Innovative technologies in dow examples. New educational technologies in preschool educational institutions and schools, their use

Pedagogical technologies often appear in the main state documents that relate to educational institutions. Classification, table, 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 very word "technology" 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 about building the teacher's activity in such a way that it includes actions performed in a 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:

1. differentiated learning. What are such pedagogical technologies? The classification, the table in the preschool educational institution is compiled taking into account the psychological characteristics of 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. Experienced teacher includes in his professional activities elements of the differential approach proposed by N. P. Guzik.
2. 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.
3. 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 junior 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 technology. 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 everyone educational areas. For example, a variety of ICT technologies are electronic educational resources(EOR). 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, modern schools create all the conditions for the children to consciously choose 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 be proactive, independent and creative study 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 of presenting new knowledge, the visualization 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 curriculum, the child learns information, receives an assessment for the answer. The teacher comes to the class with a ready task, his task is to subordinate the class to a certain regime, to involve the 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 demands that modern society 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 the main character in 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.

MBDOU "Kindergarten" Ryabinushka "p. Korobitsyno"

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

2014

Modern educational technology 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 (explanatory dictionary).

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

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Modern educational technologies include:

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

1. 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
• 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, Rachmaninov), 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 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, physical education minutes.
- 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.
- 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 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. 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. Pay special attention to colors DOW interiors. Properly selected colors relieve stress and increase emotional mood child. Conducted by educators, psychologist.

phonetic rhythm.2 times a week from a younger age not earlier than after 30 minutes. after eating. In the gym or music halls. ml. age-15 min., older age-30 min. Classes are recommended for children with hearing problems or for preventive purposes. The purpose of the classes is phonetic 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; teacher's personal example non-traditional forms work with parents, practical demonstrations (workshops); questioning; joint promotions: sports holidays, health days; 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.
To create pedagogical conditions for the health-saving process of upbringing and development of childrenin a preschool institution are: organization different types activities of children in a playful way; construction of the educational process in the form of a model of culture; organization of cultural creativity of preschool children; 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, grow up and enter into great life people 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 environment 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:

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

1. 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.

1. 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.

1. 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).

1. by number of participants:

• individual,
• double,
• group,
• frontal.

1. 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.

1. Experiments (experimentation)

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

1. Collecting (classification work)

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

1. 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
• 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 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 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 contribute to 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 process orientation, priority of personal relations, individual approach, democratic management and bright humanistic orientation content. This approach has new educational programs"Rainbow", "From Childhood to Adolescence", "Childhood", "From Birth to School".

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

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

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 experience the pleasant moments of your life, this is a kind of route for the development of the child.

There are a number of portfolio features:

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

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

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

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

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

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

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

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

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

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

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

Section 1 "Get to know me"contains inserts “Admire me”, where portraits of a child 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 last 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 activity, independent use of various sources of information and activity as such.

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

L. I. Adamenko offers the following portfolio structure:

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

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

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

Thus, the portfolio (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 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 the methodical association, creative team;
• materials confirming participation in professional and creative pedagogical competitions;
• in weeks of teaching;
• in 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 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 to reveal the creative potential of each child.

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

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

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

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

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

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

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

10. Integrated learning technology

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

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

The most effective methods and techniques in an integrated lesson:

Comparative analysis, comparison, search, heuristic activity.

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

Sample structure:

Introductory part: 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

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!!!

At the moment, in preschool educational institutions, which include kindergartens of a compensating type, a combined type, a general developing type, or care and rehabilitation, there is a gradual renewal of established pedagogical approaches. Children are beginning to be brought up and trained in accordance with the new federal state standards (FSES), using both the transformed methodological tools and practical innovative technologies. So what developments qualitatively distinguish modern methods, methods and techniques from what the pedagogical and educational school knew earlier?

Priorities

Deputies of the State Duma of the Russian Federation and officials from the Ministry of Education and Science, directly or indirectly involved in the development of federal standards, assign to the educator the role of a person who is able to reveal a multifaceted individuality in a child. This is possible only with a complex thematic approach to the construction of activities.

Forms of education should replace each other at regular intervals, and education should not stop even for a minute, even when it comes to routine moments (for example, getting ready for bed, eating, performing hygiene procedures, etc.). It is this concept that helps to achieve the development of the following skills, which the Ministry of Education considers necessary for the further socialization of a preschooler in society and the formation of prerequisites for successful study:

• social and communicative;
• cognitive;
• speech;
• artistic and aesthetic;
• physical.

That is why one of the most important concepts is the term "amplification" - in the context of the preschool educational institution, it means the most complete enrichment of the child by living the childhood period as an independent, and not a preparatory stage.

A visit to the kindergarten should result in the discovery of the reserves hidden in each preschooler, and giving them a rational focus on the principle: "Learn yourself, and not learn from the explanations of others." This is where new educational technologies help the teacher.

Developmental learning

In accordance with this method, the activities of almost all preschool institutions. It is a whole pedagogical system, opposed to the traditional complex of education and upbringing. If in the latter, children usually lose their craving for acquiring new knowledge and exploring the world around them, then in this case all the techniques are aimed specifically at keeping this fuse in them.

The creators of the concept were theorists of Soviet psychology, who worked in tandem - Daniil Borisovich Elkonin and Vasily Vasilyevich Davydov. In the 1960s and 70s, they developed a new educational technology based on instilling in children's heads the ability not only to reason in the context of existing facts, but also to build more generalized and abstract causal relationships.

Developing education in preschool educational institutions, although continuing to resort to comparison, analysis and drawing conclusions based on empirical knowledge (visual observations and external images), also sets the task of forming fundamental meaningful theoretical conclusions, which can then be recalled and applied independently.

If we talk about the forms of using this new educational technology in preschool educational institutions more specifically, then it manifests itself through:

1. Positioning the child as a full-fledged subject of activity at all its stages. He himself mainly carries out goal-setting, planning, organization, implementation of goals and analysis of results, or reflection. The educator is assigned the role of a mentor who ensures that the cognitive tasks set correspond to the age and abilities of the preschooler, and their formation as a result has been achieved.
2. The method of problematization, in which children become accomplices of a full-fledged scientific search, putting forward their own assumptions and hypotheses.
3. Collective-distributive mental activity. Kids at the initial stage learn to conduct a dialogue with opponents, effectively interact with comrades to achieve a common goal, express opinions, culturally defend the right solutions based on still elementary arguments and evidence. This technique allows the employees of the preschool educational institution to produce children who are able to conduct interpersonal communication and subject information to a critical assessment.

The next new pedagogical technology appeared in preschool educational institutions thanks to Boris Pavlovich Nikitin, a Soviet and Russian teacher of the 20th century and one of the founders of the early development methodology.

The essence of this method lies in the development of children's potential through a variety of games, because it is this form of activity that attracts kids more than others due to the presence of an atmosphere of free and joyful creativity and, on the contrary, the absence of coercion. Nikitin's gaming technologies are fully consistent with the new Federal State Educational Standards introduced in the preschool educational institution, because here all the necessary educational and educational competencies are formed, and experimentation is carried out with various materials and resources. It can be a constructor, cubes, cards, plans, Montessori inserts, coloring books, cars, etc.

Within the framework of the Federal State Educational Standard, the following new educational gaming technologies are used in preschool educational institutions (according to the classification of S. L. Novoselova):

• spontaneous, requiring support from the educator, encouraging initiative and providing the necessary time and space for preschoolers;
• experimental (with natural objects, people, toys and even computer tools);
• plot amateur (role-playing, directing, theatrical, etc.);
• educational (didactic, mobile, musical, educational and subject);
• leisure (fun, entertainment, festive carnival);
• ritual (family, religious, seasonal);
• training (sensory-motor, adaptive).

It is important that at the end of the game, the group led by the teacher analyze the actions performed and the results achieved.

It is enough to recall the course of educational-game interaction, discuss the simulated situation and correlate it with real life. If all this is done correctly, systematically and coupled with didactic exercises, this new technology will make the educational process in the preschool educational institution much more meaningful.

ICT

How can educators make mathematics lessons bright and emotional, making them interesting for every child?

How to attract the attention of modern preschool children, whose lives have already firmly entered television and even the Internet?

The federal state standard took into account these issues, and therefore obliged the preschool educational institution to equip the premises necessary means for training and education, as mentioned in chapter III, paragraph 3.3.4 of the official document. It is also said here that the object-spatial environment must necessarily include technical equipment, which also includes new information and communication technologies.

Thanks to modern computer technology and multimedia devices, which make it possible to accompany the material with rich illustrations, fascinating video recordings and unique sound files, cognitive activity begins to play with new colors for children. With the help of educators, who should not only be able to handle new information technologies, but also know the sanitary and user standards that apply to them, preschoolers in the preschool educational institution:

• Perform interactive tasks on the "electronic boards".
• They create collective presentations in Power Point and other specialized programs.
• Develop channels of perception (visual, auditory, logical, etc.).
• They get the opportunity to find themselves in various electronically simulated situations and environments (technology virtual travel, integrated classes, etc.).
• They are taught to read and write on the basis of new software systems for the development of coherent speech. Typically, such methodological products consist of a disk on which phonetic material is recorded (for example, non-speech, onomatopoeic and speech sounds, a section with learning to build sentences, etc.), and manuals for educational institution. It may also include resources for speech therapy and remedial classes.

Preservation and promotion of health

However, where there is a computer, an adult cannot forget about the importance of forming the principles of a healthy lifestyle. Such new technologies, covering a complex of physical culture activities, compliance with sanitary and epidemiological standards and laying the foundations of a valeological culture (one that implies independent care of one's own body), are called "the health of those who save."

Today, a large number of traditional techniques and methods continue to be used in preschool educational institutions. The achievements of the Soviet pedagogical school were really effective - most of the children left the kindergartens strong, active and physically hardy. However, later some provisions were nevertheless revised, as a result of which educators now carry out the following activities:

• medical and prophylactic (organization of medical examinations, monitoring the condition of children, monitoring the quality of catering, prevention and prevention of diseases, compliance with sanitary and hygienic standards, etc.);
• outdoor games and sports activities, hardening procedures, walks;
• education of parents and children (encouraging them to lead a healthy lifestyle, familiarization with the basic principles of valeology, expanding knowledge about the age-related characteristics of the development of preschool children).

Usually, educators resort to such specific health-saving practices as:

• physical education minutes;
• breathing exercises;
• finger gymnastics;
• gymnastics for the eyes;
• psycho-gymnastics;
• rhythmoplasty;
• game therapy;
• aromatherapy;
• sand therapy, etc.

V. F. Odoevsky

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Relevance

Updating the content of education requires teachers to develop such competencies that would help them build the entire educational process in accordance with the requirements. This means using modern methods, forms of education and upbringing, modern pedagogical teaching technologies in their work.

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

(Dictionary).

Basic requirements of pedagogical technology:

• Conceptuality
• Consistency
• Controllability
• Efficiency
• Reproducibility