Technologies of educational activities in the dhow. Methodical development on the topic: Pedagogical technologies used in preschool educational institutions

Modern technologies used in preschool educational institutions

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

The core of any technology: it is - the end - the means - the rules for their use - the result. Pedagogical technology functions both as a science that studies and designs the most rational way of teaching, and as a system of algorithms, methods and results of activity, and as a real process of teaching and upbringing.

Pedagogical technology is an integral scientifically grounded project of a certain pedagogical system from its theoretical concept to implementation in educational practice. Pedagogical technology reflects the procedural side of teaching and upbringing, covers the goals, content, forms, methods, means, results and conditions of their organization.

Technology is a tool for a teacher's professional activity.

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

* specificity and clarity of goals and objectives;

* presence of stages:

Primary diagnostics;

The use of a set of tools in a certain logic with the organization of intermediate diagnostics of goal achievement, assessment.

There are several approaches to classifying technologies:

Education and training technologies

Systemic - activity approach.

The most complete classification belongs to G.K. Selevko. It combines technologies in terms of essential and instrumental properties. In general, there is a trend in the development of technology - from teaching technologies to development technologies.

Pedagogical technologies can be used both in working with children and in working with the teaching staff and parents of pupils. The most important characteristic of pedagogical technology is its reproducibility. Any pedagogical technology should be health-preserving! In preschool pedagogy, the most significant types of technologies include the technologies of student-centered education and training of preschoolers. The leading principle of such technologies is taking into account the personal characteristics of the child, the individual logic of his development, taking into account children's interests and preferences in the content and types of activities in the course of education and training. The construction of the pedagogical process with a focus on the personality of the child naturally contributes to his prosperous existence, and therefore health.

Technologies used in working with children:

1. Health-saving educational technologies in kindergarten- these are, first of all, the technologies of upbringing valeological culture or the culture of health of preschoolers. The purpose of these technologies is the formation of a child's conscious attitude to human health and life, the accumulation of knowledge about health and the development of the ability to protect, maintain and preserve it, the acquisition of valeological competence, which allows the preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior, tasks related to providing basic medical, psychological self-help and assistance.

Technologies of health preservation and health enrichment of preschool teachers are technologies aimed at developing a health culture of kindergarten teachers, including a culture of professional health, developing the need for a healthy lifestyle.

2. Technology of developing education(educational program of the preschool educational institution).

Developing education is a direction in the theory and practice of education, focused on the development of physical, cognitive and moral abilities of pupils of students by using their potential. This is a motivation for concrete action, for learning, for new things.

These include the preschool educational environment, preschool educational institutions.

3. Project method (Development of research skills)

In the educational and educational process of a preschool educational institution, project activities are in the nature of cooperation, in which children and preschool teachers take part, as well as parents and other family members are involved. Parents can be not only sources of information, real help and support for the child and the teacher in the process of working on the project, but also become direct participants in the educational process. They can enrich their teaching experience, experience a sense of belonging and satisfaction from their success and the success of the child. The main goal of the project method in a preschool institution is the development of a free creative personality, which is determined by the development tasks and the tasks of children's research activities. Research tasks are specific for each age. So, in working with children of younger preschool age, the teacher can use a hint, leading questions, and children of older preschool age need to be given more independence:

1. Choosing a topic is the educator's first step in working on a project.

2. The second step is thematic planning for the selected problem for a week, where all types of children's activities are taken into account: play, cognitive-practical, artistic-speech, work, communication, etc. At the stage of developing the content of classes, games, walks, observations and other activities related to the theme of the project, educators pay special attention to the organization of the environment in groups, in a preschool institution as a whole. The environment should be the background to heuristic, search activities, and develop curiosity in the preschooler. When the basic conditions for working on a project are prepared (planning, environment), the teacher and children start working together.

Stage I of project development - goal setting.

The teacher brings the problem up for discussion to the children. As a result of joint discussion, a hypothesis is put forward, which the educator invites the children to confirm in the process of search activity.

Stage II of the project is the development of a joint action plan to achieve the goal (and the hypothesis is the goal of the project).

First, there is a general discussion so that the children find out what they already know about a particular subject or phenomenon. The teacher records the answers on a large sheet of Whatman paper so that the group can see them. To fix the answers, it is better to use conventional schematic symbols that are familiar and accessible to children. The educator then asks a second question: "What do we want to know?" The answers are recorded again, and regardless of the fact that they may seem stupid or illogical. It is important here that the teacher shows patience, respect for the point of view of each child, tact in relation to the ridiculous statements of the kids. When all children introduce children to the concept of "family", form a respectful attitude and a sense of belonging to their family, fostering an attentive attitude and love for parents and loved ones. will express themselves, the teacher asks: "How can we find answers to questions?" In answering this question, children rely on their own personal experience. It is necessary to take into account the age characteristics of the pupils. For younger preschool children, the educator can use hint, leading questions; for older preschool children, more independence should be provided. The solution to the question posed can be various activities: reading books, encyclopedias, addressing parents, specialists, conducting experiments, thematic excursions. The proposals received are additions and changes to the already prepared thematic plan of the educator. It is important that the teacher shows flexibility in planning, is able to subordinate his plan to the interests and opinions of children, including children's activities in the curriculum, sacrificing some of the planned forms of work. This skill is an indicator of the educator's high professional skill, his readiness to deviate from the already existing stereotypes, putting in the first place the intrinsic value of preschool childhood as a period of life and only then as a preparatory stage for the future.

After drawing up a joint action plan, the third stage of work on the project begins - its practical part.

Children explore, experiment, search, create. To activate children's thinking, the teacher proposes to solve problem situations, puzzles, thereby developing the inquisitiveness of the mind. It is necessary that the teacher be able to create such a situation when the child must learn something on his own, guess, try, come up with something. The environment around the child should be, as it were, unfinished, unfinished. A special role in this case is played by the corners of cognitive and practical activities.

Stage IV of the project (final) is the presentation of the project. The presentation can take place in various forms depending on the age of the children and the topic of the project:

* final games-lessons,

* quiz games,

* themed entertainment,

* album design,

* photo exhibitions,

* mini-museums,

* creative newspapers.

4. Technology of problem learning in kindergarten.

There are four levels of problematic learning:

1. The teacher himself poses a problem (task) and solves it himself with active listening and discussion by children.

2. The teacher poses a problem, the children independently or under his guidance find a solution. The teacher directs the child to an independent search for solutions (partial search method).

3. The child poses a problem, the teacher helps to solve it. The child is brought up the ability to independently formulate a problem.

4. The child poses the problem himself and solves it himself. The teacher does not even point out the problem: the child must see it on his own, and having seen it, formulate and explore the possibilities and ways of solving it. (Research method)

As a result, the ability to independently analyze a problem situation is brought up, to independently find the correct answer.

The first stage of the problem solving process is the search for tools for analyzing the conditions of the problem with the actualization of previous knowledge and methods of action: "What do we need to remember to solve our question?", "What can we use from what we know to find the unknown?"

The second stage is the process of solving the problem. It consists in the discovery of new, previously unknown connections and relationships between the elements of the problem, i.e. putting forward hypotheses, searching for a "key", ideas for a solution. At the second stage, the child looks for solutions “in external conditions,” in various sources of knowledge.

The third stage of solving the problem is the proof and testing of the hypothesis, the implementation of the found solution. In practice, this means performing some operations related to practical activities, performing calculations, and building a system of evidence that substantiates a decision.

In an effort to keep children interested in a new topic, we create a new problematic situation. By creating problematic situations, we encourage children to put forward hypotheses, draw conclusions, and teach them not to be afraid to make mistakes. It is very important for the child to feel a taste for receiving new, unexpected information about the objects and phenomena around him.

5. TRIZ in a preschool educational institution (theory of inventive problem solving)

TRIZ is not a rigorous scientific theory. TRIZ is a generalized experience of invention and study of the laws of development of science and technology.

According to the Federal State Educational Standard, the problem of all teachers is the upbringing of a new generation of people with high creative potential. If earlier, in order to become a socially successful person, it was enough to be a good performer, to have certain knowledge and skills, now it is necessary to be a creative person, capable of independently posing and creatively solving problems. Today, there are many courses in which adults learn to play in order to learn how to go beyond the traditional in business. After all, original thinking is the key to survival in the struggle for competition. Our time is a time of economic, political, moral crises, when the old system of values ​​and norms has disintegrated, and the new one has not yet taken shape. Modern society makes new demands on the education system of the younger generation, including its first stage - preschool education. But the problem is not in the search for gifted geniuses, but in the purposeful formation of creative abilities, the development of a non-standard vision of the world, new thinking. It is creativity, the ability to invent, create new things that best shape the child's personality, develop his independence and cognitive interest.

Preschool age is unique, because as a child is formed, such will be his life. That is why it is important not to miss this period in order to unleash the creative potential of each child. Children's minds are not limited to “deep experiences of life” and traditional ideas about how things should be. This allows them to invent, to be spontaneous and unpredictable, to notice things that we adults have not paid attention to for a long time.

Practice has shown that traditional forms of work cannot fully solve this problem. Today this makes possible TRIZ - the theory of inventive problem solving, originally addressed to engineers and technicians, in recent decades has aroused keen interest among teachers and practitioners. The TRIZ-pedagogy system has been developing since the beginning of the 1980s, in response to the demands of the times for the preparation of an innovative thinking person who is able to solve problems. TRIZ adapted to preschool age - technology allows you to educate and educate a child under the motto "Creativity in everything."

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

TRIZ, as a universal toolkit, is used in all classes. This allows you to form a single, harmonious, scientifically grounded model of the world in the mind of a child. A situation of success is created, the results of the decision are exchanged, the decision of one child activates the thought of another, expands the range of imagination, stimulates its development.

TRIZ provides an opportunity to show their individuality, teaches children to think outside the box.

TRIZ develops such moral qualities as the ability to rejoice at the success of others, the desire to help, the desire to find a way out of a difficult situation. TRIZ allows you to gain knowledge without overloading, without cramming.

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

The TRIZ program for preschoolers is a program of collective games and activities. They teach children to identify contradictions, properties of objects, phenomena and resolve these contradictions. Conflict resolution is the key to creative thinking.

6. Technology of multilevel education

This is a pedagogical technology of organizing a process, within the framework of which a different level of assimilation of educational material is assumed. That is, the depth and complexity of the same educational material is different in the groups of level A, B, C, which makes it possible for each pupil to master the educational material at a different level (A, B, C), but not lower than the basic one, depending on the abilities and individual personality traits of each pupil. This is a technology in which the child's efforts to master this material and to apply it creatively are taken as the criterion for assessing the child's activity.

The technology of multilevel education is based on:

* psychological and pedagogical diagnostics of the pupil;

* network planning;

* multilevel didactic material.

7. Technology of a collective way of learning

All forms of organizing the learning process are divided into:

* specific.

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

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

Learning is communication between learners and learners, that is, communication between those who have knowledge and experience and those who acquire them. Communication, in the process of which and through which there is the reproduction and assimilation of all types of human activity.

Learning outside of communication does not exist. Communication can occur directly (through oral speech, people hear and see each other) and indirectly (through written speech - newspapers, magazines, etc., when people do not see and do not hear each other).

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

Direct communication between people has a different structure: it can take place in a pair (a pair form of organization of training, for example, a child, together with a teacher, work out an article, solve problems, learn poems), with many people (a group form of organizing the educational process, if one teaches several people ).

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

A collective form of organizing the learning process is only the work of students in pairs of a shift composition (communication either with each separately or in turn).

The main signs of CSR (mainly before traditional education):

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

The meaningfulness of the cognition process;

Everyone is teaching everyone and everyone is teaching everyone;

In collective training sessions (QUS), 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 (child - child) are activated, which contribute to the implementation in teaching of the principles of continuous and urgent transfer of knowledge;

The leading organizational form of training is collective, i.e. work of children in pairs.

The collective form of training means such an organization of training in which all participants work with each other in pairs and the composition of the pairs changes periodically. As a result, it turns out that each member of the team works in turn with 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 following types of work can be distinguished in a separate pair: discussion of something, joint study of new material, teaching each other, training, checking.

In collective training sessions in different-age and multi-level groups, pupils develop the skills of self-organization, self-government, self-control, self-assessment and mutual assessment.

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

learners realize different goals, study different fragments of educational material, in different ways and means, for different times;

different children master the same program along different educational routes;

the presence of consolidated training groups as places of intersection of different routes for the advancement of students. All four organizational forms of training are simultaneously combined: individual, pair, group and collective.

CSR is ideal for working in a multi-level group, classroom, as it allows not only differentiating, but also individualizing the learning process in terms of the volume of material and the pace of work for each child. The development of the interest and cognitive activity of students within the framework of this variant of the organization of educational work is also associated with the very form of presentation of the material. The correspondence of the volume and rate of presentation of the material to the individual characteristics of the students creates a sense of successful activity in each child. The specificity of collective learning methods is to adhere to the following principles:

Availability of replaceable pairs of students;

Their mutual learning;

Mutual control;

Mutual management

In the organization of the collective work of children, there are three successive stages:

Distribution of the upcoming work among the participants,

The process of completing the task by children,

· Discussion of the results of labor activity.

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

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

The use of ICT is one of the effective ways to increase the motivation and individualization of children's education, develop their creative abilities and create a favorable emotional background. It also allows you to switch from an explanatory-illustrated way of teaching to an activity-based 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 engaging and exciting. When working with an interactive whiteboard, children develop all mental processes: attention, thinking, memory; speech, as well as fine motor skills. The older preschooler has better developed involuntary attention, which becomes more concentrated when he is interested, the student who studies the material is clear, bright, evokes positive emotions in the child.

9. Game technology.

It 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 director's games for children:

For the development of game skills, a multifunctional game material is created, it is advisable to use fairy-tale plots, the duration of the organization of the game can last 2-3 months.

Stages of ped. technologies:

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

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

Stage 3: plot development 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:

Role-playing games are related to 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 acquaint the child with people, their activities, relationships.

Stage 2: Organization of a role-playing game ("preparation for the game").

Determining the situation of human interaction, 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.

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

MODERN TECHNOLOGIES OF TEACHING AND UPBRINGING CHILDREN OF PRESCHOOL AGE

1. The process of reorganization of the entire education system, which has been going on for many years, makes high demands on the organization of preschool education and training, intensifies the search for new, more effective psychological and pedagogical approaches to this process.
Innovative processes at the present stage of development of society affect, first of all, the preschool education system, as the initial stage of disclosing the potential abilities of the child. The development of preschool education, the transition to a new quality level cannot be carried out without the development of innovative technologies.
2. Innovations define new methods, forms, means, technologies used in pedagogical practice, focused on the personality of the child, on the development of his abilities.
3. At the present stage of development, changes are taking place in educational processes: the content of education is becoming more complex, focusing the attention of preschool teachers on the development of the creative and intellectual abilities of children, correction of the emotional-volitional and motor spheres; the traditional methods are being replaced by active methods of teaching and upbringing, aimed at enhancing the cognitive development of the child. In these changing conditions, a preschool teacher needs to be able to navigate a variety of integrative approaches to the development of children, in a wide range of modern technologies.
4. Innovative technologies are a system of methods, methods, techniques of teaching, educational means aimed at achieving a positive result due to dynamic changes in the personal development of a child in modern socio-cultural conditions. Pedagogical innovations can either change the processes of education and training, or improve. Innovative technologies combine progressive creative technologies and stereotyped elements of education, which have proven their effectiveness in the process of teaching.

THE CONCEPT OF "PEDAGOGICAL TECHNOLOGY"
5. At present, the concept of pedagogical technology has firmly entered the pedagogical lexicon. However, there are great discrepancies in its understanding and use.
BT Likhachev gives the following definition [Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, methods of teaching, educational means; it is the organizational and methodological toolkit of the pedagogical process].
I.P. Volkov gives this definition [Pedagogical technology is a description of the process of achieving planned learning outcomes].
UNESCO - [Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and assimilating knowledge, taking into account technical and human resources and their interaction, which aims to optimize the forms of education].
In our understanding, pedagogical technology is a meaningful generalization that incorporates the meanings of all definitions of various authors (sources).
6. The concept of "pedagogical technology" can be represented by three aspects.
1. scientific: pedagogical technologies - a part of pedagogical science that studies and develops the goals, content and methods of teaching and designs pedagogical processes;
2. procedural and descriptive: a description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned learning outcomes;
3. procedurally effective: the implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means.
Thus, pedagogical technology functions both as a science that investigates the most rational ways of teaching, and as a system of methods, principles and regulations used in teaching, and as a real learning process.

7. The concept of "pedagogical technology" in educational practice is used at three hierarchically subordinate levels:
1. General pedagogical (general didactic) level: general pedagogical (general didactic, general educational) technology characterizes the integral educational process in a given region, educational institution, at a certain stage of education. Here, pedagogical technology is synonymous with the pedagogical system: it includes a set of goals, content, means and methods of teaching, an algorithm for the activities of subjects and objects of the process.
2. Private methodological (subject) level: private educational technology is used in the meaning of "private methodology", ie. as a set of methods and means for the implementation of a certain content of teaching and upbringing within the framework of one subject, class, teacher (methodology of teaching subjects, methodology of compensatory learning, methodology of work of a teacher, educator).
3. Local (modular) level: local technology is the technology of individual parts of the educational process, the solution of particular didactic and educational tasks (technology of certain types of activities, the formation of concepts, the education of individual personal qualities, the technology of assimilation of new knowledge, the technology of repetition and control of material , technology of independent work, etc.)
DIFFERENCE OF PEDAGOGICAL TECHNOLOGY FROM METHODOLOGY
8. The concept of pedagogical technology of private and local levels is almost completely covered by the concept of teaching methods; the difference between them lies only in the placement of accents. In technologies, the procedural, quantitative and calculated components are more represented, in the methods - the target, meaningful, qualitative and variational-orientational aspects. The technology differs from the methods by its reproducibility, stability of results, the absence of many “ifs”. The mixing of technologies and methods leads to the fact that sometimes methods are included in the composition of technologies, and sometimes, on the contrary, certain technologies are included in the composition of teaching methods.
STRUCTURE OF PEDAGOGICAL TECHNOLOGY
9. The concept of pedagogical technology includes:
conceptual framework;
the content of the training (learning objectives and the content of the training material);
technological part (organization of the educational process, methods and forms of educational activity, methods and forms of work of a teacher; diagnostics).
10. According to G.K. Selevko, any pedagogical technology must meet some basic methodological requirements (criteria of manufacturability).
Conceptuality implies reliance on a certain scientific concept, including a philosophical, psychological, didactic and socio-pedagogical rationale for achieving educational goals.
Consistency includes the presence of all signs of the system: the logic of the process, the relationship of all its parts, integrity.
Controllability makes it possible for diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results.
Efficiency sees cost optimality, a guarantee of achieving a certain training standard.
Reproducibility implies the possibility of application (repetition, reproduction) of pedagogical technology in other educational institutions of the same type, by other subjects.
11. Based on the analysis of pedagogical technologies carried out by G. N. Selevko, the following technologies can be distinguished, used in the preschool education system:
technologies of developing education,
problem learning technologies,
gaming technology, computer technology,
alternative technologies.

CLASSIFICATION OF PEDAGOGICAL TECHNOLOGIES
12.In the theory and practice of kindergarten work today, there are many options for the educational process. Each author and performer brings into the pedagogical process something of his own, individual, in connection with which they say that each specific technology is the author's. One can agree with this opinion. However, many technologies, in terms of their goals, content, methods and means used, have quite a lot of similarities and, according to these common features, can be classified into several generalized groups.
By application level
By the concept of assimilation
By organizational form
By the type of cognitive management
By approach to the child
By student category

Scheme No. 1. Pedagogical technologies.
In terms of essential and instrumentally significant properties (for example, target orientation, the nature of the interaction between the teacher and the child, the organization of training), the following classes of pedagogical technologies are distinguished.
According to the level of application, general pedagogical, particular methodological (subject) and local (modular) technologies are distinguished.
On a philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific (scientistic) and religious, humanistic and antihuman, anthroposophical and theosophical, pragmatic and existentialist, free education and coercion and other varieties.
By focusing on personal structures: information technology (formation of knowledge, skills, skills in subjects - ZUN); operating (the formation of methods of mental actions - COURT); emotional-artistic and emotional-moral (the formation of the sphere of aesthetic and moral relations - SES), technologies of self-development (the formation of self-governing personality mechanisms - SUM); heuristic (development of creative abilities) and applied (formation of an efficient and practical sphere - SDP).
By organizational forms: individual-group, collective, differentiated learning methods
A fundamentally important aspect in pedagogical technology is the position of the child in the educational process, the attitude of adults towards the child. Several types of technologies stand out here.
The method, method, teaching tool determine the names of many existing technologies: dogmatic, reproductive, explanatory-illustrative, programmed teaching, problem learning, developmental learning, self-development learning, dialogical, communicative, playful, creative, etc.
According to the category of students, the most important and original are:
- mass (traditional) school technology, designed for the average student;
- technologies of an advanced level (in-depth study of subjects, gymnasium, high school, special education, etc.);
- technologies of compensatory education (pedagogical correction, support, alignment, etc.);
- various victimological technologies (deaf-, ortho-, typhlo-, oligophrenopedagogy);
- technologies for working with deviant (difficult and gifted) children within the framework of a mass school.
DESCRIPTION AND ANALYSIS OF PEDAGOGICAL TECHNOLOGY
13. The description of the technology presupposes the disclosure of all its main characteristics, which makes it possible to reproduce it.
Description (and analysis) of pedagogical technology can be presented in the following structure.
1. Identification of this pedagogical technology in accordance with the adopted systematization (classification system).
2. The name of the technology, reflecting the basic qualities, the fundamental idea, the essence of the applied training system, and finally, the main direction of modernization of the educational process.
3. Conceptual part (a brief description of the guiding ideas, hypotheses, principles of technology, contributing to the understanding, interpretation of its construction and functioning):
targets and orientations;
basic ideas and principles (the main development factor used, the scientific concept of assimilation);
the position of the child in the educational process.
4. Features of the content of education:
orientation to personal structures (ZUN, COURT, SUM, SEN, SDP);
the volume and nature of the content of education;
didactic structure of the curriculum, material, programs, presentation forms.
5. Procedural characteristics:
peculiarities of methodology, application of methods and teaching aids;
motivational characteristic;
organizational forms of the educational process;
management of the educational process (diagnostics, planning, regulations, correction);
the category of students for whom the technology is designed.
6. Software and methodological support:
curricula and programs;
educational and methodological aids;
didactic materials;
visual and technical teaching aids;
diagnostic tools.
The examination of pedagogical technology is multifaceted.
The conceptual part is considered from the standpoint of novelty (innovativeness), alternativeness, humanism and democracy, modernity.
The content of education within the framework of technology is considered from the standpoint of modern theories of general secondary education, principles of consistency, ideas of developmental education and social order.
In the procedural characteristics, first of all, the expediency and optimality of individual elements, the complexity of all methodological tools, controllability, adequacy to the content of education and the contingent of students are determined.
The software and methodological support must meet the requirements of scientific nature, manufacturability, sufficient completeness and reality of implementation.
The main criterion for evaluating pedagogical technology is its effectiveness and efficiency. The fulfillment of these requirements is considered in the appendix to the educator, the child and the social-parent contingent of persons.

PEDAGOGICAL TECHNOLOGIES BASED ON PERSONAL ORIENTATION OF THE PEDAGOGICAL PROCESS
14. Personality-oriented technologies are the embodiment of humanistic philosophy, psychology and pedagogy.
The focus of personality-oriented technologies is a unique holistic personality who seeks to maximize his capabilities (self-actualization), is open to the perception of new experience, is capable of making a conscious and responsible choice in a variety of life situations. It is the achievement of such qualities by an individual that is proclaimed the main goal of upbringing, in contrast to the formalized transfer of knowledge and social norms to the pupil in traditional technology.
The content of education is the environment in which the formation and development of the child's personality takes place. She is characterized by a humanistic orientation, an appeal to a person, humanistic norms and ideals.
Personal orientation technologies are trying to find methods and means of teaching and upbringing that correspond to the individual characteristics of each child: they adopt psychodiagnostic methods, change the attitudes and organization of children's activities, use various and powerful teaching aids (including a computer), and rebuild the content of education.
Personality-oriented technologies oppose the authoritarian, impersonal and soulless approach to the child in traditional technology - an atmosphere of love, care, cooperation, create conditions for creativity and self-actualization of the individual.

PEDAGOGY OF COOPERATION
15. Pedagogy of cooperation is one of the most comprehensive pedagogical generalizations of the 1980s, which gave rise to numerous innovative processes in education. The name of the technology was given by a group of educators-innovators, whose generalized experience combined the best traditions of the Soviet school (N.K. Krupskaya, S.T.Shatsky, V.A. Ushinsky, NP Pirogov, LN Tolstoy) and foreign (J.-J. Rousseau, J. Korchak, K. Rogers, E. Bern) psychological and pedagogical practice and science.
Collaboration pedagogy should be considered as a special type of "penetrating" technology that is the embodiment of new pedagogical thinking, a source of progressive ideas and, to one degree or another, included in many modern pedagogical technologies as part of them.

PEDAGOGICAL TECHNOLOGY BASED ON ACTIVATION AND INTENSIFICATION OF ACTIVITY
16. The principle of the child's activity in the learning process has been and remains one of the basic in didactics. This concept means such a quality of activity, which is characterized by a high level of motivation, a realized need for the assimilation of knowledge and skills, performance and compliance with social norms.
This kind of activity by itself rarely occurs, it is a consequence of purposeful managerial pedagogical influences and the organization of the pedagogical environment, i.e. the applied pedagogical technology.
Any technology has means that activate and intensify the activity of children; in some technologies, these means constitute the main idea and the basis for the effectiveness of the results.
These technologies include gaming technologies, problem learning, communication technologies, V.F. Shatalova, E.N. Ilyina, N.A. Zaitseva, A.A. Okuneva, R.G. Khazankina, K.V. Makhova and others.

GAME TECHNOLOGIES
17. Play along with work and learning is one of the main types of human activity, an amazing phenomenon of our existence.
By definition, play is a type of activity under conditions of situations aimed at recreating and assimilating social experience, in which self-management of behavior develops and improves.
The value of the game cannot be exhausted and appreciated by the entertainment and recreational possibilities. This is its phenomenon that, being entertainment, rest, it is capable of developing into learning, into creativity, into therapy, into a model of the type of human relations and manifestations in work.
The game as a method of teaching, transferring the experience of older generations to younger people has been used since antiquity. The game is widely used in folk pedagogy, in preschool and other educational institutions. In a modern educational institution that relies on the activation and intensification of the educational process, play activities in the classroom are used in the following cases:
- as independent technologies for mastering a concept, topic and even a section of the educational process;
- as elements (sometimes quite essential) of a broader technology;
- as a lesson or part of it (introduction, explanation, consolidation, exercise, control);
- as a technology of cultural and leisure work (games such as "Field of Miracles", "Finest Hour", "Clever and Clever Men", etc.).
The game form of classes is created with the help of game techniques and situations that act as a means of motivating, stimulating children to learning activities.
A pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be substantiated, explicitly singled out and characterized by an educational and cognitive orientation.
By area of ​​activity
By the nature of the pedagogical process
According to the game method
By subject area
By gaming environment

Scheme number 2. Pedagogical games
PROBLEM LEARNING
18. The technology of problem-based learning became widespread in the 1920s and 1930s in Soviet and foreign kindergartens. Problem-based learning is based on the ideas of the American psychologist, philosopher and teacher J. Dewey. The following actively participated in the development of the fundamental provisions of the concept of problem learning: T.V. Kudryavtsev, Kudryavtsev V.T., I. Ya. Lerner, A. M. Matyushkin, M. I. Makhmutov, V. Okon, M. N. Skatkin other.
Problem-based learning is understood as such an organization of training sessions, which involves the creation of problem situations under the guidance of a teacher and the active independent activity of children to resolve them, as a result of which there is a creative mastery of knowledge, skills, abilities and the development of thinking abilities.
Problem-based learning is based on the creation of a special type of motivation - problematic, for this the didactic content of the material should be presented as a chain of problem situations. A problem situation is a cognitive task, which is characterized by a contradiction between the available knowledge, skills, attitudes and requirements.
19. Methodology for creating problem situations
the educator leads children to a contradiction and invites them to find a way to resolve it themselves;
collides the contradictions of practical activities;
presents different points of view on the same issue;
offers to consider the phenomenon from different positions;
encourages to make comparisons, generalizations, conclusions from the situation, to compare the facts;
asks specific questions (for generalization, justification, specification, logic of reasoning);
defines problematic theoretical and practical tasks (for example: research);
sets problematic tasks (for example: with insufficient or redundant initial data, with uncertainty in the formulation of the question, with contradictory data, with deliberately made mistakes, with limited time for solving, to overcome "psychological inertia", etc.).

INNOVATIVE METHODOLOGICAL WORK
20. Innovative methodological work is a part of professional and pedagogical activity, focused on the creation or development of new (innovative) methods of professional and pedagogical activity.
21. Distinctive features:
1) ensuring the work of an educational institution in the development mode;
2) selection of the content of methodological work, ensuring the personal development of a preschool child, his self-disclosure;
3) ensuring informing teachers about innovative facts and phenomena and organizing their expertise;
4) provision of additional educational services in terms of the deployment of the content of preschool education in areas of innovation;
5) ensuring the continuity of innovative search, research activities of teachers;
6) ensuring an individual and differentiated approach to each teacher, depending on his professional competence;
7) equipping teachers with methods of professional and pedagogical activity that provide an effective impact on the personal development of the child.
To increase the effectiveness of innovative methodological work in a preschool educational institution, a necessary condition is the creation of pedagogical conditions.
22. The complex of necessary pedagogical conditions includes:
1) selection and examination (assessment) of the innovative content of preschool education;
2) designing productive forms of methodological work that activate preschool educational institutions to increase their professional competence;
3) standardization of forms of methodological work, focused on the development and development of innovative programs and technologies by teachers, on the development of new ways of professional and pedagogical activity.
The first condition includes providing teachers with the necessary information about the latest in psychological and pedagogical literature, about modern educational programs and pedagogical technologies; in the field of educational content - creating conditions for the implementation of variable educational programs, methodological and scientific-methodological support for the introduction of a new content of preschool education. The modern practice of preschool education is not protected from the use of negative innovations in working with children. What is the essence of such negativity? Seeking to raise the level of education of children, teachers sometimes use the content, methods and techniques of elementary school in their practical work. Preschool children sometimes know much more than first grade students. But such education is built on strengthening the block of regulated children's activities, increasing the time for cognitive classes. And as a result of this, children play less, the requirements of SANPiN for the organization of motor activity are violated. Thus, the principle of parity of education and health is violated. In this regard, teachers need to be trained in assessing the impact of innovations on the psychological and somatic health of children, on the selection of only positive innovations for their implementation in practice. Therefore, the condition “selection and examination (assessment) of the innovative content of preschool education is quite important in the content of innovative methodological work. For this, leaders can use pedagogical living rooms to discuss the existing arsenal of innovative developments, round tables on the analysis of health preservation in the content of variable programs and methodological recommendations for sections of preschool education.
To ensure the active participation of preschool teachers in innovative methodological work, it is necessary to design its productive forms. This is the second condition for the effectiveness of innovative methodological work. According to the classification proposed by S.G. Molchanov, forms of methodical work are divided into:
1) Reproductive (workshops, scientific and practical seminars, pedagogical workshops, workshops, trainings).
2) Reproductive heuristic (pedagogical readings, scientific and practical conferences).
3) Heuristic (problem and problem-project seminars, organizational and activity games).
4) Heuristic-productive (festivals of pedagogical ideas, competitions of professional skills, competitions of methodological developments).
5) Productive (scientific conferences, theoretical seminars, participation in the work of creative groups).
The most effective in terms of innovation are heuristic-productive and productive forms of methodological work.
The third condition for increasing the effectiveness of methodological work is the regulation of forms of methodological work, focused on the development and development of innovative programs and technologies by teachers, on the development of new ways of professional and pedagogical activity. What is this condition? The development of innovations and their content in a modern preschool educational institution is carried out by specially created innovative subdivisions of teachers: creative groups, methodological associations. The activities of such innovative structures are based on a regulatory framework. The regulatory framework includes: an order for the creation of one or another structural unit, a provision on an innovative structural unit, a work plan for the current period, expert opinions on methodological products created by teachers (external and internal reviews for methodological aids, copyright programs). A specially created expert council is engaged in expert assessment of products within an educational institution.
Thus, the problem of organizing an efficient and effective structure of innovative methodological work in a preschool educational institution is very relevant. To ensure the effectiveness of innovative methodological work, it is necessary to implement a number of conditions: selection and examination (assessment) of the innovative content of preschool education; design of productive forms of methodological work, activating preschool teachers to improve their professional competence; rationing of forms of methodological work focused on the development and development of innovative programs and technologies by teachers, on the development of new ways of professional and pedagogical activity.

Modern society needs a completely new type of people. In an age of powerful development of technologies in various directions, a person simply must have such qualities as flexibility of thinking, the ability to quickly assimilate new knowledge, communication, the ability to plan, make decisions and much more. How to achieve the goals set by time? It is necessary to reconsider the approach to the process of education of the younger generation. In particular, to gradually introduce educational technologies into the pedagogical process.

What are innovative pedagogical technologies for?

Unfortunately, traditional education cannot ensure the development of the future generation in accordance with the new requirements of society. The educational system in our country needs cardinal changes. Innovative educational technologies will help you cope with a whole range of pedagogical problems.

The traditional learning system involves the passive assimilation of already existing knowledge. The only source of information transfer is the teacher. The teacher is considered the undisputed leader of the pedagogical process during the lesson. Thus, it is quite difficult to develop the ability of children to think independently.

Modern requirements for the future generation imply a radically opposite approach to the student. Today, most school-age children have access to the Internet as a means of searching and obtaining any information. Therefore, new educational technologies are changing the role of the teacher in the process of transferring knowledge. The teacher should only imperceptibly guide and help pupils to "obtain" knowledge on their own, setting certain conditions, tasks and search criteria.

That is why educational technologies were introduced according to the Federal State Educational Standard (Federal State Educational Standard). They are able to fulfill the social order set by the society.

What is pedagogical technology?

In order to understand pedagogical innovations, it is necessary to understand the essence of the term "educational technologies". This concept denotes a comprehensively directed complex of pedagogical techniques, methods and methods of conducting educational activities by a teacher to achieve the set goals.

Today, there are thousands of different pedagogical technologies, some of which are already effectively used in educational practice, others are being tested in experimental educational institutions. Author's new educational technologies are regularly registered.

Pedagogical technologies of the Federal State Educational Standard

In order to change the entire system globally, educational technologies were introduced according to the Federal State Educational Standard. The essence of the pedagogical innovations indicated in the document is not so much in the process of assimilation of knowledge as in the assessment of the result obtained. They are aimed at developing independent thinking and obtaining a visual result of mental activity. There are the following pedagogical technologies that are directly introduced into the educational process of both preschool and school educational institutions:

• problem learning;
• developmental training;
• method of projects;
• play as a way of knowing;
• research activity;
• creative activity in a team;
• application of information technology;
• integration training;
• student-centered learning;
• system of modular education.

Developmental training

Psychologist L. S. Vygotsky is considered the founder of developmental education. Schools in which they practice the use of modern educational technologies in the developmental direction appeared back in the 50s. L.V. Zankov and D. B. Elkonin became their founders. The principle of developmental learning is to focus on the so-called zone of proximal development when choosing material for a lesson. Vygotsky divided the knowledge of children into 3 levels:

1. Information that children know.
2. Information that they do not know.
3. The zone of proximal development is an intermediate section between the first and second levels. At this stage, students have a sufficient amount of necessary knowledge in order to acquire new ones. In such a situation, the child needs to overcome the set difficulties, relying on the existing skills in order to independently learn the unknown. Thus, developing educational technologies in a preschool educational institution make the child an active subject of pedagogical activity: the student realizes the need for knowledge and receives a visual result of his activity.

Problem learning

The problem situation that has arisen prompts a person to the thought process to find a solution to the task. Based on this fact, such a pedagogical innovation as problem learning was developed. The use of educational technologies of this type implies the presence of a problem situation, a question. The student, trying to answer the assigned task, uses various thought processes, is engaged in an independent search for information, selects extraordinary solutions, uses research activities and much more. So, problem education includes a whole range of different methods that are used to solve the problem.

Design method

As mentioned above, the task of modern education is not just to give knowledge to students, but to teach children to apply this knowledge in practice, to be able to connect theoretical materials with problematic life situations. Modern educational technologies primarily strive to realize just such pedagogical goals.

The project method is a whole ordered system that provides for several stages of work on a specific issue. The essence of the technology lies in the creation of a finished visual product - this is a mandatory rule of this method. The student participates in the development of an action plan, its implementation and monitoring of implementation. But most importantly, the child sees a specific result of his activity, confirming the correctness of the chosen solution and the implementation of the idea in practice. Educational technologies of this type help students to trace the connection between theoretical knowledge and practical activity. As a result, there comes an awareness of the need for learning for life in society.

Stages of the project method:

1. A clear formulation of the task at hand. It is also important that the problem is socially significant.
2. An important stage is planning, when methods of solving the problem are discussed and a specific desired result of the activity is indicated.
3. The next stage is research activity, when the project participants find the required information, comprehend it, and systematize it.
4. The practical stage involves the introduction of the obtained theoretical knowledge into practical activities as a result of the creation of the final product.
5. Presentation of the result.

An important condition for carrying out the technology is the development at each stage of a visual result. So, when planning, you can draw up an action plan on paper or in electronic form. Having received theoretical information, it is necessary to systematize it, for example, by the design of creative folders.

Such educational technologies in preschool educational institutions are classified by type of activity:

• research (for example, a social issue or laboratory experiments on a selected topic);
• practical (developing a corner of nature in the classroom, creating educational aids);
• creative (staging a musical, organizing sports competitions or an art exhibition);
• role-playing (improvisation of a court session, theatrical reproduction of historical events).

In addition, projects can be carried out both at the classroom, school level, and organized within the framework of interschool, regional and international competitions and exhibitions. The method may differ in terms of the duration: from a lecture hour to annual large projects.

Such educational technologies are used in schools more and more often, as they contribute to cognitive activity and increase the motivation of students.

Presentation of the results of the project method

Separately, you should consider the issue of the presentation of finished projects. This is the most important stage in the entire project activity of the participants. The presentation is of the greatest importance from the point of view of the educational process: students try to take responsibility for the result of their activities, argue their thoughts, defend their position, analyze and accept mistakes. Also, an important role is played by the child's communication in the team, the ability to compromise.

There are many types of project presentation:

There are no restrictions in choosing the form of presentation of the finished project - you need imagination, creativity and eccentricity of thinking to create a new product as a result of work on the project.

Learning in a playful way

Play from the very birth of a baby is an integral part of his full-fledged all-round development. But often in educational institutions they forget about the important role of play activity, thereby disrupting the natural development of the child. As a result, the student's motivation for learning disappears, and sometimes a full-fledged rejection of the educational process occurs. Particularly acute is the question of the use of game technology in the educational process of preschoolers and primary school students. Game activity contributes not only to better assimilation of the material, but also motivates students to further cognitive actions. Not taking into account the psychological and age-related characteristics of the development of children within the school time, the teacher not only contributes to a decrease in the interest of his wards in learning, but also violates the desire for thinking and cognition inherent in nature.

In modern pedagogy, there are interesting developments in game technologies, in particular, it is worth paying attention to the works of A. B. Pleshakova, O. A. Stepanova and A. V. Finogenov.

Today there is a wide selection of educational and didactic games. They exist both in kind and in electronic form. It is not difficult for a teacher to find entertaining tasks for kids using modern technologies. Children can easily remember games in which questions and tasks are posed by their favorite cartoon characters, the child's answers are marked with musical accompaniment, and the result is clearly highlighted and reasoned. So, with the help of interactive games, preschoolers learn colors, numbers, and letters, and schoolchildren can choose a suitable game task for literally every section of the educational program. In addition, such modern educational technologies are highly effective.

Research method

Innovative educational technologies based on research resemble the method of projects: there is a clear step-by-step sequence and independent activity of the participants in the work under the guidance of a mentor. An important task of the teacher is to get students interested in the topic and task. To do this, you should select issues that are relevant for the younger generation.

A feature of the study is the fact that it is necessary to obtain information on a given question from various sources: books, surveys, the Internet, experiments, and the like. After receiving the materials, be sure to record them in free form. After that, all the information is systematized, analyzed, generalized, and a single finished result is obtained in the form of a solution to the task. Thus, students activate different types of mental activity, learn all-round skills and abilities.

Information Technology

Modern information educational technologies occupy a separate place in the educational process. Today, few will surprise anyone with a two-year-old toddler who boldly uses a smartphone, tablet or laptop. How, then, can you do without modern gadgets in the educational process? Teaching our children is simply impossible without the introduction of information technology. Unfortunately, most educational institutions do not even have enough funding for textbooks, so they think about teaching with the help of computers and electronic gadgets only in the long term. It should be noted that in European countries and America, such educational technologies in teaching have been used in schools for a long period of time. This has brought many positive results.

Modern information technologies will allow the educational process to move to a completely new level. With the help of this pedagogical innovation, incredible up to this point opportunities for gaining knowledge open up, for example, students can see remote corners of nature or listen to the sounds of rare animals, travel to historical events, watch the process of the machine-building plant in video format or admire rare cultural values. And all this - without leaving the school desk! Such fascinating visual teaching will not leave children indifferent and will bring high rates of achievement of the set pedagogical goals. In addition, with the help of modern technologies, it is much more practical to control the knowledge and skills of students, to evaluate achievements.

But even in the presence of the necessary electronic equipment, the question of preparing a teacher for conducting such lessons remains important. The use of educational technologies assumes that the teacher fully owns the necessary gadgets and programs. In addition, the very structure of the lesson is fundamentally different from the traditional one and every lesson changes. So, for example, modern gadgets can be used to carry out a game task, submit new material, research work, during knowledge control, and so on.

Distance learning

With the advent of the Internet, distance education technologies have taken on completely new forms. Note that this type of knowledge acquisition has a long history. Even at the end of the 18th century, when the postal service was established, teaching in this form was known. The first educational institution of this type of education in the world is the Open University of Great Britain, which was founded in 1969. In Russia, distance learning was introduced as an experimental method in 1997.

Today distance education technologies are rapidly expanding and modernizing due to a number of advantages:

• distance learning reduces the cost of education for both the student and the state as a whole;
• a resident of any corner of the planet can study at the chosen educational institution without the need for living expenses and moving;
• this type of training allows you to take into account the individual characteristics of the student, the rate of assimilation of knowledge;
• comfortable learning conditions at home allow you to maximally tune in to gain knowledge;
• there is the possibility of selecting an individual schedule and training time.

But disadvantages can also be noted:

• technical failures and breakdowns are possible;
• limited access to communication with the teacher;
• a state diploma is not issued.

In addition, the student is deprived of the opportunity to communicate in a team and other simple student joys. It is also worth considering the fact that distance education is not sufficiently developed in our country. This form of education is most often used either for children who cannot attend an educational institution or are transferred to an external program, or are used to undergo advanced training, retraining of specialists, as well as study foreign language courses on a paid basis.

How to apply such educational technologies in the classroom? Distance learning technologies are implemented in the following ways:

1. The system of massive online courses (MOOKS) is widely used with no restrictions on the number of listeners.
2. Classes in chat, Skype. It is possible to conduct collective and individual lessons through online video communication between the teacher and students.
3. Classes via e-mail. In this case, the teacher sends the student the lesson material and assignments to it, which must be completed and sent for verification within the specified time frame.

The types of distance learning can be classified as follows:

• free, paid, premium;
• with a limit on the number of participants and without a limit;
• without pedagogical support and with the help of a teacher;
• available at a specific time and with free access.

Even with significant drawbacks, distance learning is a progressive pedagogical technology. An increasing number of educational institutions offer applicants this form of training.

Choosing educational technologies for implementation in the learning process, teachers need to be able to professionally apply them in practice. To do this, you should regularly take retraining courses, follow the latest information technologies and learn to quickly adapt to the changing conditions of modern life.

Educational technologies and

pedagogical technologies

WHAT'S THE DIFFERENCE?

Educational technology (technology in the field of education) is a set of scientifically and practically based 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, various social, socio-political, managerial, cultural, psychological and pedagogical, medical and pedagogical, economic and other related aspects.

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

Technology and methodology

WHAT'S THE DIFFERENCE?

The main significant differences

learning technologies from teaching methods:

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

The method 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 a way to achieve a goal through an algorithm of procedures and actions that must strictly follow one 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; - technology, in contrast to methodology, involves 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, abilities, skills, but at the development and upbringing of children ...

The purpose of the activity of adults in a preschool educational institution is to build such an interaction with a child that will facilitate

the formation of his activity in the knowledge 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 way of constructing a pedagogical process by an educator using a system of means and methods of upbringing and teaching preschoolers in specially created didactic conditions of a kindergarten 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 a kindergarten. Methodical advice for the" Childhood "program. SPB.: CHILDHOOD-PRESS, 2002.)

An instrument of the teacher's professional activity, which has a pronounced staging (step by step).

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

In addition to staging, pedagogical technologies are also distinguished by the specificity and clarity of the goals and objectives of the teacher's activities.

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

the term "pedagogical technologies" ...

A system of ways, techniques, steps,

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

providing guaranteed results.

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

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

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

If, with the use of pedagogical technologies in preschool educational institutions, the teacher manages to increase the child's development reserve, then we can talk about their positive influence 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 related to each other.

Classification of pedagogical technologies in relation to preschool education.

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

Each comprehensive program (which is implemented in a preschool institution) contains certain technologies that lead to the effective implementation of 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 preschool educational system and the educational program cannot be realized.

Classification of pedagogical technologies in relation to preschool education.

health-saving pedagogical technologies,

The technology of personality-oriented interaction of a teacher with children,

Research technology,

Technology of design activities,

Technologies "Portfolio of a preschooler" and

"Teacher's Portfolio"

Information and communication technologies.

Attached files:

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

Based on the data of the pedagogical monitoring of the children of the group, taking into account the order of the parents for the educational service, I consider it appropriate to include modern educational technologies in the construction of the educational process: personality-oriented, the technology of level differentiation, play and non-traditional drawing techniques with children. They make it possible to realize the set educational goals using a combination of means and methods of reproducing theoretically grounded processes of education and training. 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, playful, non-traditional drawing techniques are organically integrated into the educational and 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 child's personality at the center of the entire educational system, ensuring comfortable, conflict-free and safe conditions for its development, realizing its natural potential. The child's personality in this technology is not only a subject, but a priority subject. I organize the upbringing and educational process based on respect for the personality of the child, taking into account the peculiarities of his individual development, attitude towards him as a conscious, full-fledged participant in the upbringing 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 aimed not at finding out what the child knows, but at how developed his "mental power" is, inclination and ability to reason, think critically, find the right solution, apply knowledge in practice.

I believe that each child is unique in its individuality and has the right to develop at its own pace, along its own educational trajectory. There are different children in my group, with different levels of development. When applying the technology of level differentiation, the pupils are divided into conditional groups, taking into account typological characteristics. 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 the study of new material, in the personality of the educator, and the peculiarities of the development of mental processes. I use didactic material that differs in content, volume, complexity, methods and techniques for completing assignments.

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

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

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

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

Artistic creation is a special kind of activity. Modern technologies cannot replace the creativity of pupils. I organize art activities in a group using non-traditional painting 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 feel unforgettable emotions, develops the child's creative abilities, his creativity, which contributes to the general mental and personal development of children, and non-traditional ways of drawing: monotype, blotting, drawing with fingers, palms, etc., develop fine motor skills, cause a whole range of emotions, help to show the character of the child, his individuality.

When drawing and sculpting for a long time, I carry out exercises for the muscles of the hands, finger exercises with children. My pupils take music therapy with pleasure, so in drawing and modeling classes I use classical and modern melodic calm music. The use of musical accompaniment raises the mood of children, they become calmer, keen on the creative process. An important feature when conducting classes on artistic and aesthetic activities of preschoolers is the use of elements of color therapy by me: a green board, making sketches with yellow chalk, etc., all this contributes to better assimilation and memorization of material, reduction of fatigue, concentration of attention.

I believe that visual activity should take not 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 with systematic monitoring.

www.maam.ru

Project "Use of pedagogical technologies in preschool education 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 educational

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

Vatutina NB, senior educator of the MDAOU kindergarten of general developmental type No. 11, MO Korenovskiy district.

Relevance

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

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

Problem

The discrepancy between FGT and FGOS to the portrait of a preschool graduate:

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

FSES: assessment of targets at the stage of completion of preschool education

Hypothesis

The use of modern technologies will significantly improve the quality

the formation in preschool children of the prerequisites for educational activity at the stage of their completion of preschool education.

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

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

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

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

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

Study of 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.

2 stage 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.

3.2. Revealing, generalization of pedagogical experience into practice

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

Implementation of the plan:

"Pedagogical monitoring"

Teacher's questionnaire

Test "Assessment of the implementation of the teacher's developmental needs"

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

"Methodological culture of a 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 qualifications, developing an innovative style of thinking.

"Creative self-development"

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

Criteria for evaluating the result

Criteria Indicators

1. Knowledge of the program and technologies

1) the creation of pedagogical technologies by the teacher

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

2. The willingness 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 were trained in courses, seminars on the formation of technological competence; a list of teaching aids has been determined that will be used in the educational process in accordance with the Federal State Educational Standard.

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

Expected results of the project:

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

www.maam.ru

All forms of organizing the learning process are divided into:

*are common

*specific.

Common Forms do not depend on specific didactic tasks and are determined only by the structure of communication between learners and learners.

There are 4 such forms: individual, steam room, group, collective.

Education - it is communication between learners and learners, that is, communication between those who have knowledge and experience and those who acquire them. Communication, in the process of which and through which there is the reproduction and assimilation of all types of human activity.

Learning outside of communication does not exist. Communication can take place directly(through oral 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 training between learners and learners in the educational process gives us an individual form of work organization. The child performs educational tasks (writes, reads, solves problems, sets up 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 take place in a pair (a pair form of organizing training, for example, a child, together with a teacher, work out an article, solve problems, learn poems), with many people (a group form of organizing the educational process, if one teaches several people) ...

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

A collective form of organizing the learning process is only the work of students in pairs of a shift composition (communication either with each separately or in turn).

The main signs of CSR (mainly before traditional education):

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

The meaningfulness of the cognition process;

Everyone is teaching everyone and everyone is teaching everyone;

In collective training sessions (QUS), 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 (child - child) are activated, which contribute to the implementation of the principles in teaching continuous and urgent transfer of knowledge;

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

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

The collective way of teaching 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 in this work, having received training on the rest of the tasks in shift pairs. If, according to some task, no one has coped with the decision, the teacher should give advice.

Practicing practical skills in a series of similar tasks is visible from the next card. A dot is put in front of each surname in the corresponding column, meaning that the child can advise on a particular assignment.

After completing work in pair, + is put in place of the point. Each child completes all tasks, working with different partners. First, several groups of 5-7 students are organized, and they work according to their set of tasks in the cards. After a while, children appear in each group who have mastered the corresponding part of the theory and coped with all the tasks.

By combining different organizational forms, collective teaching methods ensure that every child learns successfully.

The following types of work can be distinguished in a separate pair: discussion of something, joint study of new material, teaching each other, training, checking.

In collective training sessions in different-age and multi-level groups, pupils develop the skills of self-organization, self-government, self-control, self-assessment and mutual assessment.

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

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

CSR is ideal for working in a multi-level group, classroom, as it allows not only differentiating, but also individualizing the learning process in terms of the volume of material and the pace of work for each child. The development of the interest and cognitive activity of students within the framework of this variant of the organization of educational work is also associated with the very form of presentation of the material. The correspondence of the volume and rate of presentation of the material to the individual characteristics of the students creates a sense of successful activity in each child. The specificity of collective learning methods is to adhere to the following principles:

Availability of replaceable pairs of students;

Mutual control;

Mutual management

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

In the organization of the collective work of children, there are three successive stages:

• 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 guiding children.

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

The use of IAT is one of the effective ways to increase the motivation and individualization of children's education, develop their creative abilities and create a favorable emotional background. It also allows you to switch from an explanatory-illustrated way of teaching to an activity-based 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 engaging and exciting. When working with an interactive whiteboard, children develop all mental processes: attention, thinking, memory; speech, as well as fine motor skills. The older preschooler has better developed involuntary attention, which becomes more concentrated when he is interested, the student who studies the material is clear, bright, evokes positive emotions in the child.

9.Game technology.

It 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 director's games for children:

For the development of game skills, a multifunctional game material is created, it is advisable to use fairy-tale plots, the duration of the organization of the game can last 2-3 months.

Stages of ped. technologies:

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

Stage 2: plot development based on the use of multifunctional play material based on the plots of new or familiar fairy tales. The multifunctional material is a “semantic field” on which game events unfold.

Stage 3: development of plot 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:

Role-playing games are related to 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 acquaint the child with people, their activities, relationships.

Stage 2:

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

Determining the situation of human interaction, 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 activity of children; organization of a role-playing game with an imaginary partner for whom the child is talking.

10. Integrated lesson technology

An integrated lesson differs from the traditional use of interdisciplinary connections, which provide only an episodic 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 tasks are being solved. In the form of integrated lessons, it is better to conduct generalizing lessons, presentations of topics, final lessons.

The most effective methods and techniques in an integrated lesson:

Comparative analysis, collation, search, heuristic activity;

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

Sample structure:

Introductory part:

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

Main part:

new assignments based on the content of different areas based on clarity; enrichment and activation of the dictionary.

Final part:

children are offered any kind of practical work.

Each lesson is taught by 2 or more teachers.

Preparation methodology and implementation:

More details detsadd.narod.ru

Information and communication technologies

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

With the help of fascinating 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 occupation. Animated pictures flickering on the screen attract the child, allow them to concentrate their attention. With the help of computer programs, it becomes possible to simulate various life situations that could not be recreated in a kindergarten.

Depending on the child's abilities, the program can be tailored specifically for him, that is, 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 issues due to a lack of relevant experience.

Personality-Oriented Technologies

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

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

Game technology

Gaming technologies are the foundation of all preschool education. In the light of the Federal State Educational Standard (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.

Moreover, games have many cognitive and educational functions. Among the game exercises, one can single out those

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

It is worth mentioning the "TRIZ" technology (the theory of inventive problem solving), which prioritizes creativity. TRIZ wraps complex material in a form that is light and accessible to a child. Children learn about the world through fairy tales and everyday situations.

Material from the site www.deti-club.ru

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

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

The logic of the process,

The interconnection of its parts,

Integrity.

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

Efficiency - modern pedagogical technologies that exist in specific conditions must be effective in terms of results and optimal in terms of costs, to ensure that a certain standard of learning is achieved.

Reproducibility - the ability to apply (repeat, reproduce) educational technology in educational institutions, i.e. technology as a pedagogical tool must be guaranteed to be effective in the hands of any teacher who uses it, regardless of his experience, length of service, age and personality traits.

The 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 the teacher's work, the activity of the teacher in managing the process of mastering the material, diagnostics of the educational 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 a 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.).

The informatization of society sets the following tasks for preschool teachers:

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

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

Requirements for the computer programs of the preschool educational institution:

• Research character
• Ease for self-study children
• Developing a wide range of skills and beliefs
• Age matching

More details on the website 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
• Unplanned, random use of ICT
• Demonstration overload.

ICT in the work of a modern teacher:

1. Selection of illustrative material for classes and for decorating stands, groups, classrooms (scanning, internet, printer, presentation).

2. Selection of additional cognitive material for classes, familiarity with 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 diagram once and then only make the necessary changes.

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

1. 5. Personality-oriented technology

Personality-oriented technologies place 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.

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

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

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 directions are distinguished:

• humane personal technologies, characterized by their humanistic essence, psycho-therapeutic focus on helping a child with weakened 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: d / s No. 2), where there are rooms for psychological relief - upholstered furniture, many plants decorating the room, toys that promote individual games, equipment for individual lessons. Music and gymnasiums, aftercare rooms (after illness), a room for the environmental development of a preschooler and productive activities, where children can choose an activity of their interest.

All this contributes to full respect and love for the child, faith in creative powers, there is no compulsion. As a rule, in such preschool institutions, children are calm, compliant, not conflicted.

• Collaboration technology implements the principle of democratization of preschool education, equality in relations between a teacher and a 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 define 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 relations, an individual approach, democratic management and a bright humanistic orientation of the content. This approach is possessed by the new educational programs "Rainbow", "From childhood to adolescence", "Childhood", "From birth to school".

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

Revealing 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 set goals. In accordance with this, in the technological approach to training, the following are distinguished:

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

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

6. Technology portfolio of a preschooler

Modern technologies in the preschool educational institution

There are a number of portfolio features:

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

u meaningful (reveals 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 surname and first name, group number are indicated; you can enter the heading "I love ..." ("I like ...", "I love when ..."), in which the child's answers will be recorded.

Section 2 "I am growing!". The section contains anthropometric data (in artistic and graphic performance): "This is what I am!", "How I grow", "I grew up", "I am big."

Section 3 "Portrait of my child". The section contains essays by 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 when ...", "I see myself .. . "," I want to see myself ... "," My favorite things ... "; answers to 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". In the section, gra-mots, diplomas are recorded (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, the portfolio can be filled in both in kindergarten and at home, and can be presented as a mini-presentation at a child's birthday.

The author suggests the following portfolio structure. The title page, which contains information about the child (last name, first name, patronymic, date of birth), the start and end date of portfolio management, the image of the child's palm at the time the portfolio starts and the image of the palm at the end of the portfolio.

Section 1 "Meet Me" contains inserts "Love me", where portraits of the child taken in different years on his birthdays are sequentially pasted, and "About me", which contains information about the time and place of birth of the child, the meaning of the name of the child, the date of his celebration name day, a small tale of 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 am growing" includes inserts "Growth dynamics", which provides information about the growth of the child from the first year of life, and "My achievements in the year", which indicates how many centimeters the child has grown, what he learned over the past year, for example, to 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, features of joint pastime with family members).

Section 4 "What I can - I will help" contains photographs of the child, in which he is depicted doing homework.

Section 5 "The World Around Us". This section includes small creative works of the child on excursions, on meaningful walks.

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

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

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

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

Section 3 "Child's information about himself" contains information received from the child himself (drawings, games that the child invented himself, stories about himself, about friends, awards, diplomas, letters).

L. I. Adamenko offers the following structure of the port-folio:

block "What a good child", which contains information about the personal qualities of the child and includes: an essay by the parents about the child; reflections of educators about the child; the child's answers to questions during the informal conversation "Tell about yourself"; responses of friends, other children to a request to tell about the child; self-assessment of the child (results of the "Ladder" test); psychological and pedagogical characteristics of the child; A “basket of wishes”, which includes gratitude to the child - for kindness, generosity, 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: the parents' answers to the questionnaires; reviews of educators about the child; children's stories about the child; stories of teachers to whom the child goes to circles and sections; assessment of the child's participation in promotions; characteristics of the psychologist of the cognitive interests of the child; diplomas in nominations - for curiosity, skills, initiative, independence;

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

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

7. Technology "Teacher's Portfolio"

Modern education needs a new type of teacher:

• thinking creatively

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

• 1. Health-saving technologies
• 2. Technology of project activities
• 3. Technologies of research activities
• 4. Information and communication technologies
• 5. Personality-oriented technologies
• 6. Technology portfolio
• 7. Social gaming technologies

HEALTH-SAVING TECHNOLOGIES

• 1. Mastering a set of the simplest forms and methods of behavior that contribute to the preservation and strengthening of health
• 2. Increased health reserves

FORMS OF ORGANIZATION

• 1. Finger gymnastics
• 2. Gymnastics for the eyes
• 3. Respiratory
• 4. Articulating
• 5. Musical and breathing trainings
• 6. Dynamic pauses
• 7. Relaxation
• 8. Art therapy, fairy tale therapy
• 9. Movement therapy, music therapy
• 10. Color, 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 techniques: 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 a research type of thinking.

FORMS OF WORK

• - heuristic conversations;
• - formulation and solution of problems of a problematic nature;
• - observations;
• - modeling (creating models about changes in inanimate nature);
• - experiments;
• - fixing the results: observations, experiments, experiments, labor activity;
• - "immersion" in colors, sounds, smells and images of nature;
• - imitation of the voices and sounds of nature;
• - the use of artistic words;
• - didactic games, game educational and creatively developing situations;
• - labor orders, actions.

INFORMATION AND COMMUNICATION TECHNOLOGIES

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

Features of the use of ICT

Requirements for the computer programs of the preschool educational institution:

• ? Research character
• ? Ease for self-study children
• ? Developing a wide range of skills and beliefs
• ? Age matching
• ? Amusement.

Program classification:

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

Computer advantages:

• ? The presentation of information on a computer screen in a playful way arouses great interest in children;
• ? Carries a figurative type of information, understandable to preschoolers;

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

Has a stimulus for the cognitive activity of children;

provides an opportunity for individualization of training;

• ? In the course of his activity 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
• - Unplanned, random use of ICT
• - Congestion of the lesson with a demonstration.

ICT in the work of a modern teacher:

• - Selection of illustrative material for classes and for decorating stands, groups, classrooms (scanning, internet, printer, presentation).
• - Selection of additional cognitive material for classes, acquaintance with scenarios of holidays and other events.
• - Exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad.
• - 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 diagram once and then only make the necessary changes.
• - Creation of presentations in the Power Point program to increase the effectiveness of educational activities with children and pedagogical competence of parents in the process of parenting meetings.

PERSONALLY 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. Exercise, observation, experimental activity
• 3. Gymnastics, massage, training, role-playing games, etudes.

TECHNOLOGY PORTFOLIO

• 1. Take into account the results achieved by the teacher in a variety of activities
• 2. Is an alternative form of assessing the professionalism and performance of the teacher

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

I. GENERAL INFORMATION ABOUT THE TEACHER

II. RESULTS OF PEDAGOGICAL ACTIVITIES

III. SCIENTIFIC AND METHODOLOGICAL ACTIVITIES

IV. SUBJECT-DEVELOPMENT ENVIRONMENT

V. WORK WITH PARENTS.

SOCIO-GAME 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 the skills of full-fledged interpersonal communication, allowing the child to understand himself.

FORMS OF ORGANIZATION

• 1. Collective affairs, work in small groups for GCD, trainings on the ability to negotiate
• 2. Games with rules, games-competitions, games-dramatization, plot-role-playing games
• 3. Fairytale therapy
• 4. The method of creating problem situations with elements of self-esteem
• 5. Trainings, self-presentation.

The technological approach, that is, new pedagogical technologies guarantee 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. Creation of technology is impossible without creativity. For a teacher who has learned to work at a technological level, the cognitive process in its developmental state will always be the main reference point.