Modern methods and technologies of teaching in dow. The use of innovative technologies in kindergarten

Educational technologies and

pedagogical technologies

WHAT IS THE DIFFERENCE?

Educational technology (technology in the field of education) is a set of scientifically and practically substantiated methods and tools to achieve the desired result in any field of education.

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

The concept of "pedagogical technology" refers (which is obvious) to all sections of pedagogy.

Technology and methodology

WHAT IS THE DIFFERENCE?

Main significant differences

learning technologies from teaching methods:

Technologies are often non-subjective in nature, they can be implemented in any academic subject, regardless of its content;

The methodology does not promise the teacher guaranteed results,

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

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

methodology - to the questions: “What to teach? "," Why teach? ' and 'How to teach? » within the framework of a specific academic discipline; - technologies, in contrast to methodology, involve the development of the content and methods of organizing the activities of the pupils themselves.

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

The purpose of the activities of adults in a preschool educational institution is to build such interaction with the child that will contribute to

the formation of his activity in the cognition of the surrounding reality,

revealing his unique personality.

Partnership interaction.

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

Component of the pedagogical system,

a method of constructing the pedagogical process by the educator with the help of a system of means and methods of educating and teaching preschoolers in the didactic conditions of the kindergarten specially created for this in order to solve the problems of preschool education.

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

A tool for the professional activity of a teacher, which has a pronounced phasing (step-by-step).

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

Pedagogical technologies, in addition to phasing, are also distinguished by the specificity and clarity of the goals and objectives of the teacher's activity.

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

the term "pedagogical technologies" ...

The system of methods, techniques, steps,

the sequence of implementation 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 as a certain system of actions,

providing guaranteed results.

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

What is meant by the result of the activities of the DOE?

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

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

An educational institution should form a person's main need -

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

Classification of pedagogical technologies in relation to preschool education.

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

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

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

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

Classification of pedagogical technologies in relation to preschool education.

health-saving pedagogical technologies,

Technology of personality-oriented interaction of a teacher with children,

Research technology,

Technology of project activity,

Technologies "Portfolio of a preschooler" and

"Teacher's Portfolio"

Information and communication technologies.

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

Based on the data of pedagogical monitoring of the children of the group, taking into account the order of parents for educational service, I consider it expedient when building an educational process to include modern educational technologies in it: personality-oriented, technology of level differentiation, game and non-traditional drawing techniques with children. They make it possible to realize the set educational goals with the help of a set of means and methods for reproducing theoretically substantiated processes of upbringing and education. I pay special attention to a personality-oriented approach in education, to the development of creative initiative, individual qualities and abilities of children. My professional skills are aimed at the diversified development and preservation of the mental health of children.

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

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

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

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

Game technologies are of great help to me in organizing educational activities. In my practice, I use the following gaming technologies:

game situations. During educational activities and during regime moments, I use toys, characters of the finger and puppet theater, which help to solve the tasks: teach the bunny to wash, help the doll find a friend, build a house for piglets, etc.

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

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

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

With long-term drawing, modeling, I spend with children exercises for the muscles of the hands, finger gymnastics. My pupils are happy to accept music therapy, so I use classical and modern melodic calm music in my drawing and modeling classes. The use of musical accompaniment raises the mood of children, they become calmer, passionate about the creative process. An important feature in conducting classes on artistic and aesthetic activities of preschoolers is my use of elements of color therapy: a green board, making sketches with yellow chalk, etc., all this contributes to better assimilation and memorization of the material, reducing fatigue, concentration.

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

The use of modern educational technologies has given a positive growth trend in the development of pupils, which I track during systematic monitoring.

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The project "The use of pedagogical technologies in preschool educational institutions within the framework of the Federal State Educational Standard"

“The use of pedagogical technologies that ensure the development of the creative activity of children

in the process of educational

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

Vatutina N. B., senior teacher of the MDAOU kindergarten of a general developmental type No. 11 of the Korenovsky district of the Moscow Region.

Relevance

In the course of modernizing the system of preschool education, it became necessary to determine the readiness of teachers for the transition to new educational standards.

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

Problem

The discrepancy between the FGT and the Federal State Educational Standard to the portrait of a graduate of a preschool educational institution:

FGT: the results of children's knowledge in educational areas and integrative qualities are evaluated

GEF: evaluation of targets at the stage of completion of preschool education

Hypothesis

The use of modern technologies will significantly improve the quality

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

To systematize the knowledge of teachers about pedagogical technologies, their varieties and features, to acquaint them with advanced pedagogical technologies in the field of preschool education, to improve the professional level of teachers.

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

2. To develop a cycle of pedagogical events aimed at systematizing knowledge about pedagogical technologies.

3. Implement in the educational process Preschool educational institutions modern pedagogical technologies.

4. Evaluate the effectiveness of the project and determine the prospects for the activities of educators in the use of pedagogical technologies.

Stages of project implementation

Stage 1. Organizational and preparatory.

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

Questioning of teachers;

Analysis and selection of methodological literature;

Studying work experience;

Determination of ways to improve methodological work with teachers.

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

Stage 2 implementation

2. Implementation of the program for the introduction of pedagogical technologies.

2.2. Monitoring compliance with the schedule of program activities.

Stage 3. Generalizing.

3.1. Evaluation of the effectiveness of the project implementation.

3.2. Identification, generalization of pedagogical experience in practice

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

Implementation of the plan:

"Pedagogical monitoring"

Questionnaire of the teacher

Test "Evaluation of the implementation of the needs of the teacher in development"

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

"Methodological culture of the teacher"

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

Exchange of experience "Project activity", "Game technologies"

- "TRIZ-technology" "Technology of research activities"

- "Technology of Personally-Oriented Interaction of a Teacher with Children"

«Information and computer technologies».

Improving the professionalism of teachers, improving their skills, developing an innovative style of thinking.

"Creative self-development"

Creating a need for constant growth, the desire to implement best practices in practice.

Criteria for evaluating the result

Criteria Indicators

1. Knowledge of the program and technologies

1) the creation by the teacher of pedagogical technologies

2) creation by the administration educational institution educational program

2. The readiness of teachers to use technologies that meet the requirements of the Federal State Educational Standard

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

4. The level of professional competence of teachers

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

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

Expected results of the project implementation:

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

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All forms of organization of the learning process are divided into:

*are common

*concrete.

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

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

Education - it is communication between learners and learners, i.e. communication between those who have knowledge and experience and those who acquire them. Communication, in the course of which and through which the reproduction and assimilation of all types of human activity takes place.

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

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

Immediate communication between people has a different structure: it can occur in pairs (a paired form of organization of learning, for example, a child, together with a teacher, work through an article, solve problems, learn poems), with many people (a group form of organization of the educational process, if one teaches several people) .

Individual, pair, group forms of organization of training sessions are traditional. None of these forms is collective.

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

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

Orientation to the individual abilities of children, learning takes place in accordance with the abilities of children (individual learning pace);

The meaningfulness of the process of cognition;

Everyone educates each and every one of all;

In collective training sessions (KUZ), where knowledge is good, skills are confident, skills are reliable;

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

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

The leading organizational form of education is collective, those. work of children in pairs of shifts.

A collective form of learning means such an organization of learning in which all participants work with each other in pairs and the composition of the pairs changes periodically. As a result, it turns out that each member of the team works in turn with each, while some of them can work individually. The technology of collective mutual learning makes it possible to fruitfully develop students' independence and communication skills .

The collective method of learning is considered to be launched only when each task is completed by at least one child, i.e. when each child has completed his task and is ready to teach all other participants this work, having received training on the rest of the tasks in shift pairs. If for some task no one coped with the solution, the teacher should give advice.

The development of practical skills and abilities on a series of similar tasks is visible from the next card. A dot is placed next to each surname in the corresponding column, which means that the child can advise on a particular task.

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

Through a combination of various organizational forms, collective learning methods ensure the success of learning for each child.

We can distinguish the following types of work in a single pair: discussing something, joint study of new material, teaching each other, training, testing.

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

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

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

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

Availability of shift pairs of students;

mutual control;

Mutual management

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

There are three successive stages in the organization of the collective labor of children:

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

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

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

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

Learning for children becomes more attractive and exciting. In working with an interactive whiteboard, children develop all mental processes: attention, thinking, memory; speech and fine motor skills. The older preschooler has a better developed involuntary attention, which becomes more concentrated when he is interested, the studying material is clear, bright, and causes positive emotions in the child.

9.Game technology.

This is a simulation technology.

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

Pedagogical technology for organizing directorial games for children:

To develop game skills, multifunctional game material is created, it is advisable to use fairy tales, the duration of the organization of the game can last 2-3 months.

Stages of ped. technologies:

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

Stage 2: development of plot formation based on the use of multifunctional game material based on the plots of new or familiar fairy tales. Polyfunctional material is a "semantic field" on which game events unfold.

Stage 3: development of plot construction based on the independent creation of multifunctional game material and inventing new adventures of the heroes of the fairy tale.

Pedagogical technology for organizing role-playing games:

The theme of role-playing games is connected with social reality.

Technology stages:

Stage 1:

Enrichment of ideas about the sphere of reality that the child will reflect in the game (observations, stories, conversations about impressions). It is important to introduce the child to people, their activities, relationships.

Stage 2:

Organization of a role-playing game ("game in preparation for the game").

Determination of the situation of interaction between people, inventing and composing events, the course of their development in accordance with the theme of the game;

Creation of a subject-play environment based on the organization of productive and artistic activities of children, co-creation with educators, children's collecting, joint play activities of the educator with children;

Stage 3:

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

10. Integrated lesson technology

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

Integration combines knowledge from different educational fields on an equal basis, complementing each other. At the same time, several development problems are solved. In the form of integrated lessons, it is better to conduct general lessons, 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 problematic 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.

Each lesson is led by 2 or more teachers.

Method of preparation and conduct:

More details detsadd.narod.ru

Information and Communication Technologies

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

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

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

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

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

Person-Centered Technologies

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

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

Gaming technologies

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

At the same time, games have many cognitive, educational functions. Among the game exercises, one can distinguish those

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

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

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

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

process logic,

The interconnection of its parts

Integrity.

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

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

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

Structure of educational technology

The structure of educational technology consists of three parts:

• The conceptual part is the scientific basis of the technology, i.e. psychological and pedagogical ideas that are laid in its foundation.
• The content part is the general, specific goals and content of the educational material.
• The procedural part is a set of forms and methods of educational activity of children, methods and forms of work of the teacher, the activity of the teacher in managing the process of assimilation of the material, diagnostics of the learning process.

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

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

Modern educational technologies include:

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

Informatization of society sets the tasks for preschool teachers:

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

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

Requirements for computer programs DOE:

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

More details on the site nsportal.ru

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.

1. 5. Person-centered technology

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

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

There are attempts to create conditions for personality-oriented interactions with children in 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 promote individual games, equipment for individual lessons. Musical and sports halls, aftercare rooms (after an 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 define a variety of creative activity(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. Preschool Portfolio Technology

Modern technologies in preschool educational institutions

There are a number of portfolio features:

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

u meaningful (discloses the whole range of work performed),

u 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 diplomas, diplomas (from various organizations: kindergarten, media holding competitions).

Section 7 "Advise me ...". In the section, recommendations are given 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, 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), fixes 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 short stories about family members (in addition to personal data, you can mention the profession, character traits, favorite activities, especially 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, on educational walks.

Section 6 "Inspiration for 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 invented, 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; child's answers to questions in the process of non-formal 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 test "Ladder"); psychological and pedagogical characteristics of the child; “basket of wishes”, the content of which includes gratitude to the child - for kindness, generosity, a good deed; letters of thanks to parents - for raising a child;

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

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

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

7. Technology "Portfolio of the teacher"

Modern education needs a new type of teacher:

• creative thinking,

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 previously?

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 are being built today. 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 techniques are aimed precisely at preserving 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 of 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 training in sentence construction, etc.), and a manual for an 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.);
• carrying out 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 preschoolers).

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.

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

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

Characteristics innovation activities preschool institution:

The teaching staff of innovative kindergartens develops and applies a model in the upbringing of children and in the organization of the educational environment that differs from the generally accepted model in other preschool institutions.

The team develops and applies new methods of activity of teachers.

The main types of innovative technologies used in preschool institutions:

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

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

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

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

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

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

Personally-oriented technologies: the purpose of this technology is the creation of democratic partnership humanistic relations between the child and the educator, as well as providing conditions for the development of the personality of pupils. With a student-centered approach, the personality of the child is placed at the head of learning.

Parents need to be very careful when choosing a kindergarten for their child, of course, if there is such a choice.

It also happens that behind the sign “innovative preschool” there is nothing but words.

This refers to the phenomenon of “pseudo-novelty”: the desire to do not so much better, but simply differently.

And here you can play a cool flash game "Snail Bob 2" which trains your wit.

Progress does not stand still, and it can and should be introduced into the educational environment of kindergartens, but only if the scientific potential of the teaching staff allows it to be sensitive to such changes. The introduction of innovative technologies into the education environment is currently difficult for many reasons. Often the good old is the best.

Types of technologies Person-oriented technology includes: 1. Research (problem-search - learning through discovery) 2. Communicative (debating - searching for truth through discussion) 3. Imitation modeling (game) 4. Psychological (self-determination) - self-determination of the student by performing any educational activity. 5. Activity - the ability of the child to design the upcoming activity and be its subject. 6. Reflexive - the child's awareness of the stages of activity, in what ways the result was achieved, what he felt at the same time. If you combine everything, you get an integrated technology - project activity. There are also information and communication technologies.

The following technologies are used in the educational process of preschool educational institutions:

• 1. Health-saving technologies
• 2. Technologies of project activity
• 3. Technologies of research activity
• 4. Information and communication technologies
• 5. Person-centered technologies
• 6. Technology Portfolio
• 7. Social gaming technologies

HEALTH-SAVING TECHNOLOGIES

• 1. Mastering a set of the simplest forms and ways of behavior that contribute to the preservation and promotion of health
• 2. Increase health reserves

FORMS OF ORGANIZATION

• 1. Finger gymnastics
• 2. Gymnastics for the eyes
• 3. Respiratory
• 4. Articulation
• 5. Musical-breathing trainings
• 6. Dynamic pauses
• 7. Relaxation
• 8. Art therapy, fairy tale therapy
• 9. Movement therapy, music therapy
• 10. Color and sound therapy, sand therapy.

DESIGN TECHNOLOGIES

Development and enrichment of social and personal experience through the involvement of children in the sphere of interpersonal interaction

FORMS OF ORGANIZATION

• 1. Work in groups, pairs
• 2. Conversations, discussions
• 3. Socially active methods: the method of interaction, the method of experimentation, the method of comparison, observation.

RESEARCH TECHNOLOGY

To form in preschoolers the main key competencies, the ability for an exploratory type of thinking.

FORMS OF WORK

• - heuristic conversations;
• - posing and solving problems of a problem nature;
• - observations;
• - modeling (creation of 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;
• - imitation of the voices and sounds of nature;
• - use of the artistic word;
• - didactic games, game training and creatively developing situations;
• - labor assignments, actions.

INFORMATION AND COMMUNICATION TECHNOLOGIES

• 1. Become a guide to the world of new technologies for the child, a mentor in choosing computer programs;
• 2. Form the foundations of the information culture of his personality, improve the professional level of teachers and the competence of parents.

Features of using ICT

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;

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
• - Overloading the demonstration session.

ICT in the work of a modern teacher:

• - Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentation).
• - Selection of additional educational material for classes, acquaintance with the scenarios of holidays and other events.
• - Exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad.
• - Preparation of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.
• - Creation of presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent meetings.

PERSON-ORIENTED TECHNOLOGIES

• 1. The humanistic orientation of the content of the activities of the preschool educational institution
• 2. Providing comfortable, conflict-free and safe conditions for the development of the child's personality, the realization of its natural potentials, an individual approach to pupils.

FORMS OF ORGANIZATION

• 1. Games, sports activities, GCD
• 2. Exercises, observations, experimental activities
• 3. Gymnastics, massage, training, role-playing games, sketches.

TECHNOLOGY PORTFOLIO

• 1. Take into account the results achieved by the teacher in a variety of activities
• 2. It 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:

I. GENERAL INFORMATION ABOUT THE TEACHER

II. RESULTS OF PEDAGOGICAL ACTIVITY

III. SCIENTIFIC AND METHODOLOGICAL ACTIVITY

IV. SUBJECT DEVELOPMENT ENVIRONMENT

V. WORKING WITH PARENTS.

SOCIO GAMING TECHNOLOGIES

• 1. Development of interaction "child-child", "child-parent", "child-adult" to ensure mental well-being.
• 2. Correction of impulsive, aggressive, demonstrative, protest behavior
• 3. Formation of skills and abilities of friendly communicative interaction
• 4. Solving the problems of "social" hardening
• 5. Development of full-fledged interpersonal communication skills that allow the child to understand himself.

FORMS OF ORGANIZATION

• 1. Collective affairs, work in small groups at GCD, trainings on the ability to negotiate
• 2. Games with rules, competition games, dramatization games, role-playing games
• 3. Fairy tale therapy
• 4. Method of creating problem situations with elements of self-assessment
• 5. Trainings, self-presentations.

The technological approach, i.e., new pedagogical technologies, guarantees the achievements of preschoolers during preschool childhood, as well as during further education at school. Every teacher is a creator of technology, even if he deals with borrowing. The creation of technology is impossible without creativity. For a teacher who has learned to work at a technological level, the main guideline will always be the cognitive process in its developing state.

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

Introduction

The relevance of research. Modern pedagogical research shows that the main problem of preschool education is the loss of vivacity, the attractiveness of the process of cognition. The number of preschool children who do not want to go to school is increasing; the positive motivation for classes has decreased, the performance of children is falling.

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

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

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

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.

Thus, using modern educational technologies, it is possible to solve the following interdependent problems:

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

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

3. Increase the motivation of children for learning activities.

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

1. I'm interested in what I'm being taught;
2. I am interested in the one who teaches me;
3. I'm interested in how they teach me.

High motivation for learning activities is also due to the versatility of the educational process. There is a development of different aspects of the personality, by introducing into the educational process various kinds students' activities.

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

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

It is very difficult for a teacher to overcome the stereotypes of conducting classes that have developed over the years. The modern system of education in the preschool educational institution provides the educator with the opportunity to choose among the many innovative methods “his own”, to take a fresh look at his own work experience.

The object of the research is modern pedagogical technologies.

The subject of the research is the process of applying modern educational technologies in the learning process.

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

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

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

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

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

3) consider modern technologies for organizing the educational process;

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

Research methods:

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

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

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

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

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

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

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

– social order (parents, regional component, GEF requirements);

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

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

1) ensuring emotional well-being through:

- direct communication with each child;

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

2) support for the individuality and initiative of children through:

- creation of conditions for the free choice of activities by children, participants in joint activities;

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

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

3) establishing the rules of interaction in different situations:

- creation of conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;

- development of children's communication skills, allowing them to resolve conflict situations with peers;

- development of children's ability to work in a group of peers;

4) the construction of a variable developmental education focused on the level of development, which manifests itself in a child in joint activities with an adult and more experienced peers, but is not actualized in his individual activity (hereinafter referred to as the zone of proximal development of each child), through:

– creation of conditions for mastering cultural means of activity;

- organization of activities that contribute to the development of thinking, speech, communication,

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

- support for the spontaneous play of children, its enrichment, providing play time and space;

- assessment of the individual development of children;

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

All this obliges us to radically reconsider our attitude to pedagogical technologies as a toolkit for the educational process.

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

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

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

The essence of the technologization of the educational process of preschoolers: the realization of the objective need to translate the educational process with preschoolers from the paradigm of learning to the paradigm of learning. In fact, the role of preschool education should be not so much to teach children, but to produce the learning of each child through his independent activity, using any means most suitable for this.

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

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

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

1.2 General characteristics of 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 is to choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the goal of personality development.

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

A fundamentally important aspect in pedagogical technology is the position of the child in the upbringing and educational process, the attitude of adults towards the child. An adult, in 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 is a set of techniques used in any business, skill, art (explanatory dictionary).

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

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

1. Health saving technologies

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

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:

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, 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.
"Dry aquarium", which helps to relieve tension, fatigue, relax the muscles of the shoulder girdle. Walking on a cork rug where foot massage takes place. For the development of speech breathing and increase in lung capacity, we use traditional and non-traditional equipment (sultans, turntables). 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. Rope mats with knots are used to massage the feet and develop coordination of movements. Walking along paths made of metal corks barefoot. Daily after sleep recreational 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 warm-ups

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.

Dynamic pauses, which are held 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.

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, the head of physical education, a 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.

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

Gymnastics is 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.

Self-massage. In various forms of physical culture and health work or during physical minutes, in order to prevent colds. Conducted by educators.

Psychogymnastics. 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 activities is to transform negative images into positive ones so that the world of the child is beautiful and joyful.
calm state nervous system restores health to the child.
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 influence. 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.

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.

Art therapy. 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. 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., older 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.

Technologies of project activity

Purpose: 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:

• "game" - 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 (piano playing) 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 its cultural values.

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

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

Research Technology

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

It should be noted that the use of design 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);

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.

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 whiteboard, tablet, etc.).

Informatization of society poses the following tasks for preschool teachers:

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

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

Requirements for computer programs DOE:

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

Program classification:

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

Person-Centered Technology

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

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

There are attempts to create conditions for personality-oriented interactions with children in 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 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.

The technology of cooperation implements the principle of democratization of preschool education, equality in relations between the teacher and the child, partnership in the system of relationships "Adult - Child". The teacher and children create conditions for a developing environment, make manuals, toys, gifts for the holidays. 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.

Technology Portfolio 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 development route for the child.

There are a number of portfolio features:

• diagnostic (fixes changes and growth over a certain period of time),
• meaningful (discloses the 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.

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.

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.

TRIZ technology. Technology for solving inventive problems

The main goal that 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 the 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.

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

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.

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".

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.

1.3 Basic methodological requirements for modern

educational technologies

Analysis of the works of domestic and foreign authors (V. P. Bespalko, B. S. Bloom, M. V. Klarin, I. Maraev, V. V. Pikan, G. K. Selevko, etc.) on the problems of pedagogical technology made it possible to identify features inherent in pedagogical technologies - the main methodological requirements (technological criteria), which include:

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

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

• consistency - pedagogical technology should have all the features of a system: a connected system of prescriptions (stages) leading from goals to tasks and results, the logic of the process, the interconnection of all its parts, integrity. Consistency can be traced through: the predetermination of the process - the presence of algorithmization of pedagogical activity (sequence, timing, interconnection of actions) - the technological chain of pedagogical actions is built strictly in accordance with the goal and should guarantee all students the achievement and lasting assimilation of the level of the state standard of education; the phased and consistent implementation of the elements of pedagogical technology should be reproducible by any teacher, taking into account their own author's style, and on the other hand, guarantee the achievement of the planned results (state standard) by all children;
• controllability implies a given (quantitative) assessment of results, knowledge (rating), the possibility of diagnosing results, stage-by-stage diagnostics (an organic part of pedagogical technology is diagnostic procedures corresponding to a given learning strategy, containing criteria, indicators and tools for measuring performance, i.e. we are talking about the presence of a system of control tasks that are adequate to the goals, as well as the presence of a control algorithm (types, goals, frequency, methods of control) for effective planning, designing the learning process (education, development), variation by means and methods in order to correct the results;
• efficiency (effectiveness) - modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs, guarantee the achievement of a certain educational standard;
• reproducibility (algorithmicity, designability, integrity and manageability) - implies the possibility of using (repetition, reproduction) of pedagogical technology in other educational institutions of the same type, by other subjects.

- visualization (the use of various audiovisual and electronic computing equipment, as well as the design and application of various didactic materials and benefits).

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

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

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

It is essential that the combined didactic technology may have qualities that are superior to the qualities of each of its constituent technologies.

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

2.1 Ascertaining experiment

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

The purpose of the ascertaining experiment is to reveal the knowledge, ideas of children about a healthy lifestyle and the ability to use ways to protect their health at the beginning of the experimental work. In the course of the ascertaining experiment of children, the method - conversation, the method of modeling problem situations and the method - observation were used, aimed at determining the level of formation of knowledge of the basics of a healthy lifestyle in children of older preschool age.

The technique of ascertaining experiment consisted of two stages.

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

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

The children were asked the following questions.

1. What is health?
2. What should be done to avoid pain?
3. What parts of the human body do you know?
4. What is a daily routine and why follow it?
5. Why do you need to recharge?
6. Show me how to properly wash my face and hands?
7. Why do we brush our teeth and when should we do it?
8. Which foods are healthy and which are not?
9. Do you think it is safe to drink tap water and why?

10. What are vitamins and why are they needed?

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

1. If you sneeze and cough, how can you protect those around you from your illness?
2. If a stranger offers you a candy or an apple, what will you do?
3. Can you eat and play with animals at the same time? Why?
4. Why doctors are needed and when they need to be called for help

Children's responses differing in completeness and quality of content prompted the definition of criteria for three levels of knowledge formation about a healthy lifestyle in children. The following conditional levels have been developed:

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

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

3.Low level. The child finds it difficult to explain the semantic meaning of the concept of "health", the significance of familiar activities for health, has no idea about the factors of harm and benefit to health. The child does not realize the importance of lifestyle for health and cannot establish the relationship of a healthy lifestyle with the environment. The child has formed fragmentary, unsystematic ideas about a healthy lifestyle.

The answers made it possible to analyze and interpret the knowledge and ideas of children. The analysis showed that the answers of the majority of children were not complete and informative, the questions about health, daily routine and vitamins caused the greatest difficulty.

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

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

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

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

The level of cultural and hygienic skills includes:

Neat eating skills include the ability to:

• Proper use of a tablespoon and teaspoon, fork, napkin;
• Do not crumble bread;
• Chew food with your mouth closed;
• Do not talk with a full mouth;
• Quietly leave the table at the end of the meal;
• Thank;
• Use only your device.

Handwashing and personal hygiene skills include the ability to:

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

Skills for taking off and putting on clothes in a certain order include the ability to:

• Unfasten buttons;
• Take off the dress (trousers);
• Hang carefully;
• Take off your shirt and carefully hang it over your trousers;
• Take off your shoes;
• Remove tights, hang on a shirt (dress);
• Put on in reverse order.

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

Levels of formation of cultural and hygienic skills.

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

Medium level (62-40 points) - one or more skills are in the process of formation;

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

An analysis of the results showed the following (Table 2) that most of the children in the experimental group have skills in their infancy, while one child has no skills.

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

According to the results of the study, the majority of children in the control group did not develop skills. In both groups, it was observed that the children did not say thank you when leaving the table at the end of the meal. Children do not always wipe their hands with their own towels, they hang them in the wrong places. Many children in both the experimental and control groups showed a negative reaction to the teacher's suggestion to brush their hair.

2.2 Formative experiment

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

The main goal of modern educational health-saving technology is to maintain a high level of health of preschoolers, to develop high-quality knowledge and skills in building an active and healthy lifestyle. It should be noted that health-saving technologies in kindergarten according to the Federal State Educational Standard differ from other educational technologies in their comprehensive diagnostics of the state of the child's body and the ability to analyze the dynamics, thanks to which they get a complete picture of the preschooler's health assessment.

To achieve this goal, the following tasks were identified:

1. Help children to increase the level of cognitive activity.
2. To form in children an understanding of health as a state of unity of the physical, mental and social components of this phenomenon.
3. To increase the level of children's knowledge about the factors influencing human health (positively, negatively).
4. To increase the level of knowledge, skills and abilities in the field of methods and ways of maintaining and strengthening health.

Table 3. Program of the formative stage of the experiment

	Goals and objectives	Forms and methods of work.
1.Introductory lesson "What is health?"	Purpose: to achieve children's awareness of the term health as a state of complete physical and mental well-being of a person. Familiarize yourself with the work plan for the "Book of Health". 1. Help children understand the term health as a state of complete physical and mental well-being of a person. Familiarize yourself with the work plan for the "Book of Health". 2. Contribute to the development of the internal action plan of the pupils. 3. Cultivate a sense of responsibility for yourself and the people around you.	Frontal, in pairs. Story, explanation, dialogue, discussion and analysis of life situations, exercises.
2. Lesson on the topic: “Skeleton. Bones and joints.	Purpose: to promote the upbringing of children's responsibility for the preservation and strengthening of physical Health through awareness of the importance and value of the skeleton in human life. 1. Introduce the functions of bones and joints.	Frontal. Story, dialogue, construction, exercises, explanation on the poster.
3. Lesson on the topic: "Digestive organs".	Purpose: to promote the development of a culture of healthy eating by revealing the importance of the digestive organs in human life and the rules of healthy eating. 1. Introduce the work of the digestive system and the rules of a healthy diet. 2. To promote the development of cognitive interest in the topic "Health". 3. Contribute to the education of a culture of healthy nutrition in children.	Frontal, group. Story, explanation, dialogue, exercises, game, visualization.
4. Lesson on the topic: “Respiratory organs. How and why do we breathe?	Purpose: to achieve children's awareness of the value of the respiratory organs and the importance of their strengthening and development. 1. To introduce students to the respiratory organs and techniques, as well as factors affecting the respiratory organs. 2. To promote the development of the ability to keep their respiratory organs healthy. 3. To cultivate a caring attitude towards your body.	Frontal, in pairs. Story, explanation, dialogue, exercises, visualization.
5. Lesson on the topic: "Organs of vision."	Purpose: to convince pupils of the need to comply with hygiene rules aimed at preserving vision. 1. Consider the structure of the organs of vision, as well as the role of the organs of vision in human life and factors influencing it. 2. To promote the development of hygiene skills in maintaining and relieving stress from the organs of vision. 3.Promote education careful attitude to the organs of vision.	Frontal, in pairs. Story, explanation, demonstration of visual teaching aids, dialogue, exercises.
6. Lesson on the topic: "Organs of hearing."	Purpose: To reveal the essence and convince pupils of the importance of preserving hearing. 1. To introduce students to the structure, the role of the hearing organs and the factors affecting it. 2. To promote the development of skills in the field of protection and strengthening of hearing. 3. To promote the education of a thrifty attitude towards one's own hearing and others.	Frontal. Story, explanation, demonstration and story on the poster, exercises, dialogue.
7. Lesson on the topic: “Circulatory organs. Heart".	Purpose: to convince pupils of the importance active rest and physical culture in human life. 1. To reveal the essence of the work of the heart, to determine its role in human life. 2. To promote the development of elementary ideas of students about the preservation and strengthening of the activity of the heart. 3. Contribute to the formation of a positive attitude of pupils to outdoor activities.	Frontal, in pairs. Story, explanation, dialogue, demonstration and story on the poster, exercises.
8. Lesson on the topic: "Hardening of the body"	Purpose: To promote the development of a conscious interest in hardening procedures. 1. To acquaint students with the rules of hardening the body, with the importance of hardening in strengthening immunity. 2. Contribute to the formation of a positive attitude of pupils to hardening procedures. 3. Promote the education of responsibility for one's health.	Frontal. Story, explanation, dialogue, beliefs.
9. Hiking.	Purpose: To promote the formation of a positive attitude of pupils to active healthy recreation. 1. Reveal the elementary rules and methods of organizing a camp site. 2. To promote the development of the ability to work collectively in organizing a recreation area for tourists. 3. To promote the education of respect for nature.	Collective competitive. Storytelling, explanation, dialogue, demonstration of activities and natural objects, practical application of knowledge.
10. Lesson: "Smoking is harmful to health."	1. Contribute to the growth of self-awareness and self-esteem of pupils. 2. Promote the development of awareness of the consequences and making the right decisions.	Frontal. Game, conversation, demonstration of experience.
11. Lesson: "Take care of your teeth from a young age"	Purpose: to encourage pupils to consciously independently observe the rules of oral hygiene. 1. Introduce children to the structure of teeth, as well as the factors that affect them. 2. To promote the development of hygiene skills to maintain the oral cavity in a healthy state. 3. Encourage pupils to follow the rules of oral hygiene.	Frontal. Story, exercises, demonstration and explanation on posters.
12. Individual conversations about massage and self-massage	Purpose: to help increase the motivation of pupils to visit a massage therapist, as well as to develop self-massage skills. 1. To introduce children to the types of massage and its practical significance in human life. 2. To promote the development of elementary skills in self-massage. 3. Contribute to the education of the desire to improve their health.	Individual. Story, explanation, exercises.
13. Final event "Connoisseurs Tournament".	1. Help the children, in a playful way, to remember and consolidate knowledge on the topic "Health and its preservation." 2. To promote the development of the ability to take care of one's health.	Discussion, exercises.
14. Staging of the play-fairy tale "Health Secrets".	Purpose: To contribute to the education of activity in the field of healthy lifestyle promotion, by convincing of its necessity and enriching the experience of advocacy work. 1. Reveal the essence of propaganda activities. 2. Contribute to the development of the creative beginning of pupils. 3. Contribute to the education of activity in the field of promoting a healthy lifestyle.	Collective. Collective distribution of roles and responsibilities, explanation, rehearsals, persuasion.

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

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

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

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

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

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

2.3 Control experiment

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

The purpose of the first stage of the control experiment is to reveal the knowledge and ideas of children about a healthy lifestyle at the end of the study. The analysis showed that the answers of the majority of children differed in accuracy, completeness and content.

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

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

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

It should be noted that after conducting a series of classes with children aimed at developing the habit of eating, they not only increased the level of formation of the operational side of the skill, but also the level of cultural behavior at the table. For example: children began to eat more measuredly, did not make noise at the table, etc. In addition, we began to notice less negative reactions to attempts by an adult to help pupils during meals.

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

Table 5 - The results of the study of the formation of practical skills and habits of a healthy lifestyle of children in the experimental and control groups at the end of the study

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

Table 6 - The results of the achievements of the children of the experimental group at the end of the study

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

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

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

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

The primary tasks of raising a small child should include the education of cultural and hygienic skills.

First of all, it is necessary to arouse in children the desire to act in a certain way. This can be largely facilitated by the conditions of the kindergarten: a comfortable room, furniture appropriate for the age of the children. But it is not enough to arouse desire, one must teach the child to act accordingly. The activity of children is of a pronounced imitative nature, so it is necessary to pay more attention to showing how to hold a spoon, a cup, how to move your hands when washing.

A demonstration followed by an explanation allows for a quick transition to verbal directions or requirements. It should be taken into account that little child it is difficult to give up your desires, it is difficult to slow down your actions, it is much easier for him to do something, therefore, in your demands, you must try to distract the child from unnecessary actions and switch him to the right one.

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

The dynamics of changes in the level of formation of cultural and hygienic skills in the process of experimental work was traced. Other things being equal, at the initial stage of the experiment, the level of formation of children was approximately the same. Analysis of the results before and after the formative experiment indicates the effectiveness of the methodology we have developed to improve the work. The results of the children have improved. One child reached a high level, and the average level also increased.

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

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

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

Thus, the results of the control experiment allow us to conclude that the content of pedagogical activity on the formation of the habit of a healthy lifestyle in children of older preschool age was developed correctly, and the pedagogical work carried out with children was quite effective.

Conclusion

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

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

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

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

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

In preschool education, modern pedagogical technology is a set of psychological and pedagogical approaches that define a set of forms, methods, methods, teaching methods, educational tools for the implementation of the educational process both in several preschool educational institutions and in a particular kindergarten or even a group.

The essence of modern technologization of the educational process of preschoolers: the realization of the objective need to translate the educational process with preschoolers from the paradigm of learning to the paradigm of learning.

List of sources used

Annex 1

Examples of conducted classes on the topic "Health and its preservation"

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

Purpose: To bring students to the awareness of the need to take care of their skeleton through familiarity with the functions of bones and joints, as well as through teaching elementary rules for maintaining posture.

1. Learn about the functions of bones and joints.

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

3. Raise responsibility for your physical health.

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

Course progress.

1. Organizing time.

Let's remember the motto of our classes.

I can think, I can reason

What is good for health, then I will choose!

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

1. Topic conversation.

What do you think, thanks to what our body has a shape, and does not spread in the form of a shapeless mass? And why do we walk straight? (bones, spine hold, skeleton).

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

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

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

What helps a person move? (bones).

Good sit down. Let's make little people using plasticine and sticks (Children make little people, but the legs and arms are made from solid sticks).

Try to tilt the man's torso forward, backward. Now try to bend his arms and legs (children fail, sticks break). Why don't the human arms and legs bend? (Because we made them non-composite).

Z. Work with the poster "Structure of the skeleton."

Right! Human bones form a skeleton, look at the poster. The skeleton is needed in order to support our body, otherwise it would resemble a shapeless jellyfish. And the bones of the skeleton protect the brain, lungs, heart and other vital organs from damage. Where the bones connect, their ends form strong but flexible joints - joints that our little men lacked. The joints contain a special fluid that, like oil, lubricates their surface during movement and does not allow the bones to rub against each other.

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

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

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

Feel your ribs. The ribs form the chest. Place your hands on your chest and take a deep breath in and out. What is happening to her. (she rises and falls, moves)

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

Well done! Pay attention to the structure of the hand and foot of a person. Why do you think they have so many bones? (because without this we would not be able to do anything with our hands if the fingers had no joints. We would walk like robots, stepping with a solid foot)

1. Practical work on the topic.

Alyosha's mother repeats early in the morning:

“Lesha don’t hunch! Watch your posture!

He would follow her, but the trouble is -

Lyosha never met her!

Do you guys know what posture is? (This is how you sit, stand.)

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

Good girls! You are all absolutely right! And now we will do exercises that are useful for our posture and growth. 1) Sitting on a chair, raise your hands up, bend over. Take a deep breath. Lower your hands - exhale. Repeat this exercise five times. 2) Now stand with your back to the wall at a distance of half a meter from it (about half a step). Leaning back, touch the wall with your fingers. Repeat the exercise, also five times. 3) For the next exercise, stand one behind the other, about a step away from the person in front of you. Put these sandbags on your head (I give out pre-prepared pillows), and we will walk a circle around our office one after another. Keep your back and head straight so that the pad does not fall. (Children do all the exercises).

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

1. Design of the Health Book page. Summary of the lesson.

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

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

Lesson on the topic "Smoking is harmful to health!"

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

1. Contribute to the growth of self-awareness and self-esteem of pupils.
2. To promote the development of awareness of the consequences and making the right decisions.
3. Contribute to the development of a positive attitude towards healthy lifestyles.

Equipment: picture - “Lungs of a smoker”; the image of the "river of life", "brooks" - methods of maintaining and strengthening health, "stones" - factors that negatively affect health; tokens - hearts;

Lesson progress

1. Org. moment (traditional greeting and pronunciation of the motto of the classes on the topic "Health").
2. Setting the topic and objectives of the lesson.

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

Well done! What will be discussed in our lesson? (on the dangers of smoking).

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

1. Work on the topic.

Every person wants to live a long and happy life. Imagine that our life is a river into which many streams flow - our needs and joys. Find streams and imagine them to the river. These streams help us to be healthy. We got a real river, into which streams flow and feed it. The river of life is amazing and unique, but only a healthy person can cope with its flow. Sometimes contradictions arise: a person knows that it is impossible to do this, but he does it anyway. Then stones appear on the river of life, which interfere with the flow of the river. These are the ones that interfere with our health. Find these "stones" and lay them on our river. (children find "stones" and attach them to the "river").

Look, these stones block the "river of life" and it becomes clogged, disappears. This is how our health deteriorates. Think and say which of these evils is most harmful to our health. (Smoking)

1. Conducting an experiment.

Now we will go to the laboratory under open sky(Let's go out to the playground on the street). Through experience, you will see the consequences of smoking - how the tarry substances released from tobacco enter the lungs and what trace they leave there.

Demonstration explanation:

What happens when you smoke tobacco? Smokers swallow air through their mouths and all the harmful substances along with the smoke enter directly into the respiratory tract. There, these substances react with oxygen and form carbon dioxide, which is then carried by the blood throughout the body. Now you will see what the lungs look like after smoking a cigarette (I take out a filter from the doll - lungs, show it to the children). What happened to the wet filter? (turned yellow, covered with burning and soot) What do the walls of the device look like? (they are dimmed, a coating of smoke is noticeable on the walls). The same thing happens with the human respiratory organs after smoking a cigarette. Soot and smoke leave their mark on them (I show the picture “Lungs of a smoker”). In one year, up to one liter of harmful substances can settle in the lungs and airways of a smoker. What harm do cigarettes do to a person (bad breath, coughing and wheezing, yellow plaque on the teeth and fingers, increased heart rate, weakening of the lungs, pallor, memory impairment, roughening of the voice, deterioration of vision and hearing, have to deceive parents)?

1. Outcome.

To get used to a cigarette is easy, but it is difficult to wean. Produced bad habit, reflex to smoking. It is better not to start smoking, and if you smoke, then quickly part with a cigarette. You all have a healthy red heart beating. Think and vote for what you will give your heart to:

• Healthy lifestyle;
• Bad habit - smoking.

Well done, you made the right choice. You will be healthy - you will get everything.

The final lesson is the game "Connoisseurs Tournament".

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

1. Help the children, in a playful way, to remember and consolidate knowledge on the topic "Health and its preservation."
2. Help develop the ability to take care of your health.
3. Contribute to the development of a positive attitude towards healthy lifestyles.

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

Equipment: home theater, Karaoke disk, Volchek with an arrow, envelopes with questions, four Active Pause signs, two Move Transition signs, two Black Box signs, a heart and a card with the image of the lungs, cards with food names.

Conditions of the competition:

1. The arrow is activated. When the pointer arrow stops, the team member takes the envelope with the number, reads the question in the envelope aloud.
2. You have one minute to think.
3. the team prepares a response and chooses a participant to voice it.
4. If the team is not ready, does not know the answer, then the opposing team answers.
5. The arrow shows the "Transition of the move" - ​​the opponents are lucky, their move.
6. The arrow shows an “Active pause”, then, depending on what is drawn under it, they do it (eyes and nose - they do respiratory and eye gymnastics; skeleton - they do an accessible set of exercises for posture; note - they call impromptu the song under which it is located song, this is the number of the song in the Karaoke catalog that they will perform).
7. If the “Active pause” has not fallen out within ten minutes, then the playing team is invited to choose any of them at random.
8. "Black box" - a description of the functions of a human organ is given, the team must answer what lies in the box (heart, lungs).

The jury sums up. The winning team is awarded.

Questions in envelopes.

1. What is health? Answer: health is the complete physical and mental well-being of a person.
2. What are the factors influencing human health? Answer: the man himself, ecology, society, heredity.
3. Choose cards with the names of foods that are useful and necessary for health. List how they are useful. Answer: vegetables and fruits are the main source of vitamins; bread, cereals, pasta are a rich source of carbohydrates that energize our body; milk, yogurt and cheese provide our body with calcium; meat, fish and eggs are rich in proteins that help our body grow; butter, cream and vegetable oil are sources of fats, which are also needed by the body, but in small quantities.
4. What rules must be observed in order not to spoil the vision? Answer: watch TV and study on the computer for no more than thirty minutes a day; write, draw and read while sitting at the table so that the light falls on the left; do not sit close to the TV; do eye exercises.
5. How can you save your hearing? Answer: you need to protect your ears from the wind, clean them at least once a week, do not allow water to enter, do not pick your ears with sharp objects, do not turn on loud music and TV.
6. Name the functions of the skeleton, bones and joints in the human body. Answer: the skeleton serves as a support for the human body, all bones have their purpose, they protect internal organs from damage, and also thanks to the bones, joints and the reasonable arrangement of the spine, we can bend, run, jump, write, draw, in general move.
7. List the basic rules for eating. Answer: do not rush while eating, chew your food thoroughly, do not eat on the go, do not overeat, observe the meal regimen (breakfast, lunch, afternoon tea, dinner by the hour), do not talk while eating.
8. Name the positive qualities of a person in the first letters of the names of the players on your team. For example: Zoya - caring, healthy, groovy (active); Vanya is loyal, hardy, polite and so on.
9. List the signs of stress known to us and actions that can improve a person's well-being caused by stress. Answer: signs of stress - fear, anxiety, uncertainty, confusion, depression, panic; activities - play with friends, ride a bike, cry, eat, scream loudly, get enough sleep, listen to music.
10. Complete the proverbs: “In a healthy body - ...”, “Time is for business ...”, “First think ...”, “Bath soars - ...”, “Cleanliness - ...”, “Who chews for a long time ...”. Answer: a healthy mind, an hour of fun, then act, health rules, a guarantee of health, lives long.