Innovative pedagogical technologies in preschool education. Innovative technologies in preschool education

Definition of the term "innovation" and organization of innovative activity in the educational process of a preschool educational institution. The main types of technologies used in preschool institutions. The functions performed by the gaming activity.

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NOU SPO "Semenov College of Economics and Management"

Specialty: "Preschool education"

ESSAY

By discipline: " Theoretical basis preschool education"

On the topic: "Innovative technologies in the educational process of preschool educational institutions"

Semenov, 2014.

Introduction

1. Organization of innovation activities

2. The main types of innovative technologies used in preschool institutions

3. Gaming technologies

Conclusion

Bibliography

Introduction

Innovation is the creation and use of a new component that causes the environment to change from one state to another. Accordingly, innovative technologies in the educational process mean the creation of a new, previously non-existing component.

Often the teaching staff of a preschool institution, talking about their successes and achievements, operates with the phrases: "Our institution is actively introducing innovative technologies for teaching and interacting with parents." But an innovative educational institution in the true sense can only be called an institution that not only introduces innovative programs into its education system, but also comprehensively develops and implements them in its work. That is, such a children's educational institution acts as a laboratory for the development of programs and a platform for their testing.

Teachers of preschool educational institutions have always been receptive to everything new. The development of general educational practice contributes to the manifestation of the creative, innovative potential of all employees of the preschool education system.

In this situation, professional competence is especially important, which is based on personal and Professional Development teachers and managers. The process of updating education is organized by people. Consequently, its design, launch and support will be the more effective to the extent that the organizers of innovation activity rely on the achievements of science and the needs of society. At present, the sphere of innovation activity includes not individual preschool institutions and innovative teachers, but almost every preschool institution, innovative transformations are becoming systemic. New types, types and profiles of preschool institutions have been created, new educational programs, allowing to ensure the variability of the educational process, focused on the individuality of the child and the needs of his family.

The development of preschool education, the improvement of the professionalism of its teachers and managers, the development of an innovative style of thinking and activity are impossible without a qualitative change in the system of advanced training.

1. Organization of innovation activity

The need for innovation arises when there is a need to solve some problem, a contradiction is created between the desire and the real result.

Innovative preschools are usually said to be in development mode.

Philosophical encyclopedic Dictionary defines development as changes directed, natural and necessary.

Therefore, changes in the developing preschool do not occur randomly, but are predicted by the manager on the basis of patterns and are aimed at achieving specific goals.

For example, a team wants to change the organization of work with children, using new technology tailored to the individual needs of the child. To do this, the leader acquires literature on this issue; organizes its study with teachers or makes an application to the institute for advanced training for the training of their teachers, etc.

However, often preschool institutions undertake the introduction of new technologies, not realizing how teachers are prepared for their perception.

Every teaching staff has the right to innovate. But in this case, he must assume certain obligations for the preparation and organization of innovation, since children become the object of any pedagogical initiative.

The head must determine the prospects for the development of his institution, taking into account the social order of society and clearly formulate the goal of innovation. The goal should be clear and accepted by all participants in the pedagogical process. Therefore, it is important to define specific tasks for each direction: “What do we want to change in the content of the pedagogical process?”, “What goal did we set when organizing methodical work in a preschool educational institution?”, “How can we change the subject-developing environment?” etc. The leader builds a "tree of goals".

It is important that the goals set by the head of the preschool educational institution make it possible to obtain better results with the same or less expenditure of physical, moral strength, material, financial resources or time. An innovation can be considered successful if it made it possible to solve certain specific tasks of a preschool educational institution.

The leader must take into account the individual qualities of the participants in the innovation process, their professional level, organizational skills, abilities, psychological readiness for new activities, for additional pedagogical workload.

The leader's knowledge of his team, his strengths and weaknesses, has always been highly valued. And although guided by normative documents, the head determines the functional responsibilities of each teacher, in life he relies on the personal, business, leading (leadership) or driven (performing) qualities of a person.

In a developing preschool educational institution, all changes (in the system of working with personnel, in building an educational process with children, in interaction with parents, etc.) are aimed at achieving specific goals and should lead to qualitatively new results of work.

Planning and organization must be made more flexible and allow each employee to be involved in the work, actively involved in the pedagogical process. Teachers, parents are invited to make their proposals to the planned project.

A mode of self-control, self-assessment and professional control of specialists over the final results is being introduced (psychologists monitor the mental development of children; a methodologist, doctor, nurse - over the health of children and their physical development; speech therapist, defectologist - over the results of correctional work, etc.) .

Development covers all aspects of the institution's activities, and changes concern each child, educator, leader and preschool institution as a whole.

At the same time, the main function of modern kindergarten- purposeful socialization of the child's personality: introducing him into the world of natural and human connections and relationships, transferring to him the best examples, methods and norms of behavior.

Summarizing what has been said, it is possible to determine the fundamental requirements for a developing preschool institution. This is a kindergarten in which the child realizes his right to individual development in accordance with his needs, abilities and opportunities; the teacher develops his professional and personal qualities; the leader ensures the success of the activities of children and teachers; The team is working in a creative search mode. Humane partnerships develop between employees; respect and trust become the norm of the life of the members of the team. The teacher provides conditions for the transfer of the child from the object to the subject of education, gives the child the opportunity to be himself, organizes a variety of educational and cognitive activities, creates conditions for maintaining the health of children.

2. The main types of innovative technologies used in preschool institutions

1. Health saving technologies: their main goal is to create conditions for the formation of pupils' ideas about a healthy lifestyle, about the ability to give themselves and their neighbors the first medical care, as well as the formation and development of knowledge, skills and abilities necessary to maintain their own health. The forms of work are sports holidays, physical education minutes between classes, morning exercises, eye exercises, breathing exercises, finger and dynamic gymnastics, relaxation, walks not only in the kindergarten, but also in forest park areas, sports games, hardening, water procedures.

2. Project activity: its meaning is to create a problematic activity that is carried out by the child together with the teacher. The knowledge that the child receives in the course of working on the project becomes his personal property and is firmly fixed in the existing system of knowledge about the world around him.

3. Development technologies: v traditional learning the child is presented with a ready-made product, an action template, for study. With developmental learning, the child must independently come to an opinion, a solution to the problem as a result of analyzing his actions.

4. Corrective technologies: their goal is to relieve the psycho-emotional stress of preschoolers. Types: fairy tale therapy, color therapy, music therapy.

5. Information Technology: The use of ICT in the classroom in preschool institutions has a number of advantages over traditional forms of organization of classes. The computer is attractive to children, the use of animation, slide presentations, films allows you to arouse an active cognitive interest in children in the phenomena being studied. Methods of visual support of the material allow to achieve a long-term concentration of attention of pupils, as well as simultaneous impact on several sense organs of the child at once, which contributes to a more solid consolidation of new knowledge gained.

6. Cognitive research activity: the main goal is to create an experimental activity in which the child is an active participant. The direct participation of the child in the course of the experiment allows him to see the process and the results with his own eyes.

7. Person-Centered Technologies: the purpose of this technology is the creation of democratic partner humanistic relations between the child and the educator, as well as providing conditions for the development of the personality of the pupils. With a student-centered approach, the personality of the child is placed at the head of learning.

3. Gaming technologies

Play along with work and learning is one of the main types of human activity, an amazing phenomenon of our existence. By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.

In human practice, gaming activity performs the following functions: innovative activity educational institution

Entertaining (this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);

Communicative: mastering the dialectics of communication;

Self-realization in the game as a testing ground for human practice;

Game therapy: overcoming various difficulties that arise in other types of life;

Diagnostic: identification of deviations from normative behavior, self-knowledge during the game;

Correction function: making positive changes in the structure of personal indicators;

Interethnic communication: the assimilation of social and cultural values that are common to all people;

Socialization: inclusion in the system of social relations, the assimilation of the norms of human society.

S.A. Shmakov identifies four main features inherent in most games:

* free developmental activity, undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not just from the result (procedural pleasure);

* creative, largely improvisational, very active nature of this activity (“field of creativity”);

* emotional elation of activity, rivalry, competitiveness, competition, attraction, etc. (sensual nature of the game, "emotional tension");

* the presence of direct or indirect rules that reflect the content of the game, the logical and temporal sequence of its development.

The structure of the game as an activity organically includes goal setting, planning, goal realization, as well as analysis of the results in which the person fully realizes himself as a subject. Motivation of gaming activity is provided by its voluntariness, opportunities for choice and elements of competition, satisfaction of the need for self-affirmation, self-realization.

The structure of the game as a process includes:

a) the roles assumed by the players;

b) game actions as a means of realizing these roles;

c) game use of objects, i.e. replacement of real things with game, conditional ones;

d) real relations between the players;

The value of the game cannot be exhausted and assessed by entertainment and recreational opportunities. Its phenomenon lies in the fact that, being entertainment, recreation, it is able to grow into education, creativity, therapy, a model of the type of human relations and manifestations in work.

The game as a method of teaching, transferring the experience of older generations to younger people has been used since antiquity. The game is widely used in folk pedagogy, in preschool and other institutions. In a modern kindergarten, focusing on activation and intensification educational process, game activity is used in the following cases:

As independent technologies to master the concept, topic and even section of the educational process;

As elements (sometimes quite essential) of a larger technology;

As a lesson or part of it (introduction, explanation, consolidation, exercise, control);

As a technology of cultural and leisure work (games like "Field of Miracles", "Hour of Stars", "Clever Men and Clever Girls", etc.).

The concept of "game pedagogical technologies" includes a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.

The pedagogical game has an essential feature - a clearly defined goal of learning and a pedagogical result corresponding to it, which can be substantiated, explicitly identified and characterized by an educational and cognitive orientation.

Conclusion

In the process of studying innovative technologies, one can be convinced that the educational process, with all its content, organization, and the nature of the teacher’s activity, is aimed not only at arming children with knowledge, but also at their versatile education.

For many years, preschool education has been focused on providing cognitive development children. However, the purpose of school age is not so much in the child's mastery of knowledge, but in the formation of the basic properties of his personality.

The main priority today is the personality-oriented interaction of the teacher with the child: acceptance and support of his individuality, interests, needs, development, creativity and concern for his emotional well-being.

Today in our country the formation of the science of pedagogical innovations is taking place. The separation of this science into an independent branch began with the social and pedagogical movement, with the emergence of a contradiction between the existing need for the rapid development of the school and the inability of teachers to implement it. The mass character of the application of the new has increased. In this regard, the need for new knowledge, for understanding the new concepts of "innovation", "new", "innovative process", etc., has intensified.

One of the trends in the development of innovative technologies is also the inclusion in the educational process of not only the cognitive, but also the emotional and personal sphere of a person.

The training of managers, senior educators for innovative activity is effective if it unfolds in adequate educational forms and solves two interrelated tasks: the formation of innovative readiness for the perception of innovation and training in the ability to act in a new way.

The introduction of innovative projects in preschool institutions helps to educate and educate pupils in the spirit of the times. Helps to prepare the children for further difficulties associated with their educational level, each teacher must keep up with the times in order to keep up with their pupils. That is why he must be in constant search for new and interesting ways of learning.

Bibliography

1. Belaya K.Yu. Innovative activity in the preschool educational institution: Methodological guide. - M.: TC Sphere, 2005. - 64 p.

2. Zaitseva N.V. Promising technologies for preschool and primary education: Collection of materials scientific and practical conference November 18-19, 2008. - Yaroslavl: IRO, 2008. - 82 p.

3. Penkova L.A. The development of play activity of preschoolers. Toolkit. - M.: TC Sphere, 2010. - 128 p.

4. Selevko G.K. New pedagogical thinking: pedagogical search and experimentation. - Yaroslavl, 1991. - 69 p.

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Municipal budgetary preschool educational institution

Kindergarten No. 480 of the combined view of the city of Chelyabinsk

innovativetechnologiesvbring upandandtrainingandchildrenvchildren'sgarden

Prepared by: Fazylova D.T.

Chelyabinsk 2015

" Rebbenok brought up different accidents his surrounding. Pedagogy should give direction this accidents. " (V.F.Odoevsky)

The process of reorganization of the entire education system, which has been going on for many years, makes high demands on the organization of preschool education and training, on the search for new, more effective psychological and pedagogical approaches to this process.

Innovative processes at the present stage of development of society affect, first of all, the system of preschool education, as the initial stage of revealing the potential abilities of the child. The development of preschool education, the transition to a new qualitative level cannot be carried out without the development of innovative technologies.

Innovations define new methods, forms, means, technologies used in pedagogical practice, focused on the personality of the child, on the development of his abilities.

Currently, pedagogical teams 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 personality development.

Innovationth- refers to the creation and use of a new component that causes the environment to change from one state to another.

innovativetechnologies is the creation and implementation of something new, the development of new technologies for training and education, as well as the testing of these technologies in educational institution. These can be new forms of interaction between the teaching staff and parents, interesting ways to develop the creative abilities of children, and so on.

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

A fundamentally important aspect in pedagogical technology is the position of the child in the upbringing and educational process, the attitude of adults towards the child. An adult in communication with children adheres to the position: "Not next to him, not above him, but together!". Its purpose is to contribute to the development of the child as a person.

Today we will talk about pedagogical technologies and their effective use in a preschool institution. What does the term "technology" mean?

Technology comes from the Greek word for "skill, art" and "law, science" is the science of craftsmanship.

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

Technology is a tool professional activity teacher.

Pedagogicaltechnology- this is a holistic scientifically based project of a certain pedagogical system from its theoretical conception to implementation in educational practice. Pedagogical technology reflects the procedural side of education and upbringing, covers the goals, content, forms, methods, means, results and conditions of their organization.

Pedagogical technology functions both as a science that studies the most rational way of learning, and as a system of algorithms, methods and results of activities, and as a real process of education and upbringing.

The essence of pedagogical technology lies in the fact that it has distinct stages (step by step), includes a set of certain professional actions at each stage, allowing the teacher to foresee the intermediate and final results of his own professional and pedagogical activity even in the design process.

Pedagogical technologies can be used both in working with children and in working with the teaching staff and parents of pupils.

Today there are more than a hundred educational technologies. Modern educational technologies include:

Main requirements (criteria) pedagogical technologies:

health-saving technologies;

technologies of project activity

· technology research activities

information and communication technologies;

· personality-oriented technologies;

preschooler portfolio technology

game technology

technology "TRIZ"

technologies of the subject-developing environment

Health saving technologies - it system measures including relationship and interaction all factors educational environment, directed on the preservation health child on the all stages his learning and development, formation at him necessary knowledge, skills skills on healthy image life . Everything health savers technologies can divide on the 3 groups :

· Technologies maintaining and promoting health.

· Healthy lifestyle education technologies.

· Correctional technologies

This is especially true in the light of the deterioration of the environment, the general picture of health, and malnutrition.

Technologies design activities .

Design activity is a purposeful activity with a specific goal, according to a specific plan for solving search, research, practical tasks in any direction of the content of education.

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

Technologies research activities

Target research activities in kindergarten - to form in preschoolers the main key competencies, the ability for a research type of thinking.

Research activity helps the child to identify the actual problem and solve it through a series of actions. At the same time, the child, like a scientist, conducts research and experiments.

When organizing work on a creative project, students are offered a problematic task that can be solved by researching something or conducting experiments.

Information and communication technologies .

informational technologies v pedagogy learning called all technologies, using special technical informational facilities ( computer, audio, video ).

Peace, in which the modern child develops is fundamentally different from the world in which his parents grew up. This makes qualitatively new requirements for preschool education as the first link in lifelong education: education using modern information technologies (computer, interactive whiteboard, tablet, etc.).

Computers become wide used v education, appeared term - " computer technology learning ". Computer technologies develop ideas programmed learning, open absolutely new, more not researched technological options, knitted With unique opportunities contemporary computers and communications .

Learner-Centered technologies put the personality of the child at the center of the entire system of preschool education, providing comfortable conditions in a preschool institution for the development of the child's individuality, conflict-free and safe conditions for its development, the realization of existing natural potentials, the creation of conditions for personality-oriented interaction with children in a developing space that allows the child to show their own activity , most fully realize themselves.

Student-centered technology is implemented in a developing environment that meets the requirements of the content of new educational programs.

These are various sensory rooms, corners for individual games and activities.

Technology " Portfoliopreschooler".

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

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

Gamingtechnologies

Gaming technologies - here foundation Total preschool education . V light GEF BEFORE personality child output on the first plan and now all preschool childhood must be dedicated game .

At This game has many cognitive, educational functions.

innovative technology teaching staff

The education of children is built as a holistic process, united by a common content, plot, character. It includes in sequence:

games and exercises that form the ability to identify the main, characteristics objects, compare, contrast them;

· groups of games on the generalization of objects according to certain characteristics;

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

Groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.

The compilation of game technologies from individual games and elements is the concern of each educator.

Technology " TRIZ"

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

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

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

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

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

Applicationinnovativepedagogicaltechnologiespromotes:

Improving the quality of education;

raising the qualifications of educators;

application of pedagogical experience and its systematization;

use of computer technologies by pupils;

Maintaining and strengthening the health of pupils;

Improving the quality of education and upbringing.

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

And I would like to end my speech with the words of Charles Dickens

Person not maybe on- present improve, if not helps improve others .

Create yourself. As there are no children without imagination, so there is no teacher without creative impulses. Creative success to you!

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At the annual August conference of educators, we presented a methodological exhibition on the topic: "Innovative technologies in a preschool educational institution." In the methodological stand in the modules, we showed educational educational process of our kindergarten on the use of innovative technologies.

Innovative approaches to educational work in preschool educational institutions

Goal: to create a student-centered educational environment in a preschool educational institution, which allows creating conditions for full-fledged physical, spiritual, psycho-emotional health, interpersonal, group developmental interaction of children, parents, teachers and specialists.

Tasks: to educate the social and personal qualities of preschoolers who can think in an extraordinary and creative way;

develop initiative, curiosity, arbitrariness, the ability for creative self-expression, stimulate communicative, cognitive, playful and other activity of children in various activities;

to teach children to apply modern innovative technologies aimed at successful socialization of the individual in society and increasing the level of intellectual thinking and creative imagination.

The use of innovations in the educational process of preschool educational institutions

Purpose: creating conditions for innovative processes in preschool educational institutions, the use by teachers of knowledge, skills, skills acquired in professional activities.

Objectives: introduction of innovative technologies to improve professional culture teachers;

creating a creative atmosphere and combining the efforts of the entire teaching staff to build the educational process;

development of teachers' aspirations for rationalization and effective organization of innovative technologies in pedagogical activity.

Implementation stages:

1. Analysis and collection of information about innovations.

2. Selection and implementation of innovations.

3. Generalization of experience and diagnostics of the implemented innovation.

Health-saving technologies in the educational process

Purpose: to form in preschoolers an idea of the importance of a person's physical and mental health; educate the ability to protect and strengthen their health

Tasks: to educate preschoolers in a culture of preserving and improving their own health;

develop mental and physical qualities and carry out preventive measures that contribute to strengthening the health of preschool children;

to teach preschoolers to understand the meaning of a healthy lifestyle and its value and the value of the lives of other people.

Gaming innovation technologies

Target: to increase the importance of the organization of games in the educational process of the preschool educational institution.

Tasks: to bring up elementary generally accepted norms of relationships with peers and adults through game actions;

promote the use in practice modern requirements to the organization of games for preschoolers and to form a moral culture of worldview among preschoolers;

to improve the acquired gaming skills and abilities in preschoolers for the development of gaming activity.

Technology for creating a subject-developing environment in a preschool educational institution

Purpose: to create and improve the subject-developing environment in the preschool educational institution.

Tasks: educate positive attitude to the application and development of innovations aimed at expanding the horizons of preschoolers;

to promote a more holistic perception and deep understanding of the material being studied by preschoolers, to increase cognitive motivation, involving them in active independent activity, to form the need to search and identify their original findings;

to give knowledge for the intellectual and spiritual and moral development of preschoolers, contributing to the successful development of children's erudition, imagination, the ability to reason logically and draw conclusions.

Design and research activities of preschool children

Purpose: the formation of a scientific-cognitive, practical-active, emotional-moral attitude to reality among preschoolers.

Tasks: to educate the need to study the world through design and research activities;

develop creative activity of cognitive processes;

learn to solve research problems using new innovative methods and tools.

The use of innovative technologies in kindergarten

To date, teams of teachers working in preschool educational institutions (DOE) are directing all their efforts to introduce various innovative technologies into their work. With what it is connected, we learn from this article.

What is innovative activity in DOW?

Any innovation is nothing more than the creation and subsequent implementation of a fundamentally new component, resulting in qualitative changes in the environment. Technology, inmy turn, is a combination of various techniques that are used in a particular business, craft or art. Thus, innovative technologies in preschool educational institutions are aimed at creating modern components and techniques, the main purpose of which is to modernize the educational process. To this end, pedagogical teams in kindergartens are developing the latest models for the upbringing and intellectual development of children, which differ from other preschool institutions. In their professional activities, educators use methodological tools, teaching methods and techniques that are fully consistent with the accepted model. Modern educational technologies in preschool educational institutions are being used more and more often, and the result of their implementation will be manifested for more than one decade.

Requirements for pedagogical technologies

Experts argue that innovative technologies in preschool educational institutions are not only possible, but necessary. However, it should be borne in mind that there are several strict requirements for pedagogical technologies used in the educational process of preschool children. These include:

Conceptuality, suggesting that the educational process should be based on a certain scientific concept.

Consistency is a requirement that technologies must have all the features characteristic of a system. That is, they must be integral, logical, and their constituent elements must be interconnected.

Manageability is a requirement, which means that the teaching staff should be provided with the opportunity to set certain goals for themselves, plan the learning process, and correct certain points in the course of work.

Reproducibility is a requirement according to which the technology must be equally effective, regardless of the personality of the teacher who uses it in practice.

Modern educational technologies in preschool educational institutions must necessarily comply with all of the above points.

Types of technologies

To date, educational technologies used in kindergartens, there are more than a hundred. Among them, close attention should be paid to:

Health-saving technologies;

Technologies related to project activities;

Technologies used in project activities;

Information and Communication Technologies;

Technologies focused on each individual person (personality-oriented);

So-called gaming technologies.

Modern health-saving technologies

These technologies are being developed to make the transition from simple treatment and disease prevention to health promotion as a self-cultivated value.

The goal of health-saving technologies - ensuring a high level of real health of kindergarten pupils, cultivating a valeological culture, i.e. a conscious attitude of the child to the health and life of a person, knowledge about health and the ability to protect, maintain and preserve it, valeological competence that allows the preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior, tasks related to the provision of elementary medical, psychological self-help and assistance .

Forms of organization health work:

physical education classes

Independent activity of children

· outdoor games

Morning exercises (traditional, breathing, sound)

motor-improving physical exercises

exercise after nap

physical exercises combined with hardening procedures

physical culture walks (to the park, to the stadium)

physical culture activities

sport holidays

Wellness procedures in the aquatic environment.

Currently existing health-saving educational technologies can be conditionally divided intothree subgroups:

1. Technologies for maintaining and promoting health

Stretching – not earlier than 30 min. after meals, 2 times a week for 30 minutes. from middle age in a gym or music room, or in a group room, in a well-ventilated room, special exercises to music. Recommended for children with sluggish posture and flat feet.

Dynamic pauses – during classes, 2-5 minutes, as children get tired. Recommended for all children as a prevention of fatigue. May include elements of gymnastics for the eyes, breathing exercises and others, depending on the type of activity.

Mobile and sports games – as part of a physical education lesson, on a walk, in a group room - small, medium and high degree Mobility Daily for all age groups. Games are selected in accordance with the age of the child, the place and time of its holding. In kindergarten, we use only elements of sports games.

Relaxation – in any suitable room, depending on the condition of the children and the goals, the teacher determines the intensity of the technology. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninoff), sounds of nature. A special relaxation room has been created in our kindergarten.

Finger gymnastics - With younger age individually or with a subgroup daily. Recommended for all children, especially those with speech problems. It is carried out at any convenient time interval (at any convenient time).

Gymnastics for the eyes – daily for 3-5 minutes. at any free time, depending on the intensity of the visual load from a young age. It is recommended to use visual material, showing the teacher.

Respiratory gymnastics - v various forms of physical culture and health work. Provide ventilation of the room, the teacher instructs the children on the mandatory hygiene of the nasal cavity before the procedure.

Dynamic gymnastics (invigorating) – daily after daytime sleep, 5-10 min.

Corrective gymnastics – in various forms of physical culture and health-improving work. The form of conducting depends on the task and the contingent of children.

Orthopedic gymnastics – in various forms of physical culture and health-improving work. It is recommended for children with flat feet and as a prevention of diseases of the supporting arch of the foot.

2. Technologies for teaching a healthy lifestyle

Physical education – 2-3 times a week in sports or music halls. Early age - in the group room, 10 min. Younger age - 15-20 min., average age- 20-25 min., older age - 25-30 min. Before class, it is necessary to ventilate the room well.

Problem-playing (game trainings and game therapy) - in your free time, you can in the afternoon. Time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized invisibly for the child, by including the teacher in the process of playing activities.

Communication games – 1-2 times a week for 30 min. from older age. Classes are built according to a specific scheme and consist of several parts. They include conversations, sketches and games of varying degrees of mobility, drawing, modeling, etc.

Classes from the series "Health" - 1 time per week for 30 min. from older age. They can be included in the curriculum as a cognitive development.

In the morning hourspoint self-massage It is carried out on the eve of epidemics, in the autumn and spring periods at any time of the day. It is carried out strictly according to a special technique. Recommended for children with frequent colds and respiratory diseases. Visual material (special modules) is used.

3. Corrective technologies

Technologies of musical impact – in various forms of physical culture and health work; or separate classes 2-4 times a month, depending on your goals. Used as an aid as part of other technologies; to relieve stress, increase emotional mood, etc.

fairy tale therapy – 2-4 lessons per month for 30 minutes. from older age. Classes are used for psychological therapeutic and developmental work. A fairy tale can be told by an adult, or it can be a group storytelling, where the narrator is not one person, but a group of children, and the rest of the children repeat the necessary movements after the narrators.

Color exposure technologies - as a special lesson 2-4 times a month, depending on the tasks. Properly selected interior colors in our group relieve tension and increase the emotional mood of the child.

The health-saving technologies used in the complex eventually form a stable motivation for a healthy lifestyle in the child.

hardening - an important link in the system of physical education of children. It provides training of the body's defenses, increasing its resistance to the effects of constantly changing environmental conditions. Hardening gives a healing effect only under the condition of its competent implementation and the obligatory observance of the followingprinciples:

hardening measures harmoniously fit into all regime moments;

are carried out systematically against the background of the optimal thermal state of children, against the background of their positive emotional mood;

carried out taking into account individual age features children, health status, level of hardening;

The strength of the impact and the duration of hardening procedures increase gradually.

Any hardening procedure gives a positive result only in the complex of hardening activities carried out in the daily life of the preschool educational institution. The use of special forms of health-saving technologies with the use of a developing health improvement program should lead not only to the preservation, but also to the development of the health of pupils.

Only a healthy child is happy to join in all activities, he is cheerful, optimistic, open in communication with peers and teachers. This is the key to the successful development of all spheres of the personality, all its properties and qualities.

Project activities in kindergarten

Project activity is a didactic means of activating the cognitive and creative development of the child and at the same time the formation personal qualities child. The knowledge acquired by children during the implementation of the project becomes the property of their personal experience. By experimenting, the child is looking for an answer to the question and thereby develops creative abilities, communication skills. Using the project as a form of joint developmental activity of children and adults, teachers organize educational activities in an interesting, creative, productive way.

The use of the project in preschool educational practice has the right to be considered as pedagogical innovation, since the project method is based on the idea of the orientation of the cognitive activity of preschoolers on the result that is achieved in the process joint work teacher, children on a specific practical problem (topic).

A feature of project activity in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, determine the goal (idea). Therefore, in the educational process of preschool educational institutions, project activities are in the nature of cooperation, in which children and teachers of preschool educational institutions take part, and parents are also involved. Parents become direct participants in the educational process, enriching their pedagogical experience, experiencing a sense of ownership and satisfaction from their success and the success of the child.

In addition, the project method has the form of integrated education for preschoolers, based on the individual interests of children, thus increasing the independent activity of kindergarten students.

Use of ICT (information and computer technology)

Information and computer technologies are actively used both in educational and methodological work of a preschool educational institution. Such classes allow you to integrate audiovisual information presented in various forms (video film, animation, slides, music), activate the attention of children due to the possibility of demonstrating phenomena and objects in dynamics.

For teachers who are active users of the Internet, a computer helps to obtain additional information that is not available in printed form, as well as to diversify illustrative material when selecting visual material for classes.

Compared with traditional forms of teaching preschoolers, the computer has several advantages:

Presenting information on a computer screen in a playful way is of great interest to children;

Carries a new type of information understandable to preschoolers;

Movement, sound, animation attracts attention for a long time;

Problematic tasks, encouragement of the child with their correct solution by the computer itself are a stimulus for the cognitive activity of children;

Provides the possibility of individualization of training;

The child himself regulates the pace and number of solved game learning tasks;

In the course of his activities at the computer, the preschooler gains self-confidence, that he can do a lot;

Allows you to simulate such life situations that cannot be seen in everyday life, unexpected and unusual effects;

The computer is attractive to children, like any other new toy, the computer is very “patient”, never scolds the child for mistakes, but waits for him to correct them himself.

Cognitive research activity

The development of the cognitive interests of preschoolers is one of the urgent problems of pedagogy, designed to educate a person capable of self-development and self-improvement. It is experimentation that is the leading type of activity, both in the younger and in the older preschool age, as L.S. Vygotsky.

In the course of experimentation, the child learns the object. In practical activities, it performs and performs a cognitive, orienting and research function, creating conditions in which the content of this object is revealed. For example: in the course of the implementation of the educational project "Autumn", when introducing vegetables to children of the younger group, the teacher conducts the experience "sinking, not drowning" with the children: potatoes, onions, tomatoes. During this experiment, the children learned that the potato sinks, while the tomato and onion float. “What I hear, I forget. What I see - I remember. What am I doing - I understand", Confucius said so many centuries ago.

The method of research teaching should be understood as teaching in which the child is placed in a situation where he himself masters the concepts and approach to solving problems in the process of cognition, to a greater or lesser extent organized (directed) by the teacher. In its most complete, detailed form, research training involves the following:

1) the child identifies and poses a problem that needs to be resolved; offers possible solutions;

2) checks these possible solutions based on the data;

3) draws conclusions in accordance with the results of the audit;

4) apply findings to new data;

5) makes generalizations.

Developmental learning technology

In traditional education, a system of concepts is set for assimilation through the formulation of these concepts, their definitions. Therefore, there is a strict list of what the student should know. In developmental education scientific concepts exist in an easy version - a mode of action.

The child must master this method, its basis, the ability to build a given action, justify, prove it. Therefore, in developmental education, it is undesirable and, apparently, impossible to set ready-made definitions. The formulation of the concept is the result that must be reached in the end, as a result of the analysis.

Changes in content lead to a significant change in teaching methods.

The basis of the traditional teaching method is demonstration of the method, explanation, training, evaluation. This is an illustrative and explanatory method. In developmental education, the subject of which is not a method of action, but a principle, this method is not suitable for the reason that the principle, unlike the method, cannot be demonstrated. Elucidation of the principle is possible only as a result of an independent analysis of the action, situation, conditions and generalization of those objective connections on which this method relies.

Person-Centered Technologies

Person-centered technologies put at the center of all educational system the personality of the child, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The personality of the child in this technology is not only a subject, but also a priority subject; it is the end of the educational system, and not a means to some abstract end. Such technologies are also called anthropocentric.

Thus, personality-oriented technologies are characterized by anthropocentrism, humanistic and psychotherapeutic orientation and are aimed at the versatile, free and creative development of the child.

Within the framework of personality-oriented technologies, humane-personal technologies, technologies of cooperation and technologies of free education stand out as independent areas.

The technology of cooperation realizes democracy, equality, partnership in the subject-subject relations of the teacher and the child. The educator and the child jointly develop goals, content, give assessments, being in a state of cooperation, co-creation.

Technologies of free education focus on providing the child with freedom of choice and independence in a greater or lesser area of his life. Making a choice, baby in the best possible way implements the position of the subject, going to the result from internal motivation, and not from external influence.

So, all of the above technologies are primarily aimed at improving the quality of education. However, the very concept of "quality of the educational process" is characterized differently from the point of view of each of its participants:

For children, this is learning in an interesting way for them to play.

For parents it is effective learning children, i.e. training in programs that prepare children well for school:

Training without fatigue;

Preserving the health of children, both mental and physical;

Learning success;

Maintaining the desire to learn;

Ensuring the possibility of admission to prestigious school;

Teaching prestigious subjects ( foreign language, choreography).

For educators, this is, first of all, a positive assessment of their success by the heads of the preschool educational institution and parents:

Successful completion of all curricula;

Optimal selection of methods and techniques for working with children;

Maintaining children's interest in the educational process;

Successful development of children in the process of their education;

Preservation of mental and physical health children;

Rational use of children's study time and teacher's working time;

Provision of the pedagogical process with all the necessary aids and equipment.

Modern pedagogical technologies, such as collaborative learning, project methodology, interactive interaction, the use of new information technologies, help to implement a student-centered approach to children, providing individualization and differentiation of the pedagogical process, taking into account their abilities and level of development. Today the focus is on the child, his personality, unique inner world. Therefore, the main goal of a modern teacher is to choose methods and forms of organization of the educational process that optimally correspond to the goal of personality development.

From work experience

Our pedagogical team of elementary school-kindergarten intensively introduces innovative technologies into its work. The main task is to choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the goal of personality development.

Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is the organizational and methodological tools of the pedagogical process.

B. T. Likhachev

I Technology of project activity;

II Information and communication technologies;

III Health-saving technologies;

IV Technology of research activities;

V Technology “teacher's portfolio;

VI Person-oriented technology;

VII Game technology.

I Technology of project activity

Project activity is a purposeful activity with a specific goal, according to a specific plan for solving search, research, practical tasks in any direction of the content of education.

Implementation of project activities. We developed the project "Russian hut", created a mini-museum "Russian hut". Project leaders - speech therapist

Gazizullina L. V., educators: Karmannikova E. S., Petukhova V. G.

Objective of the project:

Create a mini-museum "Russian hut".

The study of Russian life, folk traditions and the development of ethno-cultural competence of preschool children through life, traditions, rituals. (Introduce a preschool child into the world social relations). The project allows you to get to know the pupils better, to penetrate into the inner world of the child.

II Information and communication technologies

(ICT). ICT is a general concept that describes various devices, mechanisms, methods, and algorithms for processing information.

New requirements for preschool education as the first link in lifelong education: education using modern information technologies (computer, interactive whiteboard, tablet, etc.).

Tasks of teachers: to keep up with the times, to become a guide for the child in the world of new technologies, a mentor in choosing computer programs,

form the foundations information culture his personality,

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

Requirements for computer programs DOE:

Exploratory nature;

Ease for self-study of children;

Development of a wide range of skills and perceptions;

Age compliance;

Amusement.

ICT in the work of a modern teacher

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

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

Preparation of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.

Selection of additional educational material for classes, acquaintance with the scenarios of holidays and other events.

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

III Health-saving technologies

Health-saving technology is a system of measures that includes the interconnection and interaction of all factors of the educational environment aimed at maintaining the health of a child at all stages of his education and development, the formation of the necessary knowledge, skills and abilities for a healthy lifestyle.

Technologies for maintaining and stimulating health

Orthopedic gymnastics;

Gymnastics for the eyes;

Relaxation;

Stretching;

Respiratory gymnastics;

Finger gymnastics;

Corrective gymnastics;

Mobile and sports game;

Dynamic pause.

Healthy lifestyle education technologies

Physical education;

Communication game;

Game therapy, game training;

Acupressure.

Correctional technologies

Technologies of musical impact;

Fairy tale therapy;

logorhythm;

Color therapy;

Art therapy.

IV Technology of research activities

The purpose of research activities in kindergarten is to form the basic key competencies, the ability to research type of thinking.

When organizing work on a creative project, students are offered a problematic task that can be solved by researching something or conducting experiments.

Methods and techniques for organizing experimental research activities:

observations;

modeling (creating models about changes in inanimate nature);

fixing the results: observations, experiments, experiments, labor activity;

"immersion" in the colors, sounds, smells and images of nature;

use of the artistic word;

didactic games, game training and creatively developing situations;

work assignments, actions.

V Technology "Portfolio of the teacher"

Modern education needs a new type of teacher (creatively thinking, modern technologies education, methods of psychological and pedagogical diagnostics, methods of independent construction of the pedagogical process in the conditions of specific practical activities, the ability to predict one's final result, which should have a dossier of success, which reflects everything joyful, interesting and worthy of what happens in the life of a teacher. A teacher's portfolio can become such a dossier.

Didactic online album is designed to work with preschool children with general underdevelopment speech. The album contains a variety of didactic material on a lexical topic, various corrective exercises (crosswords, fairy tales, games, riddles).

All tasks are aimed at developing thinking, attention, consolidating the skills of correct spelling of words, the ability to compare, generalize.

Tasks have a different degree of complexity, which allows for an individual and differentiated approach to preschoolers with general underdevelopment of speech.

Didactic online album created to help parents, educators, speech therapists.

VI Person-Centered Technology

They put the personality of the child at the center of the entire system of preschool education, ensuring comfortable conditions in the family and the preschool institution, conflict-free and safe conditions for its development, realizing existing natural potentials, creating conditions for personality-oriented interactions with children in a developing space that allows the child to show their own activity, the most fully realize yourself.

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

Morning gathering as a way to organize free speech communication

Goals and objectives of the morning meeting:

establishing a comfortable socio-psychological climate in the children's team;

create conditions for interpersonal and cognitive-business communication between children and adults;

develop skills (communication, planning one's own

activities, etc.);

learn to explain your emotional state in words;

develop cultural communication skills (greetings,

compliments, etc.);

to teach to formulate judgments, to argue statements, to defend one's point of view;

choose from personal experience the most significant, interesting events talk about them briefly, consistently and logically;

learn to make choices, as well as plan your own activities.

VII Gaming technology

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

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

groups of games for the generalization of objects according to certain characteristics;

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

groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.

The compilation of game technologies from individual games and elements is the concern of each educator.

Conclusion

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

The creation of technology is impossible without creativity. For a teacher who has learned to work at a technological level, the main guideline will always be the cognitive process in its developing state.

The use of innovative pedagogical technologies contributes to:

improving the quality of education;

advanced training of educators;

application of pedagogical experience and its systematization;

use of computer technologies by pupils;

preservation and strengthening of the health of pupils;

improving the quality of education and upbringing.

Presentation

www.maam.ru

"Innovative technologies in a preschool educational institution"

At the annual August conference of educators, we presented a methodological exhibition on the topic: "Innovative technologies in a preschool educational institution." In the methodological stand in modules, we showed the educational process of our kindergarten on the use of innovative technologies.

Module of methodical work in preschool educational institution

Forms of education of preschoolers using innovative technologies

Methods of work using innovative technologies

Innovative approaches to educational work in preschool educational institutions

Purpose: to create a personality-oriented educational environment in a preschool educational institution, which allows creating conditions for full-fledged physical, spiritual, psycho-emotional health, interpersonal, group developmental interaction of children, parents, teachers and specialists.

Tasks: to educate the social and personal qualities of preschoolers who can think in an extraordinary and creative way;

develop initiative, curiosity, arbitrariness, the ability for creative self-expression, stimulate communicative, cognitive, playful and other activity of children in various activities;

to teach children to apply modern innovative technologies aimed at successful socialization of the individual in society and increasing the level of intellectual thinking and creative imagination.

The use of innovations in the educational process of preschool educational institutions

Purpose: creating conditions for innovative processes in preschool educational institutions, the use by teachers of knowledge, skills, skills acquired in professional activities.

Tasks: introduction of innovative technologies to improve the professional culture of teachers;

creating a creative atmosphere and combining the efforts of the entire teaching staff to build the educational process;

development of teachers' aspirations for rationalization and effective organization of innovative technologies in pedagogical activity.

Implementation stages:

1. Analysis and collection of information about innovations.

2. Selection and implementation of innovations.

3. Generalization of experience and diagnostics of the implemented innovation.

Health-saving technologies in the educational process

Purpose: to form in preschoolers an idea of the importance of a person's physical and mental health; educate the ability to protect and strengthen their health

Tasks: to educate preschoolers in a culture of preserving and improving their own health;

develop mental and physical qualities and carry out preventive measures that contribute to strengthening the health of preschool children;

to teach preschoolers to understand the meaning of a healthy lifestyle and its value and the value of the lives of other people.

Gaming innovation technologies

Target: to increase the importance of the organization of games in the educational process of the preschool educational institution.

Tasks: to bring up elementary generally accepted norms of relationships with peers and adults through game actions;

to promote the use in practice of modern requirements for the organization of games for preschoolers and to form a moral culture of worldview among preschoolers;

to improve the acquired gaming skills and abilities in preschoolers for the development of gaming activity.

Technology for creating a subject-developing environment in a preschool educational institution

Purpose: to create and improve the subject-developing environment in the preschool educational institution.

Tasks: to cultivate a positive attitude towards the application and development of innovations aimed at expanding the horizons of preschoolers;

Design and research activities of preschool children

Purpose: the formation of a scientific-cognitive, practical-active, emotional-moral attitude to reality among preschoolers.

Tasks: to bring up the need to study the world around us through design and research activities;

develop creative activity of cognitive processes;

learn to solve research problems using new innovative methods and tools.

Comments

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INNOVATIVE TECHNOLOGIES IN PRESCHOOL EDUCATION - Page 22

Learning to read, math

Using multimedia presentations

Application computer technology allows you to make the lesson attractive and truly modern, to solve cognitive and creative tasks based on visibility.

2. Technology problem learning involves the creation of problem situations and the active independent activity of children to resolve them, as a result, there is a creative mastery of knowledge, skills, abilities and the development of mental abilities.

Advantages of problem-based learning:

2. Formation of cognitive interest or personal motivation of the child;

3. Development of mental abilities of children.

3. Technology of project-based learning- this is a purposeful activity with a specific goal, according to a specific plan for solving search, research, practical tasks in any direction of the content of education. The main goal of the design method in preschool is development of a free creative personality, which is determined by the tasks of development and the tasks of research activities of children.

4. Technology game learning - a way of organizing the activities of children in the process of teaching subject content. The purpose of the gaming educational technology is not the development of gaming activities, but the organization of the assimilation of subject content by children (mathematical, natural-ecological, etc.)

Thus, the technology of game learning is based on the principle of the activity of the child, characterized high level motivation and is determined by the natural need of the preschooler. The role of the teacher is to create and organize the subject-spatial environment. Game technology in teaching is designed to combine elements of the game and learning.

5. Person-oriented technologies - put the personality of the child at the center of the entire educational system, which strives for the maximum realization of its capabilities; providing comfortable, conflict-free and safe conditions for its development, realization of its natural potential. The personality of the child in this technology is not only a subject, but a priority subject.

The goal of student-centered learning technology is the maximum development (rather than the formation of predetermined) individual cognitive abilities child based on the use of his life experience.

Student-centered learning is understood as a type of educational process in which the personality of the student and the personality of the teacher act as its subjects.

6. Health-saving educational technologies. This is first of all technologies of education of valeological culture or health culture of preschoolers.

The purpose of these technologies- the formation of a conscious attitude of the child to the health and life of a person, the accumulation of knowledge about health and the development of the ability to protect, maintain and preserve it, the acquisition of valeological competence, which allows the preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior, tasks related to the provision of elementary medical , psychological self-help and assistance.

7. TRIZ technology - theory of inventive problem solving.

Purpose of TRIZ- not just to develop the imagination of children, but to teach them to think systematically, with an understanding of the ongoing processes. That is, the goal is development on the one hand such qualities of thinking as flexibility, mobility, consistency, dialectics, and on the other hand search activity, the desire for novelty, the development of speech and creative imagination.

TRIZ makes it possible show your personality, Teach children think outside the box; develops such moral qualities, as the ability to rejoice in the success of others, the desire to help, the desire to find a way out of a difficult situation.

Information and Communication Technologies

Person-Centered Technologies

Gaming technologies

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 practically unrealistic. Children are drawn to acquiring computer skills.

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

The computer has a number of significant advantages over the classical lesson. Animated pictures flashing on the screen attract the child, allow you to concentrate. With the help of computer programs, it becomes possible to model various life situations which would not have been possible to recreate in a kindergarten.

Depending on the abilities of the child, the program can be tailored specifically for him, that is, to focus on his individual development.

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

Person-Centered Technologies

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

The programs widely used in kindergartens have a student-oriented approach: "Childhood", "From birth to school", "Rainbow", "From childhood to adolescence".

Gaming technologies

Game technologies are the foundation of all preschool education. In the light of the Federal State Educational Standards (Federal State Educational Standards), the personality of the child is brought to the fore and now all preschool childhood should be devoted to the game.

At the same time, games have many cognitive, educational functions. Among game exercises one can single out 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;
which teach the child to separate fiction from reality;
who bring up communication in a team, develop speed of reaction, ingenuity and more.

On this topic:

Information and Communication Technologies

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

The computer has a number of significant advantages over the classical lesson. Animated pictures flashing on the screen attract the child, allow you to concentrate. 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 abilities of the child, the program can be tailored specifically for him, that is, to focus on his individual development.

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

Person-Centered Technologies

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

The programs widely used in kindergartens have a student-oriented approach: "Childhood", "From birth to school", "Rainbow", "From childhood to adolescence".

Gaming technologies

At the same time, games have many cognitive, educational functions. Among the game exercises, one can distinguish 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;
which teach the child to separate fiction from reality;
who bring up communication in a team, develop speed of reaction, ingenuity and more.

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

On this topic:

More nsportal.ru

I will briefly dwell on each of the technologies.

"Game pedagogical technologies" include a rather extensive group of methods and techniques for organizing the pedagogical process. Play is the main activity of preschoolers.

Therefore, students in the classroom children's association“Magic Chest” is played a lot and with interest in: “Iso Lotto”, “Field of Miracles”, “Name, Draw, Color”, we collect puzzles of paintings by famous artists. The games are not new, but updated with modernity in mind.

The guys play at breaks. Children make their own toys. Tantamaresques are drawn and cut out - a flat image of insects, animals with cut holes for the child's fingers. The fingers of the child are the legs of the depicted hero.

They make turtles for turtle races, design bilbocks, and so on.

Under the Technology of problem-based learning is understood such an organization of classes that involves the creation of problem situations under the guidance of a teacher, and the active independent activity of children to resolve them, as a result of which creative mastery of skills and abilities and the development of mental abilities occur. An example of tasks for children: a still life is set, but they must depict it using a gray-blue scale or red-brown, the portrait is depicted using geometric shapes, vegetables, letters, creating a collage using various materials, and so on.

Technologies of developing education. As an example, consider TRIZ technology. TRIZ - the theory of inventive problem solving.

This learning technology was developed by the Soviet scientist Heinrich Saulovich Altshuller in 1946-48, but even now it has not lost its relevance.

I like this program for its group games and activities with detailed guidelines. All classes and games involve the child's independent choice of topic, material and type of activity.

They teach children to identify the contradictory properties of objects, phenomena and resolve these contradictions. Conflict resolution is the key to creative thinking.

The main means of working with children is pedagogical search. The teacher should not give ready-made knowledge to children, reveal the truth to them, he should teach them to find it.

It is customary to consider as sub-alternative technologies those that oppose the traditional system of education by any of their sides, be it goals, content, forms, methods, attitudes, positions of participants in the pedagogical process.

Based on this definition, I classified the research method and integration as an alternative technology.

Examples of using the research method in the work of the children's association "Magic Chest":

– drawing on wet and dry sand;

- drawing with water, followed by sprinkling with dry sand; watching films made using sand painting;

– modeling from raw and “dry” snow; coloring water with subsequent freezing, creating paintings using colored ice;

- search for the desired color shade by diluting the paint with water, mixing paints, different pencil pressure, different hatching intensity, etc .;

- selection of paper texture for the basis of the image, taking into account the selected visual means;

– search for ways to copy an image (“magic screen”, light table, etc.);

– search for rational ways to depict a large number of identical elements (using prints, stencils, cutting out paper folded several times, modeling using molds, etc.)

Exploratory behavior is one of the most important sources of a child's understanding of the world, and exploratory learning is built on the basis of a child's natural desire for independent manifestation of his thoughts, feelings, independence, creativity, and fantasy. The following method of work helps to comprehensively develop children - integration.

In the doo "Magic chest" classes in fine arts are integrated with modeling, music, literature, knitting, weaving from beads, scrapbooking, felting from wool, batik, paper plastic.

Integration examples:

- artistic and aesthetic education with economic education (they develop and compose posters, gift wrapping, think over the design of the premises, clothes, etc.);

- artistic, aesthetic and national education (they develop sketches of national ornaments, then lay them out with wool, beads, through this work they learn the culture of the peoples of the world);

- artistic and aesthetic education and moral and patriotic education (listening to excerpts from Sholokhov's stories, poems by Don poets, Cossack songs and drawing drawings on what they heard);

- artistic and aesthetic education and environmental education and education (creating a sketch of a layout of a city, cars, aircraft, etc., making a layout from paper, waste material, natural material, drawing drawings of environmental content);

– artistic and aesthetic education and initial computer literacy.

Computer techologies.

New Information Technology, which are an important factor in enriching the intellectual and emotional development of a modern child, can be included in preschool education along with traditional means of developing and educating children through play, design, art and other activities, but in no case can they replace them.

The use of computer technologies in the classroom at the Children's Educational Center "Magic Chest" is necessarily accompanied by the implementation of the sanitary and epidemiological rules of the joint venture for children of preschool and school age. Classes are held in an equipped room with individual tables, with footrests, chairs with adjustable back and leg height, with air conditioning, more than 15 minutes, 2 times a week. This allows you to organize the lesson correctly and efficiently.

The computer in the work of artistic and aesthetic education is used in various tasks: viewing presentations, video lessons, films on the history of art, video tours of museums in Russia and the world, for independent artistic activities of children (tasks like coloring, “Draw a picture”, “On what does it look like?”, “Make a picture”, etc.), etc.

As soon as we start talking about the development of a preschool child, we immediately understand that one of the fundamental points here is the correct and timely teaching of the child all the necessary knowledge and skills that can be useful to the child in his later adult life. Our task, using the new and the old, is to educate a comprehensively developed personality who knows how to build communications, who is able to bring what he has begun to the end, and who makes independent decisions.

And as the great artist, inventor, scientist Leonardo da Vinci said:

If you stock up on patience and show diligence, then the seeds of knowledge sown will certainly give good shoots.

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Nazarova T. S. Pedagogical technologies: a new stage of evolution?// Pedagogy. - 1997. - No. 3, p.52.

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