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Modern educational technologies in the garden. Presentation "Modern educational technologies in preschool educational institutions

MBDOU "Kindergarten" Ryabinushka "p. Korobitsyno"

Prepared and conducted by the educator: Nurtdinova N.Yu.

2014

Modern educational technologies in preschool

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

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

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

Today we will talk about pedagogical technologies and their effective use in a preschool institution. First, let's remember what the term "technology" itself means.

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

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

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Modern educational technologies include:

health-saving technologies;
design technology
research technology
information and communication technologies;
personality-oriented technologies;
technology portfolio of preschooler and educator
gaming technology
TRIZ technology
technologies of the subject-developing environment

Health saving technologies

aim health-saving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills and habits for a healthy lifestyle.

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

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

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

Allocate (in relation to preschool educational institutions) the following classification of health-saving technologies:

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

Technologies for maintaining and stimulating health.
dynamic pauses (complexes of physical minutes, which may include respiratory, finger, articulation gymnastics, gymnastics for the eyes, etc.)
mobile 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 simulation game)
Game training and game therapy
Classes from the series "Health"

Correctional technologies

behavior correction technology
art therapy
musical impact technologies
fairy tale therapy
color exposure technology
psycho-gymnastics
phonetic rhythm

The teacher who guards the health of the child, educates the culture of the health of the child and parents, first of all, must be healthy himself, have valeological knowledge, not overworked, must be able to objectively assess his own merits and demerits associated with professional activity, draw up a plan for the necessary self-correction and proceed to its implementation.
For the implementation of enriched physical development and rehabilitation of children in kindergarten, non-traditional methods of work are used. Each group should be equipped with "Health Corners". They are equipped with both traditional aids (massage mats, massagers, sports equipment, etc.) and non-standard equipment made by teachers:
1 .“Dry aquarium”, which helps to relieve tension, fatigue, relax the muscles of the shoulder girdle
2 .Walking on a cork mat where foot massage takes place
3 .For the development of speech breathing and an increase in lung capacity, we use traditional and non-traditional equipment (sultans, turntables)
4 .It is well known that there are many points on the palms of the hands, massaging which can affect various points of the body. To do this, we use various massagers, including homemade ones.
5 .Rope mats with knots are used to massage the feet and develop coordination of movements.
6 .Walking along paths made of metal corks barefoot.
7 .Daily after sleep, perform health-improving gymnastics barefoot to the music.

In the structure of the health regimes of each group, the spectra of medical and restorative techniques, techniques, methods should be woven:
- mimic workouts
- gymnastics for the eyes (helping to relieve static tension in the muscles of the eyes, blood circulation)
- finger gymnastics (training fine motor skills, stimulates speech, spatial thinking, attention, blood circulation, imagination, speed of reaction)
- breathing exercises (promotes the development and strengthening of the chest)
- acupressure
-games, exercises for the prevention and correction of flat feet and posture.
As a result, health-saving activity forms in the child a strong motivation for a healthy lifestyle, full and uncomplicated development.
The set goals are successfully implemented in practice.
- Dynamic pauses, which are carried out by the teacher during classes, 2-5 minutes, as the children get tired. May include elements of gymnastics for the eyes, breathing exercises and others, depending on the type of activity.
With the help of proper breathing, you can avoid sinusitis, asthma, neurosis, get rid of headaches, runny nose, colds, indigestion and sleep, and quickly restore performance after mental and physical fatigue. For proper breathing, the following rules must be observed: you need to breathe only through the nose evenly and rhythmically; try to fill the lungs with air as much as possible when inhaling and exhale as deeply as possible; stop doing breathing exercises if you experience the slightest discomfort.
- You need to do breathing exercises in a well-ventilated area, in calm environment. The development of the complex should be carried out gradually, adding one exercise every week.
- The systematic use of physical education leads to an improvement in the psycho-emotional state, to a change in attitude towards oneself and one's health. It is possible to suggest a physical minutes to one of the children.
- Mobile and sports games. Spend educators, head of physical education. As part of a physical education lesson, on a walk, in a group room - sedentary games.
- Relaxation. Spend educators, head of physical education, psychologist in any suitable room. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninoff), sounds of nature.
- Finger gymnastics. Held from younger age individually or with a subgroup daily by an educator or speech therapist. Recommended for all children, especially those with speech problems. It is held at any convenient time, as well as during classes.
- Gymnastics for the eyes. Daily for 3-5 minutes. at any free time and during classes to relieve visual stress in children.
- Respiratory gymnastics. In various forms of physical culture and health work, at physical. minutes during classes and after sleep: during gymnastics.
- Gymnastics invigorating. Daily after daytime sleep, 5-10 min. The form of carrying out is different: exercises on beds, extensive washing; walking on ribbed planks. Conducted by a teacher.
- Gymnastics corrective and orthopedic. In various forms of physical culture and health work. Conducted by educators, head of physical education.
- Physical education.Carried out in a well-ventilated room 2-3 times a week, in gym. Younger age - 15-20 minutes, middle age - 20-25 minutes, senior age - 25-30 minutes. Conducted by educators, head of physical education.
- Problem-play situations.It is carried out in free time, it is possible in the afternoon. Time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized invisibly for children, by including the teacher in the process gaming activity.
The possibility of purposeful formation of the foundations of mental self-regulation in children of 5 years of age is achieved through mobile, role-playing games, and physical education sessions.
- Communication games on the course "Knowing myself" by M.V.Karepanova and E.V.Kharlampova.
1 time per week for 30 min. from older age. They include conversations, sketches and games of varying degrees of mobility, drawing classes that help children adapt in a team. Conducted by a psychologist.
- Classes from the series "Health" on life safety for children and parents as a cognitive development.1 time per week for 30 min. from Art. age in the afternoon. Conducted by educators.

Self-massage. In various forms of physical culture and health work or during physical minutes, in order to prevent colds. Conducted by educators.
- Psycho-gymnastics. 1 time per week from older age for 25-30 minutes. Conducted by a psychologist.
- Technology of influence through fairy tales
A fairy tale is a mirror reflecting real world through the lens of personal perception. In it, perhaps, everything that does not happen in life. In fairy tale therapy classes, children learn to compose verbal images. They remember old ones and come up with new images, children increase their figurative repertoire, and inner world the child becomes more interesting, richer. This is a true chance to understand and accept yourself and the world, increase self-esteem and change in the desired direction.
Since feelings are not only positive, but also negative, the images in children are born not only joyful, but also frightening. One of the important goals of these studies is to transform negative images into positive ones, so that the world of the child is beautiful and joyful.
A calm state of the nervous system returns the child to health.
A fairy tale can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children.
- Technologies of musical impact. In various forms of physical culture and health work. They are used to relieve stress, increase emotional mood, etc. Conducted by educators and music director.
Additionally, hardening methods can be used:
- rinsing the throat and mouth with solutions of herbs (eucalyptus, sage, chamomile, calendula, etc.), which have an antiseptic effect on the mucous membrane of the respiratory tract, or with a solution of sea salt, is carried out daily after dinner for 2 weeks alternately.
- washing with cold water after a daytime sleep.
- walking barefoot in combination with air baths is carried out in physical education classes and after daytime sleep.
-healthy image life includes adequate physical activity, rational nutrition, personal hygiene, a healthy psychological climate in the family, at school, in kindergarten, no bad habits, attentive attitude to one's health.

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

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

Acupressure.It is held on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age. It is carried out strictly according to a special technique. It is indicated for children with frequent colds and diseases of the upper respiratory tract. visual material is used. Educators, St. nurse, head of physical education.

arttherapy . Sessions of 10-12 lessons for 30-35 minutes. co middle group. Classes are held in subgroups of 10-13 people, the program has diagnostic tools and includes protocols for classes. Educators, psychologist.

Color exposure technology.As a special lesson 2-4 times a month, depending on the tasks. Special attention needs to be paid color scheme DOW interiors. Properly selected colors relieve tension and increase the emotional mood of the child. Conducted by educators, psychologist.

phonetic rhythm.2 times a week from a younger age not earlier than after 30 minutes. after eating. In the gym or music halls. ml. age-15 min., senior age-30 min. Classes are recommended for children with hearing problems or for preventive purposes. The purpose of the classes is phonetic grammatically correct speech no movement. Educators, head of physical education, speech therapist.

Behavior correction technologies.Sessions of 10-12 lessons for 25-30 minutes. from older age. Conducted by special methods in small groups of 6-8 people. Groups are not made up on one basis - children with different problems are engaged in the same group. Classes are held in a playful way, they have diagnostic tools and protocols of classes. Conducted by educators, a psychologist.

What health-saving educational technologies are used in work with parents?
- consultations, recommendations and conversations with parents on disease prevention, personal hygiene, the benefits of additional walks and classes in various sports sections, to highlight these issues also at parent meetings; slide folders; personal example of a teacher, non-traditional forms of work with parents, practical demonstrations (workshops); questioning; joint promotions: sports holidays, health days; memos, booklets from the series "Finger gymnastics", "How to temper a child correctly?", days open doors; teaching parents the techniques and methods of healing children (trainings, workshops); issue of the newspaper DOW and other forms of work.
To create pedagogical conditions for the health-saving process of upbringing and development of childrenin a preschool institution are: the organization of various activities for children in a playful way; construction of the educational process in the form of a model of culture; organization of cultural creativity of preschoolers; equipping children's activities with equipment, toys, games, game exercises and manuals
All this work is carried out comprehensively, throughout the day and with the participation of medical and teaching staff: educator, teacher - speech therapist, teacher - psychologist, physical education instructor, music director.
The main educators of the child are the parents. From how the child’s day regimen is properly organized, what attention the parents pay to the child’s health, his mood, the state of physical comfort depend. A healthy lifestyle of a child, to which he is taught in an educational institution, can either find daily support at home, and then be fixed, or not found, and then the information received will be superfluous and painful for the child.
Health care is one of the most important tasks of every person. Among all earthly blessings, health is a valuable gift given to man by nature, which cannot be replaced by anything, but people do not take care of health as it is necessary.
But it is important to understand that taking care of the health of our children today is a full-fledged labor potential of our country in the near future.
All of us, parents, doctors, teachers, want our children to study well, to become stronger year by year, to grow up and enter into a great life as people who are not only knowledgeable, but also healthy. After all, health is a priceless gift.

2. Technologies of project activity

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

Teachers who actively use project technology in the upbringing and education of preschoolers unanimously note that the life activity organized according to it in kindergarten allows you to get to know the pupils better, to penetrate the inner world of the child.

Classification of educational projects:

"gaming" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment);
"excursion",aimed at studying problems related to the surrounding nature and social life;
"narrative"during the development of which children learn to convey their impressions and feelings in oral, written, vocal art (picture), musical (playing the piano) forms;
"constructive"aimed at creating a specific useful product: knocking together a birdhouse, arranging flower beds.

Project types:

by dominant method:

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

according to the nature of the content:

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

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

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

according to the nature of contacts:

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

by number of participants:

individual,
double,
group,
frontal.

by duration:

short,
average duration,
long term.

3. Research technology

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

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

Methods and techniques for organizing experimental research

Activities:

heuristic conversations;

Raising and solving problems of a problem nature;

observations;

Modeling (creating models about changes in inanimate nature);

Experiences;

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

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

Use of artistic word;

Didactic games, game educational and creatively developing

situations;

Job assignments, actions.

Experiments (experimentation)

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

Collecting (classification work)

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

Map travel

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

Journey along the "river of time"

The past and present of humanity (historical time) in the "marks" of material civilization (for example, Egypt - the pyramids).
History of housing and improvement.

4. Information and Communication Technologies

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

Informatization of society puts before preschool teachers tasks:

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

The solution of these problems is not possible without updating and revising all areas of the kindergarten in the context of informatization.

Requirements to computer programs DOW:

Exploratory nature
Ease for self-study of children
Developing a Wide Range of Skills and Perceptions
Age Compliance
Amusement.

Program classification:

Development of imagination, thinking, memory
Talking Dictionaries foreign languages
The simplest graphic editors
Travel Games
Learning to read, math
Using multimedia presentations

Computer advantages:

presenting information on a computer screen in a playful way is of great interest to children;
carries a figurative type of information understandable to preschoolers;
movements, sound, animation attracts the attention of the child for a long time;
has a stimulus for the cognitive activity of children;
provides an opportunity for individualization of training;
in the process of their activities at the computer, the preschooler gains self-confidence;
allows you to model life situations that cannot be seen in Everyday life.

Errors when using information and communication technologies:

Insufficient methodological preparedness of the teacher
Incorrect definition of the didactic role and place of ICT in the classroom
Unscheduled, accidental use of ICT
Demonstration overload.

ICT in the work of a modern teacher:

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

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

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

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

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

5. Person - oriented technology

Student-centered technologies put the personality of the child at the center of the entire system of preschool education, ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions for its development, and the realization of existing natural potentials.

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

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

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

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

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

It is good to implement this technology in new preschool institutions (for example: kindergarten No. 2), where there are rooms for psychological unloading - this is upholstered furniture, a lot of plants decorating the room, toys that promote individual games, equipment for individual lessons. Music and sports halls, aftercare rooms (after illness), a room for the ecological development of a preschooler and productive activities, where children can choose an activity of interest. All this contributes to comprehensive respect and love for the child, faith in creative forces, there is no coercion. As a rule, in such preschool institutions, children are calm, compliant, not in conflict.

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

Pedagogical technologies based on the humanization and democratization of pedagogical relations with a procedural orientation, the priority of personal relationships, an individual approach, democratic management and a bright humanistic orientation of the content. The new educational programs "Rainbow", "From Childhood to Adolescence", "Childhood", "From Birth to School" have this approach.

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

Identification of the pace of development allows the educator to support each child at his level of development.

Thus, the specificity of the technological approach is that the educational process must guarantee the achievement of the goals. In accordance with this, in the technological approach to learning, the following are distinguished:

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

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

6.Technology portfolio of a preschooler

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

There are a number of portfolio features:

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

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

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

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

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

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

Section 5 "Here's what I can do."The section contains samples of the child's creativity (drawings, stories, homemade books).

Section 6 "My achievements".The section records certificates, diplomas (from various organizations: kindergarten, media holding contests).

Section 7 "Advise me ...".The section provides recommendations to parents by the educator and all specialists working with the child.

Section 8 "Ask, parents!".In the section, parents formulate their questions to the specialists of the preschool educational institution.

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

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

Section 2 "I'm Growing"includes inserts "Growth dynamics", which provides information about the growth of the child from the first year of life, and "My achievements for the year", which indicates how many centimeters the child has grown, what he has learned over the past year, for example, count to five, somersault, etc.

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

Section 4 "I will help in any way I can"contains photographs of the child, in which he is shown doing homework.

Section 5 "The world around us".This section contains small creative work child on excursions, educational walks.

Section 6 "Inspiration of winter (spring, summer, autumn)".The section contains children's works (drawings, fairy tales, poems, photographs from matinees, records of poems that the child told at the matinee, etc.)

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

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

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

Section 3 "Information of the child about himself"contains information received from the child himself (drawings, games that the child himself came up with, stories about himself, about friends, awards, diplomas, certificates).

L. I. Adamenko offers the following portfolio structure:

Block "What a good child",which contains information about the personal qualities of the child and includes: an essay by the parents about the child; reflections of educators about the child; the child's answers to questions during the informal conversation "Tell me about yourself"; answers of friends, other children to the request to tell about the child; self-esteem of the child (the results of the "Ladder" test); psychological and pedagogical characteristics of the child; "basket of wishes", which includes gratitude to the child - for kindness, generosity, a good deed; letters of thanks to parents - for raising a child;

Block "What a skillful child"contains information about what the child can do, what he knows, and includes: parents' answers to questionnaires; reviews of educators about the child; children's stories about a child; stories of teachers to whom the child goes to circles and sections; assessment of the child's participation in actions; the psychologist's characterization of the child's cognitive interests; diplomas in nominations - for curiosity, skills, initiative, independence;

block "What a successful child"contains information about creativity child and includes: parental feedback about the child; the child's story about his successes; creative works (drawings, poems, projects); diplomas; illustrations of success, etc.

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

7. Technology "Portfolio of the teacher"

Modern education needs a new type of teacher:

creative thinking,
owning modern technologies education,
methods of psychological and pedagogical diagnostics,
ways of independent construction of the pedagogical process in the conditions of specific practical activities,
the ability to predict your end result.

Every teacher should have a record of success, which reflects all the joyful, interesting and worthy things that happen in the life of a teacher. A teacher's portfolio can become such a dossier.

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

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

Section 1 "General information about the teacher"

This section allows you to judge the process of individual personal development of the teacher (last name, first name, patronymic, year of birth);
education (what and when he graduated, the specialty received and diploma qualification);
work and teaching experience, work experience in this educational institution;
advanced training (name of the structure where the courses were taken, year, month, subject matter of the courses);
copies of documents confirming the availability of academic and honorary titles and degrees;
the most significant government awards, diplomas, letters of thanks;
diplomas of various competitions;
other documents at the discretion of the teacher.

Section 2 "Results pedagogical activity» .

materials with the results of mastering the program being implemented by children;
materials characterizing the level of development of ideas and skills of children, the level of development of personal qualities;
a comparative analysis of the teacher's activities for three years based on the results of pedagogical diagnostics, the results of the participation of pupils in various competitions and olympiads;
analysis of the learning outcomes of pupils in the first grade, etc.

Section 3 "Scientific and methodological activities"

materials that describe the technologies used by the teacher in activities with children, justify their choice;
materials characterizing the work in the methodical association, creative team;
materials confirming participation in professional and creative pedagogical competitions;
in weeks of teaching;
in holding seminars, round tables, master classes;
author's programs, methodological developments;
creative reports, abstracts, reports, articles and other documents.

Section 4 "Subject-developing environment"

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

plans for organizing a subject-developing environment;
sketches, photographs, etc.

Section 5 "Working with parents"

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

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

8. Gaming technology

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

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

groups of games for the generalization of objects according to certain characteristics;
groups of games, during which preschoolers develop the ability to distinguish real phenomena from unreal ones;
groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.

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

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

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

Game technologies are closely connected with all aspects of the educational and educational work of the kindergarten and the solution of its main tasks. Some modern educational programs suggest using the folk game as a means of pedagogical correction of children's behavior.

9. Technology "TRIZ"

Technology for solving inventive problems

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

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

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

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

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

The main criterion in working with children is intelligibility and simplicity in the presentation of material and in the formulation of a seemingly complex situation. It is not necessary to force the introduction of TRIZ without children understanding the main provisions using the simplest examples. Fairy tales, game, everyday situations - this is the environment through which the child learns to apply Triz solutions to the problems that confront him. As contradictions are found, he himself will strive for the ideal result, using numerous resources.

Only TRIZ elements (tools) can be used in the work if the teacher has not mastered the TRIZ technology sufficiently.

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

The first stage is the determination of the positive and negative properties of the quality of an object or phenomenon that do not cause persistent associations in children.
The second stage is the determination of the positive and negative properties of an object or phenomenon as a whole.
Only after the child understands what adults want from him, one should proceed to the consideration of objects and phenomena that cause persistent associations.

Often, the teacher is already conducting trizovye classes, without even suspecting it. After all, precisely, the emancipation of thinking and the ability to go to the end in solving the task at hand are the essence of creative pedagogy.

10. Integrated learning technology

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

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

Most effective methods and techniques in the integrated lesson:

Comparative analysis, comparison, search, heuristic activity.

Problematic issues, stimulation, manifestation of discoveries, tasks such as "prove", "explain".

Sample structure:

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

Main part : new tasks based on the content of various areas based on visibility; enrichment and activation of the dictionary;

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

Each lesson is led by 2 or more teachers.

Method of preparation and conduct:

Area selection

Accounting for software requirements;

Basic direction;

To identify the basic principle of building a lesson system;

Consider developing tasks;

Use a variety of activities;

Take into account the features of the formation of development various kinds thinking;

The use of more attributes and visual material;

Use methods and techniques of a productive nature;

Take into account a person-centered approach;

More appropriate integration of areas "Cognition and physical culture"; "Cognition: mathematics and artistic creativity"; "Music and Cognition", " Artistic creativity and music"; "Communication and Art. creation"

11. Technologies for creating a subject-developing environment

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

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

The construction of a subject-developing environment is the external conditions of the pedagogical process, which allows organizing the independent activity of the child, aimed at his self-development under the supervision of an adult.

The environment should perform educational, developing, educating, stimulating, organizational, communicative functions. But most importantly, it should work for the development of the child's independence and self-activity.

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

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

All creative success!!!

Modern educational technologies in preschool educational institutions

Modern pedagogical technologies in preschool education are aimed at the implementation of state standards of 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 layout of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process (B.T. Likhachev).

Basic requirements (criteria) of pedagogical technology:

Conceptuality

· Consistency

Manageability

· Efficiency

Reproducibility

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

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

process logic,

The interconnection of its parts

Integrity.

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

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

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

Structure of educational technology

The structure of educational technology consists of three parts:

· The conceptual part is the scientific basis of the technology, i.e. psychological and pedagogical ideas that are laid in its foundation.

· Procedural part - a set of forms and methods of educational activities of children, methods and forms of work of the teacher, the activities of the teacher in managing the process of assimilation of the material, diagnostics of the learning process.

So obviously: if a certain system claims to be technologies, it must meet all the requirements listed above.

The interaction of all subjects of the open educational space (children, employees, parents) of the preschool educational institution is carried out on the basis of modern educational technologies.

Modern educational technologies include:

health-saving technologies;

technologies of project activity

research technology

information and communication technologies;

· personality-oriented technologies;

Portfolio technology for preschoolers and educators

game technology

TRIZ technology, etc.

· Health-saving technologies

aim health-saving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills and habits for a healthy lifestyle.

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

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

on the type of preschool institution,

from the length of stay of children in it,

from the program on which teachers work,

specific conditions of the preschool educational institution,

the professional competence of the teacher,

indicators of children's health.

Allocate (in relation to preschool educational institutions) the following classification of health-saving technologies:

1. medical and preventive(providing the preservation and enhancement of children's health under the guidance of medical personnel in accordance with medical requirements and standards, using medical means - technologies for organizing the monitoring of the health of preschoolers, monitoring children's nutrition, preventive measures, a health-saving environment in preschool educational institutions);

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

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

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

5. educational(education of a culture of health of preschool children, personality-oriented education and training);

6. healthy lifestyle education(technologies for the use of physical education, communication games, a system of classes from the series "Football Lessons", problem-based games (game training, game therapy), self-massage); correctional (art therapy, technology of musical influence, fairy tale therapy, psycho-gymnastics, etc.)

7. Health-saving pedagogical technologies should also include pedagogical technology of an active sensory-developing environment, which is understood as with a dark totality and order of functioning of all personal instrumental and methodological means used to achieve pedagogical goals.

2. Technologies of project activity

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

Classification of educational projects:

· "gaming" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment);

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

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

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

Project types:

1. by dominant method:

2. research,

3. information,

4. creative,

5. gaming,

6. adventure,

7. practice-oriented.

1. according to the nature of the content:

8. include the child and his family,

9. child and nature,

10. the child and the man-made world,

11. child, society and its cultural values.

1. by the nature of the child's participation in the project:

12. customer,

13. expert,

14. performer,

15. participant from the conception of an idea to the result.

1. according to the nature of contacts:

16. carried out within the same age group,

17. in contact with another age group,

18. inside the preschool,

19. in contact with family,

20. cultural institutions,

21. public organizations (open project).

1. by number of participants:

22. individual,

23. doubles,

24. group,

25. frontal.

1. by duration:

26. short term,

27. medium duration,

28. long term.

3. Research technology

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

It should be noted that the use of design technologies cannot exist without the use of TRIZ technology (technology for solving inventive problems). Therefore, when organizing work on a creative project, students are offered a problematic task that can be solved by researching something or conducting experiments.

Methods and techniques for organizing experimental research

activities:

heuristic conversations;

Raising and solving problems of a problem nature;

observations;

Modeling (creating models about changes in inanimate nature);

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

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

Use of artistic word;

Didactic games, game educational and creatively developing

situations;

Job assignments, actions.

1. Experiments (experimentation)

o State and transformation of matter.

o Movement of air, water.

o Soil and mineral properties.

o Plant life conditions.

2. Collecting (classification work)

3. Types of plants.

4. Types of animals.

5. Types of building structures.

6. Types of transport.

7. Types of professions.

1. Map travel

Sides of the world.

Terrain reliefs.

Natural landscapes and their inhabitants.

Parts of the world, their natural and cultural "marks" - symbols.

0. Journey along the "river of time"

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

History of housing and improvement.

4. Information and communication technologies

Informatization of society puts before preschool teachers tasks:

· to keep up with the times,

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

a mentor in the selection of computer programs,

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

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

The solution of these problems is not possible without updating and revising all areas of the kindergarten in the context of informatization.

Requirements for computer programs DOE:

Research character

Easy for children to practice on their own

Developing a wide range of skills and attitudes

Age matching

· Mindfulness.

Program classification:

Development of imagination, thinking, memory

· Speaking dictionaries of foreign languages

The simplest graphic editors

travel games

Teaching reading, math

Use of multimedia presentations

Computer advantages:

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

carries a figurative type of information understandable to preschoolers;

movement, sound, animation attracts the attention of the child for a long time;

It has a stimulus for the cognitive activity of children;

provides an opportunity for individualization of training;

In the process of their activities at the computer, the preschooler gains self-confidence;

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

Errors when using information and communication technologies:

Insufficient methodological preparedness of the teacher

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

Unscheduled, random use of ICT

Demonstration overload.

ICT in the work of a modern teacher:

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

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

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

1. Person-Centered Technology

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

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

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

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

It is good to implement this technology in new preschool institutions where there are rooms for psychological unloading - this is upholstered furniture, a lot of plants that decorate the room, toys that promote individual games, equipment for individual lessons. Music and sports halls, aftercare rooms (after illness), a room for the ecological development of a preschooler and productive activities, where children can choose an activity of interest. All this contributes to comprehensive respect and love for the child, faith in creative forces, there is no coercion. As a rule, in such preschool institutions, children are calm, compliant, not in conflict.

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

Identification of the pace of development allows the educator to support each child at his level of development.

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

preparation of teaching aids (demonstration and 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.Technology portfolio of a preschooler

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

There are a number of portfolio features:

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

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

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

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

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

Section 5 "Here's what I can do." The section contains samples of the child's creativity (drawings, stories, homemade books).

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

Section 7 "Advise me ...". The section provides recommendations to parents by the educator and all specialists working with the child.

Section 8 "Ask, parents!". In the section, parents formulate their questions to the specialists of the preschool educational institution.

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

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

Section 2 "I'm Growing" includes inserts "Growth dynamics", which provides information about the growth of the child from the first year of life, and "My achievements for the year", which indicates how many centimeters the child has grown, what he has learned over the past year, for example, count to five, somersault, etc.

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

Section 4 "I will help in any way I can" contains photographs of the child, in which he is shown doing homework.

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

Section 6 "Inspiration of winter (spring, summer, autumn)". The section contains children's works (drawings, fairy tales, poems, photographs from matinees, records of poems that the child told at the matinee, etc.)

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

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

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

Section 3 "Information of the child about himself" contains information received from the child himself (drawings, games that the child himself came up with, stories about himself, about friends, awards, diplomas, certificates).

L. I. Adamenko offers the following portfolio structure:

block "What a good child", which contains information about the personal qualities of the child and includes: an essay by the parents about the child; reflections of educators about the child; the child's answers to questions during the informal conversation "Tell me about yourself"; answers of friends, other children to the request to tell about the child; self-esteem of the child (the results of the "Ladder" test); psychological and pedagogical characteristics of the child; "basket of wishes", which includes gratitude to the child - for kindness, generosity, a good deed; letters of thanks to parents - for raising a child;

block "What a skillful child" contains information about what the child can do, what he knows, and includes: parents' answers to questionnaires; reviews of educators about the child; children's stories about a child; stories of teachers to whom the child goes to circles and sections; assessment of the child's participation in actions; the psychologist's characterization of the child's cognitive interests; diplomas in nominations - for curiosity, skills, initiative, independence;

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

7. Technology "Portfolio of the teacher"

Modern education needs a new type of teacher:

creative thinking,

· Owning modern technologies of education,

methods of psychological and pedagogical diagnostics,

ways of independent construction of the pedagogical process in the conditions of specific practical activities,

The ability to predict your end result.

Every teacher should have a record of success, which reflects all the joyful, interesting and worthy things that happen in the life of a teacher. A teacher's portfolio can become such a dossier.

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

Section 1 "General information about the teacher"

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

education (what and when he graduated, the specialty received and qualifications according to the diploma);

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

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

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

the most significant government awards, certificates, letters of thanks;

diplomas of various competitions;

Other documents at the discretion of the teacher.

Section 2 "Results of pedagogical activity" .

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

· materials with the results of mastering the implemented program by children;

materials that characterize the level of development of ideas and skills of children, the level of development of personal qualities;

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

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

Section 3 "Scientific and methodological activities"

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

materials characterizing the work in a methodical association, a creative group;

materials confirming participation in professional and creative pedagogical competitions;

in weeks of teaching;

in holding seminars, round tables, master classes;

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

Section 4 "Subject-developing environment"

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

plans for organizing a subject-developing environment;

sketches, photographs, etc.

Section 5 "Working with parents"

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

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

8. Gaming technology

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

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

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

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

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

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

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

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

9. Technology "TRIZ"

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

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

Only TRIZ elements (tools) can be used in the work if the teacher has not mastered the TRIZ technology sufficiently.

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

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

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

· Only after the child understands what adults want from him, one should proceed to the consideration of objects and phenomena that cause persistent associations.

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

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

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

Postulates of modern education

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

search for effective means for the development of the younger generation;
the transformation of the school into a promising factor in the improvement of Russian society;
improvement of the Russian educational system through the introduction of new educational technologies

Innovations as a Means of Development of Russian Schools

What is the Classification (table according to the Federal State Educational Standard) practically does not differ from the classical system, it presents all the same innovative methods used by teachers at different levels of schoolchildren. The class-lesson system of classes involves the use by teachers of certain programs in the subject, so the classification of pedagogical learning technologies is carried out taking into account the individual characteristics of each specific academic discipline.

What is technology?

The word "technology" itself has various interpretations. For example, in a general sense, it 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 on the construction of the teacher's activity in such a way that it includes actions performed in strict sequence, with the obligatory promotion of a predictable result.

Technology Features

The methodological system should 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 purpose of training;
choice of content, structuring of the material;
optimal organization of educational activities;
techniques, methods, teaching aids.

In addition, the qualifications of the teacher should be taken into account, and an objective method of grading should be formed.

Signs of pedagogical technologies

What is the classification of pedagogical technologies according to Selevko? The table proposed by the author takes into account certain features:

guaranteed achievement of the set goal, the effectiveness of the learning process;
profitability of the reserve of training hours;
optimization of the teacher's activities and achievement of the planned results in the shortest time intervals;
the use of a variety of electronic computing and audiovisual equipment;
design and use of various didactic aids and visual materials.

What is pedagogical technology focused on?

Below is a table: "Pedagogical technologies". The classification is based on certain parameters:

formation of positive motivation for the educational process;
intensification of the communicative environment;
development of a personality that is capable of research and educational activities, subsequent continuation of education, conscious professional choice;
health protection of schoolchildren.

The specifics of technologies in pedagogy

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

differentiated learning. What are such pedagogical technologies? Classification, the table in the preschool educational institution is compiled taking into account psychological features children, is based on a multi-level approach to each baby. When compiling educational material, the teacher focuses on the motivation of the cognitive activity of his wards. An experienced teacher includes in his professional activity elements of the differential approach proposed by N. P. Guzik.
Project activity. The classification of modern pedagogical technologies involves the allocation of this technique in 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 self-develop, to understand their role in modern society. The guys who have mastered the project technology are more successful in their studies, they quickly adapt to modern realities.
Game technologies. The classification of modern pedagogical technologies involves the allocation of the game as an effective means of training and education in preschool and primary school age. In the process of playing activities, the children receive communication skills, generalize and systematize new knowledge.

But this is not the whole table: "Pedagogical technologies". The classification is constantly being upgraded, taking into account innovations introduced into the educational system. Among the latest trends - 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, the formation under conditions secondary school tolerant, sociable person with leadership qualities. Such technologies significantly increase the efficiency of mastering program material by schoolchildren.

Problem learning

This technique is based on a heuristic (problem) 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 learning in the modern educational system is allowed by the Federal State Educational Standards of the second generation. The children learn to solve the problem in different ways, applying specific knowledge depending on the specifics of the situation. With this approach, each child gets the opportunity to independently determine ways to solve problems.

Technology of pedagogical workshops

What is the table "Pedagogical technologies"? The classification of all methods and techniques, the effectiveness of which has been proven in practice, takes into account the child's age, the methodology of the subject.

Research in the modern school

Modeling, experiment, method of projects are impossible without the use of research technologies. In the conditions of a school laboratory, children learn to determine the quantitative content of ascorbic acid in various fruits and products, to identify the individual characteristics of food products. When conducting research, a teacher is attached to the children as a mentor. An experienced teacher only accompanies the experiment, provides his ward with the necessary theoretical information, and teaches practical skills. Among the innovations, we note the technology for solving inventive (research) TRIZ problems. 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, puts forward a hypothesis of his experiments. An important stage in any design and experimental activity is the processing of the obtained results, their comparison with the initial hypothesis.

What is the classification of modern pedagogical technologies? The table proposed by Selevko contains universal methods. They are equally suitable for all educational areas. For example, a variety of ICT technologies are electronic educational resources (EER). The children get the skills to work with a variety of sources of information, independently compose their educational routes.

Cooperation Pedagogy

In order to implement a humane-personal approach to the student, in modern schools all conditions are created for the children to make a conscious choice of the direction for their future professional activities.

Collective creative activities were especially popular during the existence of the traditional Soviet education system. The guys in whole classes helped the elderly to clean firewood, carry water. Currently, this technology is returning to educational institutions in the form of Teachers, together with their pupils, are trying to selflessly help those people who need their help. MAO (method of active learning) is the sum of pedagogical techniques and actions that are aimed at organizing learning activities. With the help of certain means, conditions are created that motivate children to proactive, independent and creative study of new material in the process of educational activities.

The 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 finished educational material. In preparation for the lessons, the teacher is looking for the most effective ways presentation of new knowledge, visibility that accompanies his story. The presentation of information, which is determined by the boundaries of the curriculum, mainly involves the monologue of the teacher. It is for this reason that many problems often appear in the educational process:

insignificant skills of independent activity of schoolchildren;
low culture of communication;
lack of a detailed full-fledged response of schoolchildren to the question under consideration;
minimal attention of the audience, lack of desire to work in a team.

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

Older teachers are accustomed to this method of work, they are convinced that only through "cramming" can a solid 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 to the teacher, the educational process, involve the use of innovative methods and methods of work. Federal educational standards of the second generation involve the choice of such methods of work 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 imply active participation in the educational process of the student himself, assistance to him in finding effective ways to increase the intellectual level, and choose the direction for future professional activity. All varieties of educational pedagogical technologies, the classification according to the Federal State Educational Standards of which is presented in the educational institution, help the teacher to successfully cope with the tasks assigned to him by the Ministry of Education of the Russian Federation.

Department of Education and Science of the Tyumen Region

Autonomous educational institution of the Tyumen region

additional professional education (advanced training) of specialists

"Tyumen Regional State Institute

development of regional education"

Modern educational technologies of preschool education Tyumen

Belkovich V.Yu., Associate Professor of the Department of Preschool and Primary Education, TOGIRRO, Ph.D.

Menchinskaya E.A., Associate Professor of the Department of Preschool and Primary Education, TOGIRRO, Ph.D.

The collection includes materials of TOGIRRO teachers:

Gadieva R.G., candidate of pedagogical sciences; Karaseva E.G., candidate of pedagogical sciences; Kuchinskaya G.K., candidate of pedagogical sciences; Thermal Z.I., Ph.D.; Yakovleva I.V., Ph.D. n., as well as Loboda N.V., educator MADOU d / s No. 14, Ishim.

Modern educational technologies of preschool education.

Toolkit. -

Tyumen: TOGIRRO, 2013 - 64 p.

The proposed methodological manual "Modern educational technologies of preschool education" presents pedagogical technologies that will help teachers not only in organizing the educational process in a preschool institution, but also, on their basis, develop their own systematic approaches in interaction with preschool children.

Each pedagogical technology contains a description of methods, techniques and a hyperlink to the source of information (literary and electronic).

The proposed manual may be of interest to students of preschool faculties of pedagogical universities, colleges, as well as elementary school teachers and parents.

INTRODUCTION 3

HEALTH SAVING TECHNOLOGIES 5

PEDAGOGICAL TECHNOLOGIES OF THE ORGANIZATION OF THE DEVELOPING ENVIRONMENT AND ACTIVITIES OF THE CHILD 9

GAME TECHNOLOGY 16

ELECTRONIC RESOURCES 23

Rules for choosing a topic 48

Materials and programs for creating a cartoon from plasticine: plasticine, camera, computer, microphone, and video editing programs (for example, Windows Live Movie Maker, Windows Live Movie Maker, Nero, or programs for creating plasticine cartoons Claymation Studio, Moho, Anime Studio Pro) . This technique can also be used to create hand-drawn or puppet cartoons. 50

CORRECTION AND DEVELOPMENT TECHNOLOGIES 53

Introduction

In Russian education, the principles of developmental education, humanization, differentiation and individualization are proclaimed, which give the teaching staff of preschool educational institutions the opportunity to choose and design the educational process according to their own model, taking into account regional and local conditions. At the same time, the main attention is paid to the mechanisms of the formation of a socially successful personality of a child of preschool age.

A successfully functioning educational system today should create conditions for the development of children, including mechanisms for self-development, self-regulation of the individual in rapidly changing social conditions. It is well known that the development of the personality is ensured in the process of its own activity. And education and training are successfully implemented in the process of joint activities. This explains the need to use educational technologies based on an activity approach, which implements active independent and joint activities of children in the upbringing, education and development of the individual.

The progress of preschool education is in the direction of developing various options for its content, searching for and scientific development of new ideas and technologies.

The importance of mastering the basics of technologization of the educational process is explained by several factors. Firstly, modern preschool education is characterized by a tendency to implement a systematic approach in solving pedagogical problems related to the design of the educational process, to the creation of an author's pedagogical system and designing children's activities. Secondly, pedagogical technologies significantly intensify the educational process, create conditions for the creative activity of children. Thirdly, there is a growing need for competent teachers who are able to develop models, projects, author's programs, technologies for the education of preschoolers.

The introduction of educational technologies in preschool institutions becomes especially necessary in the new socio-economic conditions associated with the modernization and technologization of the educational space, with the introduction of state educational standards.

Thus, the main goal of educational activity as a social phenomenon today cannot be achieved outside the "technological" field - that sphere of professional pedagogical activity that corresponds to modern scientific views.

EDUCATIONAL TECHNOLOGY

AS A PEDAGOGICAL PHENOMENON

The concept of technology of education and upbringing (pedagogical technology) is a direction in pedagogical science that deals with the design of optimal learning systems, the design of educational processes. It is a system of methods, techniques, steps, the sequence of which provides a solution to the problems of education, training and development of the personality of the pupil.

In the Psychological and Pedagogical Dictionary (1998), the concept of "learning technology" is interpreted as a set of forms, methods, techniques and means of transferring social experience, as well as technical equipment this process.

In the "Pedagogical Dictionary" (2001) it is noted that the technology of education and upbringing (pedagogical technology) is a system of methods, techniques, steps, the sequence of which ensures the solution of the problems of education, training and development of the personality of the pupil, and the activity itself is presented procedurally, i.e. e. as a certain system of actions; development and procedural implementation of the components of the pedagogical process in the form of a system of actions that provides a guaranteed result. Pedagogical technology serves as a concretization of the methodology. The technology of education and upbringing is based on the idea of complete controllability of the educational process, design and reproducibility of the educational and educational cycles.

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

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

Pedagogical technology- this is a meaningful technique for the implementation of the educational process (V.P. Bespalko).

Pedagogical technology- this is a description of the process of achieving the planned learning outcomes (I.P. Volkov).

Technology- this is art, skill, skill, a set of processing methods, changes in state (V.M. Shepel).

Learning Technology is an integral procedural part of the didactic system (M. Choshanov).

Pedagogical technology- this is a model of joint pedagogical activity thought out in all details for designing, organizing and conducting the educational process with the unconditional provision of comfortable conditions for students and teachers (V.M. Monakhov).

Pedagogical technology is a systemic creation method, application and definition of the entire process of teaching and learning, taking into account technical and human resources and their interaction, which sets as its task the optimization of forms of education (UNESCO).

Pedagogical technology means a systemic totality and the order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Klarin).

In the textbook "New Pedagogical and Information Technologies in the Education System" ed. E.S. According to Polat, learning technology is understood not only as a set of techniques, but also as the actions of students performed in a certain sequence, allowing the implementation of one or another teaching method, ensuring the implementation of a certain approach to learning, the implementation of a certain didactic system.

Pedagogical practice is a creative process. A.A. Leontiev argued that one cannot learn technology and become a teacher. Any technology in itself is not a guarantee of success. An organic combination of progressive technologies and the personality of the teacher is necessary. Technologies should be applied creatively, based on the basic principles and provisions that characterize this technology, but at the same time on the cultural situation that the teacher has to face, as well as the characteristics of his own personality and the personality of his pupils.

A characteristic feature of modern preschool education is the implementation of a student-centered approach, which involves: supporting the child's individuality; allowing everyone to work at their own pace; the success of the activity; ensuring the zone of "proximal development"; granting the right to choose activities, partners, etc.; creation of opportunities for the development of creative abilities; democratic style of relationship.

The implementation of any educational technology is based on the following principles:

humanization- the priority of the personal, individual development of the child in the organization of the educational process of the preschool educational institution;

integrity of the image of the world, implemented through the creation of integration of the content of education, the ability to recreate and maintain the integrity of the picture of the world, to establish various connections between objects and phenomena, to see the same object from different angles;

taking into account the age and individual characteristics of the child based on the use of the main neoplasms of age in the course of organizing a health-saving pedagogical process;

taking into account and developing the subjective qualities and properties of the child- observance in the organization of the educational process of the interests and orientation of the child to specific activities, maintaining his activity, independence, initiative;

comfort based on subject-subject interaction in educational process- freedom of expression and behavior in various forms of organization; in the course of such interaction, the child can choose the types of children's activities in which he could realize himself as much as possible;

pedagogical support- solving a difficult situation together with the child in ways and techniques acceptable to a particular child; the main criterion for the implementation of this principle is the satisfaction of the child with the activity itself and its results, the removal of emotional tension;

professional cooperation and co-creation- professional interaction of educators and specialists in the process of organizing a health-saving educational process.

Modern educational technologies in preschool educational institutions

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

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

Today we will talk about pedagogical technologies and their effective use in a preschool institution. First, let's remember what the term "technology" itself means.

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

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Modern educational technologies include:

health-saving technologies;

design technology

research technology

information and communication technologies;

personality-oriented technologies;

technology portfolio of preschooler and educator

gaming technology

TRIZ technology

technologies of the subject-developing environment

Health saving technologies

aim health-saving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills and habits for a healthy lifestyle.

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

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

on the type of preschool institution,

on the length of stay of children in it,

from the program under which teachers work,

specific conditions of the preschool educational institution,

professional competence of the teacher,

indicators of children's health.

Allocate (in relation to preschool educational institutions) the following classification of health-saving technologies:

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

Technologies for maintaining and stimulating health.

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

mobile and sports games

contrast track, exercise equipment

stretching

rhythmoplasty

relaxation

Technologies for teaching a healthy lifestyle.

morning exercises

physical education classes

acupressure (self-massage)
sports entertainment, holidays
health day
Media (situational small games - role-playing imitative simulation game)
Game training and game therapy
Classes from the series "Health"

Correctional technologies

behavior correction technology

art therapy

musical impact technologies

fairy tale therapy

color exposure technology

psycho-gymnastics

phonetic rhythm

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

In the structure of the health regimes of each group, the spectra of medical and restorative techniques, techniques, methods should be woven:
- mimic workouts
- gymnastics for the eyes (helping to relieve static tension in the muscles of the eyes, blood circulation)
- finger gymnastics (trains fine motor skills, stimulates speech, spatial thinking, attention, blood circulation, imagination, speed of reaction)
- breathing exercises (promotes the development and strengthening of the chest)
- acupressure
-games, exercises for the prevention and correction of flat feet and posture.
As a result, health-saving activity forms in the child a strong motivation for a healthy lifestyle, full and uncomplicated development.
The set goals are successfully implemented in practice.
-Dynamic pauses , which are carried out by the teacher during classes, 2-5 minutes, as the children get tired. May include elements of gymnastics for the eyes, breathing exercises and others, depending on the type of activity.
With the help of proper breathing, you can avoid sinusitis, asthma, neurosis, get rid of headaches, runny nose, colds, indigestion and sleep, and quickly restore performance after mental and physical fatigue. For proper breathing, the following rules must be observed: you need to breathe only through the nose evenly and rhythmically; try to fill the lungs with air as much as possible when inhaling and exhale as deeply as possible; stop doing breathing exercises if you experience the slightest discomfort.
- You need to do breathing exercises in a well-ventilated room, in a calm environment. The development of the complex should be carried out gradually, adding one exercise every week.
- The systematic use of physical education leads to an improvement in the psycho-emotional state, to a change in attitude towards oneself and one's health. It is possible to suggest a physical minutes to one of the children.
-Mobile and sports games . Conducted by educators, head of physical education. As part of a physical education lesson, on a walk, in a group room - sedentary games.
-Relaxation. Conducted by educators, head of physical education, psychologist in any suitable room. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninoff), sounds of nature.
-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 held at any convenient time, as well as during classes.
-Gymnastics for the eyes . Daily for 3-5 minutes. at any free time and during classes to relieve visual stress in children.
-Respiratory gymnastics . In various forms of physical culture and health work, at physical. minutes during classes and after sleep: during gymnastics.
-Gymnastics invigorating . Daily after daytime sleep, 5-10 min. The form of carrying out is different: exercises on beds, extensive washing; walking on ribbed planks. Conducted by a teacher.
-Gymnastics corrective and orthopedic . In various forms of physical culture and health work. Conducted by educators, head of physical education.
-Physical education. They are held in a well-ventilated room 2-3 times a week, in the gym. Younger age - 15-20 minutes, middle age - 20-25 minutes, senior age - 25-30 minutes. Conducted by educators, head of physical education.
- Problem-play situations. It is carried out in free time, it is possible in the afternoon. Time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized invisibly for children, by including the teacher in the process of playing activities.
The possibility of purposeful formation of the foundations of mental self-regulation in children of 5 years of age is achieved through mobile, role-playing games, and physical education sessions.
- Communication games on the course "Knowing myself" by M.V.Karepanova and E.V.Kharlampova.
1 time per week for 30 min. from older age. They include conversations, sketches and games of varying degrees of mobility, drawing classes that help children adapt in a team. Conducted by a psychologist.
- Classes from the series "Health" on life safety for children and parents as a cognitive development. 1 time per week for 30 min. from Art. age in the afternoon. Conducted by educators.

- Self massage . In various forms of physical culture and health work or during physical minutes, in order to prevent colds. Conducted by educators.
-Psycho-gymnastics . 1 time per week from older age for 25-30 minutes. Conducted by a psychologist.
-Technology of influence through fairy tales
A fairy tale is a mirror reflecting the real world through the prism of personal perception. In it, perhaps, everything that does not happen in life . In fairy tale therapy classes, children learn to compose verbal images. They remember old and come up with new images, children increase their figurative repertoire, and the inner world of the child becomes more interesting, richer. This is a true chance to understand and accept yourself and the world, increase self-esteem and change in the desired direction.
Since feelings are not only positive, but also negative, the images in children are born not only joyful, but also frightening. One of the important goals of these activities is to transform negative images into positive ones so that the world of the child is beautiful and joyful.
A calm state of the nervous system returns the child to health.
A fairy tale can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children.
-Technologies of musical impact . In various forms of physical culture and health work. They are used to relieve stress, increase emotional mood, etc. Conducted by educators and music director.
Additionally, hardening methods can be used:
- rinsing the throat and mouth with solutions of herbs (eucalyptus, sage, chamomile, calendula, etc.), which have an antiseptic effect on the mucous membrane of the respiratory tract, or with a solution of sea salt, is carried out daily after dinner for 2 weeks alternately.
- washing with cold water after a daytime sleep.
- walking barefoot in combination with air baths is carried out in physical education classes and after daytime sleep.
- A healthy lifestyle includes adequate physical activity, rational nutrition, personal hygiene, a healthy psychological climate in the family, at school, in kindergarten, no bad habits, attentive attitude to one's health.

- Stretching. Not earlier than 30 min. after meals, 2 times a week for 30 minutes. from middle age in a gym or music room or in a group room, in a well-ventilated area Recommended for children with sluggish posture and flat feet. Be wary of disproportionate stress on the muscles Head of Physical Education

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

- Acupressure. It is held on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age. It is carried out strictly according to a special technique. It is indicated for children with frequent colds and diseases of the upper respiratory tract. visual material is used. Educators, St. nurse, head of physical education.

- arttherapy . Sessions of 10-12 lessons for 30-35 minutes. from the middle group. Classes are held in subgroups of 10-13 people, the program has diagnostic tools and includes protocols for classes. Educators, psychologist.

- Color exposure technology. As a special lesson 2-4 times a month, depending on the tasks. It is necessary to pay special attention to the color scheme of the interiors of the preschool educational institution. Properly selected colors relieve tension and increase the emotional mood of the child. Conducted by educators, psychologist.

- Phonetic rhythm. 2 times a week from a younger age not earlier than after 30 minutes. after eating. In the gym or music halls. ml. age-15 min., senior age-30 min. Classes are recommended for children with hearing problems or for preventive purposes. The purpose of the classes is phonetic literate speech without movements. Educators, head of physical education, speech therapist.

- Behavior correction technologies. Sessions of 10-12 lessons for 25-30 minutes. from older age. Conducted by special methods in small groups of 6-8 people. Groups are not made up on one basis - children with different problems are engaged in the same group. Classes are held in a playful way, they have diagnostic tools and protocols of classes. Conducted by educators, a psychologist.

What health-saving educational technologies are used in work with parents?
- consultations, recommendations and conversations with parents on disease prevention, personal hygiene, the benefits of additional walks and classes in various sports sections, to highlight these issues also at parent meetings; slide folders; personal example of a teacher, non-traditional forms of work with parents, practical demonstrations (workshops); questioning; joint actions: sports holidays, days of health; memos, booklets from the series "Finger gymnastics", "How to harden a child properly?", open days; teaching parents the techniques and methods of healing children (trainings, workshops); issue of the newspaper DOW and other forms of work.
Forcreation of pedagogical conditions for the health-saving process of upbringing and development of children in a preschool institution are: the organization of various activities for children in a playful way; construction of the educational process in the form of a model of culture; organization of cultural creativity of preschoolers; equipping children's activities with equipment, toys, games, game exercises and manuals
All this the work is carried out comprehensively, throughout the day and with the participation of medical and pedagogical workers: an educator, a speech therapist, a psychologist, a physical education instructor, and a music director.
The main educators of the child are the parents. From how the child’s day regimen is properly organized, what attention the parents pay to the child’s health, his mood, the state of physical comfort depend. A healthy lifestyle of a child, to which he is taught in an educational institution, can either find daily support at home, and then be fixed, or not found, and then the information received will be superfluous and painful for the child.
Health care is one of the most important tasks of every person. Among all earthly blessings, health is a valuable gift given to man by nature, which cannot be replaced by anything, but people do not take care of health as it is necessary.
But it is important to understand that taking care of the health of our children today is a full-fledged labor potential of our country in the near future.
All of us, parents, doctors, teachers, want our children to study well, to become stronger year by year, to grow up and enter into a great life as people who are not only knowledgeable, but also healthy. After all, health is a priceless gift.

2. Technologies of project activity

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

Classification of educational projects:

"gaming" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment);

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

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

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

Project types:

by dominant method:

research,

information,

creative,

adventure,
practice-oriented.

according to the nature of the content:

include the child and his family,

child and nature

child and man-made world,

child, society and its cultural values.

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

customer,

executor,
participant from the inception of an idea to the achievement of a result.

according to the nature of contacts:

carried out within the same age group,

in contact with another age group,

inside the dow

in contact with family

cultural institutions,

public organizations (open project).

by number of participants:

individual,

group,
frontal.

by duration:

short,

average duration,

long term.

3. Research technology

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

Methods and techniques for organizing experimental research

activities:

heuristic conversations;

Raising and solving problems of a problem nature;

observations;

Modeling (creating models about changes in inanimate nature);

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

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

Use of artistic word;

Didactic games, game educational and creatively developing

situations;

Job assignments, actions.

Experiments (experimentation)

State and transformation of matter.

The movement of air, water.

Soil and mineral properties.

plant life conditions.

Collecting (classification work)

Types of plants.

Types of animals.

Types of building structures.

Types of transport.

Types of professions.

Map travel

Sides of the world.

Terrain reliefs.

Natural landscapes and their inhabitants.

Parts of the world, their natural and cultural "marks" - symbols.

Journey along the "river of time"

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

History of housing and improvement.

4. Information and Communication Technologies

Informatization of society puts before preschool teachers tasks:

to keep up with the times,

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

a mentor in the selection of computer programs,

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

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

The solution of these problems is not possible without updating and revising all areas of the kindergarten in the context of informatization.

Requirements for computer programs DOE:

Exploratory nature

Ease for self-study of children

Developing a Wide Range of Skills and Perceptions

Age Compliance

Amusement.

Program classification:

Development of imagination, thinking, memory

Speaking dictionaries of foreign languages

The simplest graphic editors

Travel Games

Learning to read, math

Using multimedia presentations

Computer advantages:

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

carries a figurative type of information understandable to preschoolers;

movements, sound, animation attracts the attention of the child for a long time;

has a stimulus for the cognitive activity of children;

provides an opportunity for individualization of training;

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

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

Errors when using information and communication technologies:

Insufficient methodological preparedness of the teacher

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

Unscheduled, accidental use of ICT

Demonstration overload.

ICT in the work of a modern teacher:

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

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

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

5. Person - oriented technology

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

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

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

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

It is good to implement this technology in new preschool institutions (for example: kindergarten No. 2), where there are rooms for psychological unloading - this is upholstered furniture, a lot of plants that decorate the room, toys that promote individual games, equipment for individual lessons. Music and sports halls, aftercare rooms (after illness), a room for the ecological development of a preschooler and productive activities, where children can choose an activity of interest. All this contributes to comprehensive respect and love for the child, faith in creative forces, there is no coercion. As a rule, in such preschool institutions, children are calm, compliant, not in conflict.

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

Identification of the pace of development allows the educator to support each child at his level of development.

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

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

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

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

6.Technology portfolio of a preschooler

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

There are a number of portfolio features:

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

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

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

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

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

Section 5 "Here's what I can do." The section contains samples of the child's creativity (drawings, stories, homemade books).

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

Section 7 "Advise me ...". The section provides recommendations to parents by the educator and all specialists working with the child.

Section 8 "Ask, parents!". In the section, parents formulate their questions to the specialists of the preschool educational institution.

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

Section 4 "I will help in any way I can" contains photographs of the child, in which he is shown doing homework.

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

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

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

L. I. Adamenko offers the following portfolio structure:

7. Technology "Portfolio of the teacher"

Modern education needs a new type of teacher:

creative thinking,

owning modern technologies of education,

methods of psychological and pedagogical diagnostics,

ways of independent construction of the pedagogical process in the conditions of specific practical activities,

the ability to predict your end result.

Every teacher should have a record of success, which reflects all the joyful, interesting and worthy things that happen in the life of a teacher. A teacher's portfolio can become such a dossier.

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

Section 1 "General information about the teacher"

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

education (what and when he graduated, the specialty received and diploma qualification);

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

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

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

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

diplomas of various competitions;

other documents at the discretion of the teacher.

Section 2 "Results of pedagogical activity" .

materials with the results of mastering the program being implemented by children;

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

a comparative analysis of the teacher's activities for three years based on the results of pedagogical diagnostics, the results of the participation of pupils in various competitions and olympiads;

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

Section 3 "Scientific and methodological activities"

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

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

materials confirming participation in professional and creative pedagogical competitions;

in weeks of teaching;

in holding seminars, round tables, master classes;

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

Section 4 "Subject-developing environment"

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

plans for organizing a subject-developing environment;

sketches, photographs, etc.

Section 5 "Working with parents"

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

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

8. Gaming technology

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

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

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

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

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

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

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

9. Technology "TRIZ"

Technology for solving inventive problems

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

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

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

Only TRIZ elements (tools) can be used in the work if the teacher has not mastered the TRIZ technology sufficiently.

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

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

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

Only after the child understands what adults want from him, one should proceed to the consideration of objects and phenomena that cause persistent associations.

10. Integrated learning technology

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

The most effective methods and techniques in an integrated lesson:

Comparative analysis, comparison, search, heuristic activity.

Problem questions, stimulation, manifestation of discoveries, tasks like "prove", "explain".

Sample structure:

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

- main part : new tasks based on the content of various areas based on visibility; enrichment and activation of the dictionary;

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

Each lesson is led by 2 or more teachers.

Method of preparation and conduct:

Area selection

Accounting for software requirements;

Basic direction;

To identify the basic principle of building a lesson system;

Consider developing tasks;

Use a variety of activities;

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

The use of more attributes and visual material;

Use methods and techniques of a productive nature;

Take into account a person-centered approach;

More appropriate integration of areas "Cognition and physical culture"; "Cognition: mathematics and artistic creativity"; "Music and knowledge", "Artistic creativity and music"; "Communication and Art. creation"

11. Technologies for creating a subject-developing environment

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

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

All creative success!!!

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