methods of children’s educational activities, methods and forms of the teacher’s work, the teacher’s activities in managing the process of mastering the material, diagnostics of the learning process.

So it's obvious: if a certain system claims to be technologies, 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;

technology of project activities

· research technology

· information and communication technologies;

· person-oriented technologies;

· portfolio technology for preschoolers and teachers

gaming technology

· TRIZ technology, etc.

· Health-saving technologies

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

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

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

· depending on the type of preschool institution,

depending on the length of time the children stay there,

· on the program in which teachers work,

· specific conditions of the preschool educational institution,

· professional competence of the teacher,

· children's health indicators.

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

1. medical and preventive(ensuring the preservation and enhancement of children’s health under the guidance of medical personnel in accordance with medical requirements and standards, using medical supplies- technologies for organizing monitoring of the health of preschool children, monitoring children’s nutrition, preventive measures, health-preserving environment in preschool educational institutions);

2. physical education and health(aimed at the physical development and strengthening of the child’s health - technologies for the development of physical qualities, hardening, breathing exercises, etc.);

3. ensuring the socio-psychological well-being of the child(ensuring the child’s mental and social health and aimed at ensuring the child’s emotional comfort and positive psychological well-being in the process of communicating with peers and adults in kindergarten and family; technologies for psychological and pedagogical support of the child’s development in the pedagogical process of preschool educational institutions);

4. health preservation and health enrichment for teachers(aimed at developing a culture of health for teachers, including a culture of professional health, developing the need for a healthy lifestyle; preserving and stimulating health (technology of using outdoor and sports games, gymnastics (for the eyes, breathing, etc.), rhythmoplasty, dynamic pauses , relaxation);

5. educational(nurturing a culture of health in preschool children, person-centered education and training);

6. healthy lifestyle training(technologies for using physical education classes, communicative games, a system of classes from the “Football Lessons” series, problem-based games (game training, game therapy), self-massage); correctional (art therapy, music technology, fairy tale therapy, psycho-gymnastics, etc.)

7. Health-saving pedagogical technologies include pedagogical technology of active sensory-developmental environment, by which we mean si with the dark totality and order of functioning of all personal instrumental and methodological means used to achieve pedagogical goals.

2. Technologies of project activities

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

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

Classification of educational projects:

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

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

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

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

Project types:

1. according to the dominant method:

2. research,

3. informational,

4. creative,

5. gaming,

6. adventure,

7. practice-oriented.

1. by the nature of the content:

8. include the child and his family,

9. child and nature,

10. 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 inception of the idea to the receipt of the result.

1. by the nature of contacts:

16. carried out within the same age group,

17. in contact with another age group,

18. inside the preschool educational institution,

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 basic key competencies and the ability for an investigative 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 creative project Pupils 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 resolving problematic issues;

Observations;

Modeling (creating models about changes in inanimate nature);

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

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

Use of artistic words;

Didactic games, educational games and creative development

situations;

Work assignments, actions.

1. Experiments (experimentation)

o State and transformation of matter.

o Movement of air, water.

o Soil and mineral properties.

o Living conditions of plants.

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. Travel on the map

Sides of the world.

Terrain reliefs.

Natural landscapes and their inhabitants.

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

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

Informatization of society poses challenges for preschool teachers tasks:

· to keep up with the times,

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

· mentor in choosing computer programs,

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

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

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

Requirements for computer programs of preschool educational institutions:

· Research character

· Easy for children to practice independently

· Development of a wide range of skills and understandings

Age appropriate

· Entertaining.

Classification of programs:

· Development of imagination, thinking, memory

· Talking dictionaries of foreign languages

· The simplest graphic editors

· Travel games

· Teaching reading, mathematics

· Use of multimedia presentations

Computer advantages:

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

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

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

· has a stimulus for children’s cognitive activity;

· provides the opportunity to individualize training;

· in the process of working at the computer, the preschooler gains self-confidence;

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

Mistakes when using information and communication technologies:

· Insufficient methodological preparedness of the teacher

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

Unplanned, random use of ICT

· Overload of demonstration classes.

ICT in the work of a modern teacher:

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

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

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

1. Personally-oriented technology

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

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

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

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

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

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

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

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

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

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

· final assessment of the result - the level of development of the preschooler.

6.Portfolio technology for preschoolers

A portfolio is a collection of a child’s personal achievements in various activities, his successes, positive emotions, an opportunity to once again relive the pleasant moments of his life, this is a unique route for the child’s development.

There are a number of portfolio functions:

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

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

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

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

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

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

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

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

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

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

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

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

L. I. Adamenko offers the following portfolio structure:

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

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

7. Technology "Teacher's Portfolio"

Modern education needs a new type of teacher:

creative thinkers

· proficient in modern educational technologies,

· methods of psychological and pedagogical diagnostics,

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

· ability to predict your final result.

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

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

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

Section 1 " General information about the teacher"

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

· education (what and when you graduated from, the specialty you received and your diploma qualifications);

· labor and teaching experience, work experience in this educational institution;

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

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

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

· Diplomas of various competitions;

· other documents at the discretion of the teacher.

Section 2 “Results of teaching activities” .

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

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

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

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

· analysis of the learning results of students in the first grade, etc.

Section 3 “Scientific and methodological activities”

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

· materials characterizing work in a methodological association, creative group;

· materials confirming participation in professional and creative pedagogical competitions;

· in weeks of teaching;

· conducting seminars, round tables, master classes;

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

Section 4 “Subject development environment”

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

· plans for organizing a subject-development environment;

· sketches, photographs, etc.

Section 5 “Working with parents”

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

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

8. Gaming technology

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

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

· groups of games to generalize objects according to certain characteristics;

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

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

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

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

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

9. TRIZ technology

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

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

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

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

A scheme has been developed using a method for identifying contradictions:

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

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

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

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

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