Modern educational technologies used in kindergarten. Modern technologies used in dow

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

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

HEALTH-SAVING TECHNOLOGIES

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

FORMS OF ORGANIZATION

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

DESIGN TECHNOLOGIES

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

FORMS OF ORGANIZATION

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

RESEARCH TECHNOLOGY

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

FORMS OF WORK

• - heuristic conversations;
• - posing and solving problems of a problem nature;
• - observations;
• - modeling (creation of models about changes in inanimate nature);
• - experiences;
• - fixing the results: observations, experiments, experiments, labor activity;
• - "immersion" in the colors, sounds, smells and images of nature;
• - imitation of the voices and sounds of nature;
• - use of the artistic word;
• - didactic games, game training and creatively developing situations;
• - labor assignments, actions.

INFORMATION AND COMMUNICATION TECHNOLOGIES

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

Features of using ICT

Requirements for computer programs DOE:

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

Program classification:

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

Computer advantages:

• ? Presenting information on a computer screen in a playful way is of great interest to children;
• ? Carries a figurative type of information understandable to preschoolers;

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

It has a stimulus for the cognitive activity of children;

provides an opportunity for individualization of training;

• ? In the process of their activities at the computer, the preschooler gains self-confidence;
• ? Allows you to simulate life situations that cannot be seen in everyday life.

Errors when using information and communication technologies:

• - Insufficient methodological preparedness of the teacher
• - Incorrect definition of the didactic role and place of ICT in the classroom
• - Unscheduled, random use of ICT
• - Overloading the demonstration session.

ICT in the work of a modern teacher:

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

PERSON-ORIENTED TECHNOLOGIES

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

FORMS OF ORGANIZATION

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

TECHNOLOGY PORTFOLIO

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

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

I. GENERAL INFORMATION ABOUT THE TEACHER

II. RESULTS OF PEDAGOGICAL ACTIVITY

III. SCIENTIFIC AND METHODOLOGICAL ACTIVITY

IV. SUBJECT DEVELOPMENT ENVIRONMENT

V. WORKING WITH PARENTS.

SOCIO GAMING TECHNOLOGIES

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

FORMS OF ORGANIZATION

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

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

Municipal budgetary preschool educational institution kindergarten of a combined type No. 29 of the city of Yeysk, municipality Yeysk district

on the use of modern educational technologies in the educational process under the conditions of the Federal State Educational Standard.

educator MBDOU DSKV No. 29, Yeysk

MO Yeysk district

Introduction
Application of modern educational technologies in the educational process.
Technologies of civil-patriotic education.
Non-traditional drawing techniques.
Game technologies.
Application of information and communication technologies in the educational process.
Application of health-saving technologies in the educational process.
Conclusion.
Bibliography.

Introduction

In the context of the implementation of the Federal State Educational Standard, the development of preschool education is moving to a new qualitative level, which is aimed at preserving the inherent value of preschool childhood, developing creative abilities, shaping preschoolers' interest and need for active creative activity, therefore, an important condition for increasing the effectiveness of the educational process is to find ways to optimize the pedagogical interactions.

A fundamentally important side in pedagogical technologies is the position of the child, the attitude of adults towards the child. The use by the teacher of modern educational technologies focused on the personality of the child, on the development of his abilities is an important condition for his work.

aim modern educational technologies is the creation of a structural-functional model designed on the basis of the integration of systemic, competency-based and differentiated approaches, aimed at mastering social, health-saving, communicative, activity, informational competencies by pupils.

Tasks application of modern educational technologies:

upbringing and development of a comprehensively harmoniously developed personality, through improving the quality of educational work;

providing the child with the opportunity to maintain health, the formation of the necessary knowledge, skills, and habits for a healthy lifestyle;

formation of motivation and maintaining the interest of children during organized educational activities.

The use of traditional and innovative educational technologies helps to achieve the maximum possible success in the educational process and contribute to the improvement of the whole organism.

Application of modern educational technologies in the educational process.

Modern pedagogy is in a constant active search for ways to improve and optimize the process of learning and development of children at different age stages and in various educational conditions that are typical for preschool children.

In the modern world, it is not enough to use traditional technologies when working with children. Increasingly, there is a need to search for new approaches, technologies and techniques that ensure the effectiveness and quality of educational work. The use of modern educational technologies is an important condition for the successful work of a teacher.

The purpose of pedagogical technologies: improving the quality of the educational process.

The main tasks of pedagogical technologies are:

formation of a healthy lifestyle for children;

protecting the life and health of children;

ensuring the intellectual, personal and physical development of the child;

implementation of the necessary correction of deviations in the development of the child;

increasing motivation for organized educational activities;

improving the effectiveness of educational work.

To increase the effectiveness of educational work in organized educational activities in kindergarten, along with traditional types of work, I use modern technologies: civil-patriotic education technologies, non-traditional drawing techniques, gaming technologies, non-traditional methods and techniques.

Technologies of civil and patriotic education

At present, the interest of scientists and teachers in the problem of civic-patriotic education has noticeably increased. This can be seen from numerous publications and the appearance of documents at the state level.

Civil patriotic upbringing is a purposeful process of forming a social value attitude towards the Motherland, its people, its culture, language, and traditions. This attitude is manifested in the desire and desire to know the history of one's country, its national and cultural wealth, to actively participate in public life, to work conscientiously and creatively for the good of the Motherland.

The solution to the urgent problem of civil-patriotic education in the conditions of preschool education becomes obvious. Understanding the modern conditions and features of the development and socialization of the future citizen allows the teacher to solve one of the main tasks of education - the upbringing of the "Citizen".

Working with pupils of senior preschool age, one must understand the need to form such values ​​as love for Russia, one's people, one's land, service to the Fatherland. It is at this age that children are characterized by increased susceptibility to external influences, faith in the truth of everything they teach, in the unconditionality and necessity of moral norms, which creates the prerequisites for systematic moral education, the formation of citizenship and patriotic feelings.

The education of patriotism and citizenship has always occupied one of the leading places in pedagogical science.

The first feelings of citizenship and patriotism.

Are they available for kids?

You can give an affirmative answer: preschoolers, especially older ones, have access to a feeling of love for their native city, native nature, and their homeland.

Under the guidance of adults, elements of patriotic and civic feelings and social relations are gradually formed in children.

“The beauty of the native land, which opens up thanks to a fairy tale, fantasy, creativity, is a source of love for the Motherland. Understanding and feeling the greatness, the power of the Motherland comes to a person gradually and has its origins in beauty.

V.A. Sukhomlinsky

What is patriotism?

Patriotism is love for the Motherland, nature, people, culture of one's people.

Patriotism is both devotion to one's Fatherland and the desire to do everything possible to preserve the cultural identity of each people.

Patriotism includes:

Attachment,

Sympathy,

Empathy,

Responsibility,

And other qualities without which a person cannot take place as a person.

Patriotic education in kindergarten is closely related to mental, labor, environmental, aesthetic education.

citizenship- this is belonging to the permanent population of this state, endowing with a set of political rights and obligations.

Citizenship includes:

Responsibility,

Desire and ability to work for the good of the fatherland,

Protect and respect the wealth of the Motherland,

Aesthetic feelings associated with love for the native city, native nature.

The term "civic education" is relatively new for our country as a whole and completely new for preschool education and upbringing in Russia. Before the start of the reforms, the programs included the section “Introduction to the Phenomena of Public Life”, within which only the task of patriotic education of children was put forward.

Civic education does not provide for an unambiguously positive attitude towards any sphere of life in the form in which it exists at a given historical moment.

Civil behavior implies the formation of certain personality traits: activity, independence, ability to make decisions, initiative, etc.

Target patriotic education is to instill love for the Fatherland, pride in its culture, and civic education consists in shaping the child's active social position as a participant and creator of public life.

Tasks of teachers and parents:

Awaken, as early as possible, in a growing person love for his native land;

To form character traits that will help to become a person and a citizen of society;

Raise love and respect for the home, kindergarten, native street, city (settlement where the child lives);

A sense of pride in the achievements of the country, love and respect for the army, pride in the courage of soldiers;

To develop interest in the phenomena of public life accessible to the child.

At present, the search and development of innovative approaches to patriotic education is of great importance.

Teachers should take into account that cultivating love for the motherland, hometown means linking educational work with the social life that surrounds the child. In your work, use the most interesting and effective forms of work- walks, excursions, observations, explanations that encourage children to various activities (game, verbal, productive, etc.).

Patriotic education permeates all types of children's activities in everyday life and in the classroom. It is necessary to form in children the need to participate in activities for the benefit of the surrounding people and wildlife, to help them realize themselves as an integral part of their small homeland.

Working methods

Targeted walks and excursions.

Observations (for example, the working life of people, changes in the appearance of the city, etc.).

Explanations of the educator in combination with showing and observing children.

Conversations about the native city.

Holidays and entertainment of a patriotic orientation,

Learning songs and poems about the homeland, proverbs, sayings, reading fairy tales, listening to music.

Familiarization with the works of folk art (embroidery, painting, sculpture).

Enrichment and stimulation of children's creativity.

Attracting children to feasible socially useful work.

Raising respect for veterans of war and labor.

Use a set of means (the immediate environment, visual activity, music, the man-made world of peoples) in order to form a personal attitude to the native city, to modern reality. Involve in the conduct of local history work, the study of the state of the environment. Stimulate activities to study the traditions, history and culture of their people and native land. Involve children in the protection of monuments of the historical and cultural heritage of the people.

Means of civil - patriotic education:

Environment,

Fiction and art,

Practical activities,

Visiting museums, exhibitions,

Meeting interesting people

Introducing children to family traditions, traditions and customs of their people, country, to art

The main provisions of the program for patriotic education in kindergarten.

Acquaintance with the environment, speech development, visual activity, musical development

Introduction to the social world:

Raising a sense of belonging with the life of the country (patriotic dates and holidays)

Careful attitude to what is made by people

Acquaintance with the events that took place in the country, give an idea about the country, the capital, the symbols of the state

Raising love for the native land, for the Motherland

Acquaintance with the sights of the city, with the name of the streets

Acquaintance with the subject world:

Raising a sense of friendship towards people of other nationalities

Raising respect for working people and objects produced by them

Acquaintance with objects of folk art

Acquaintance with nature:

Raising a love for the nature of the native land

Raising respect for nature

Raising a sense of the need for labor participation in the protection of native nature

Great importance should be attached to the enrichment of the subject-game environment in the preschool educational institution, state symbols, flora and fauna of the country. To develop the cognitive activity of children, mini-museums of the native land are being created. Products of folk applied art of Russia, souvenirs, books, videos about Russia are purchased.

Developing subject-spatial environment

Science Center:

• Flag and coat of arms of Russia.

  Flag and Coat of Arms of the Krasnodar Territory

  Coat of arms and flag of your city

  Russian anthem.

  Anthem of the Krasnodar Territory

  President's portrait.

  Portrait of the Governor of the Krasnodar Territory

  Albums:: “My family”, “My city”, “My district”, “Our army is dear”

  Thematic albums of military branches and military equipment

  Sets of postcards "Russian way of life".

  Cassettes with recording of fairy tales and patriotic songs

  Educational games of a civil and patriotic orientation "Zarnitsa", "Relay races", "Mysteries about the city", "Does it happen or not?" , "Patterns of the hometown", "Make no mistake", "Do you know?" (city celebrities), "Traveling around the city", "Where is the monument?", "The birds of our city" "The river of courtesy"

We introduce children to the rights and obligations, give an idea of ​​the Law.

Every child has the right:

in name and nationality;

For a family;

On defense;

For education;

For medicine;

For rest and leisure;

For information.

The success of the civic-patriotic upbringing of children largely depends on the parents, the family, and the atmosphere that prevails at home.

Working with parents

Meetings and consultations with parents

Issue of a wall newspaper for children, parents "Friendly family"

Design of photo booths “There is such a profession - to defend the Motherland!”, “Our pets”, etc.

Family photo contest "The city where I live"

Family exhibition of drawings (co-creation of children and parents) "There is no more beautiful land in the world", "My land".

Civil-patriotic projects “I am a citizen of Russia!”, “A child has the right”, “My family”

Family holidays

Campaign "Let our city be clean!",

"Only one who appreciates and respects what has been accumulated and preserved by the previous generation can love the Motherland, recognize it, become a true patriot." S. Mikhalkov.

1.2. Non-traditional drawing techniques

The formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. Its development begins more effectively from preschool age. As V. A. Sukhomlinsky said: “The origins of the abilities and talents of children are at their fingertips. From the fingers, figuratively speaking, go the thinnest threads-streams, which are fed by the source of creative thought. In other words, the more skill in a child's hand, the smarter the child." According to many teachers - all children are talented. Therefore, it is necessary to notice in time, to feel these talents and try, as early as possible, to give children the opportunity to show them in practice, in real life.

In the context of the Federal State Educational Standard of preschool education, the development of creative abilities in children is of particular importance. The ability to create is a specific feature of a person, which makes it possible not only to use reality, but also to modify it. The higher the level of development of a person's abilities, the more opportunities open up for his creative activity.

Creativity is inherent in man by nature. The main point is that the conditions of life, the presence of will give the opportunity to develop those abilities that are inherent in nature in a given person.

In recent years, the content and tasks of visual activity have changed. If a few years ago we put children in the framework of copying a model, showing the sequence and techniques of drawing, taught to depict objects of a realistic world, now, using new, innovative programs and pedagogical technologies, we are trying, without imposing our point of view on children, to realize our creative potential . This requires skillful and purposeful leadership of the creative development of children.

Preschool childhood is a very important period in the life of children. It is at this age that every child is a little explorer, with joy and surprise discovering an unfamiliar and wonderful world around him. The more diverse children's activities, the more successful the child's versatile development, his potentialities and the first manifestations of creativity are realized. Great potential for the disclosure of children's creativity lies in the visual activity of preschoolers.

Since I myself am a creative person, I teach this to my children in the group, with whom we perform various interesting and creative works. Not only children participate in this, but also their parents with pleasure.

In the dictionary of synonyms, the word "unconventional" means: extraordinary, original, in a new way, unique, individually, independently, original, non-standard, peculiar, in a new way, in its own way.

What does "non-traditional drawing" mean?

It is the art of depicting without being based on tradition.

Children from a very early age try to reflect their impressions of the world around them in their fine art. Adults (teachers) help the child in this. Drawing in unconventional ways is a fun, mesmerizing activity that surprises and delights children. The developing environment plays an important role in the development of the child. Therefore, when organizing a developing object-spatial environment, it is taken into account that the content is of a developmental nature and is aimed at developing the creativity of each child in accordance with his individual capabilities, accessible and appropriate for the age characteristics of children. Unusual materials and original techniques attract children by the fact that the word “no” is not present here, you can draw whatever you want and how you want, and you can even come up with your own unusual technique. Children feel unforgettable, positive emotions, and by emotions one can judge the mood of the child, what pleases him, what upsets him.

Conducting classes using non-traditional drawing techniques contributes to:

Development of spatial thinking;

Development of fine motor skills of hands and tactile perception;

Development of creative abilities, imagination and flight of fancy;

The development of memory, attention, perseverance, teaches to think and analyze, measure and compare;

Development of aesthetic perception and emotional responsiveness;

Removing children's fears;

Development of self-confidence;

Teaches children how to work with a variety of materials.

The success of teaching non-traditional techniques largely depends on what methods and techniques the teacher uses to convey certain content to the child, to form his knowledge, skills and abilities. In many ways, the result of the child's work depends on his interest, so it is important to activate the child's attention in the lesson, to encourage him to work with the help of additional incentives.

Such incentives can be:

Play, which is the main activity of children;

Surprise moment;

Asking for help (children will never refuse to help the weak);

Musical accompaniment; etc.

Mastering an unconventional image technique gives preschoolers true joy. They are happy to draw different patterns without experiencing difficulties. Children boldly take up art materials, they are not afraid of the diversity and the prospect of independent choice. They enjoy the process of doing it. Children are ready to repeat this or that action many times. And the better the movement is, the more pleasure they repeat it, as if demonstrating their success, and rejoice, drawing the attention of an adult to their achievements.

There are many non-traditional drawing techniques. Their unusualness lies in the fact that they allow children to quickly achieve the desired result, if their mastery is built taking into account the specifics of the activity and age of the children. I took those non-traditional drawing techniques that are more interesting and easier for children to cope with, and divided them progressively (from easier to more difficult). Drawing in non-traditional ways can already be started from before the pictorial period of drawing. I spend this kind of drawing with each child individually and in the afternoon.

finger painting;

hand drawing;

foam drawing;

blotting;

cork drawing;

drawing with cotton swabs;

pencil - stamp;

drawing in a way - "poke";

decorating objects;

grafting technique.

Each of these techniques is a little game. Their use allows children to feel more relaxed, bolder, more direct, develops imagination, gives complete freedom for self-expression.

DRAWING WITH FINGERS

Purpose: development of fine motor skills of hands, tactile sensations, confidence, emotions, orientation on a sheet of paper.

Material: gouache, a sheet of paper with or without a silhouette, a napkin.

Method for obtaining an image: the child dips his index finger in gouache and puts spots, dots on a sheet of paper.

PALM DRAWING

Purpose: development of tactile sensations, imagination, emotions.

Material: gouache, colored or white paper, napkin. Method for obtaining an image: the child dips his entire palm in paint, leans it against a sheet of paper (leaving an imprint, the teacher finishes the details of the picture.

FOAM DRAWING

Purpose: development of fine motor skills of hands, orientation on a sheet of paper, tactile sensations, emotions. Material: jar with gouache; a sheet of paper with a drawing drawn in pencil; a piece of foam rubber, a napkin. Method of obtaining an image: the child dips the foam rubber into a jar of paint and runs it over a sheet of paper from left to right, painting over the image.

BLOTGRAPHY

Purpose: development of imagination, thinking, emotions.

Material: gouache, colored or blank paper, napkin.

Method of obtaining an image: the child dips a brush or finger into the paint and, with chaotic hand movements, applies paint to a sheet of paper. The teacher asks the child questions: “What does your inkblot look like?” or "What is this?"

PLUG DRAWING

Purpose: development of fine motor skills of hands, imagination, orientation on a sheet of paper, emotions.

Material: gouache of any color, a sheet of paper, corks from tubes of cream, toothpaste or a plastic bottle.

Method of obtaining an image: the child takes a cork with three fingers, dips it in paint and leaves prints on a sheet of paper.

DRAWING WITH COTTON STICKS

Purpose: development of fine motor skills of hands, imagination, color perception, orientation on a sheet of paper, emotions.

Material: cotton buds; gouache; paper.

Method of applying the image: the child dips the end of the cotton swab into the paint and, by swiping it or by poking, leaves an imprint on the image.

DRAWING IN THE WAY - "POKE"

Purpose: strengthening the skills of drawing with a brush and paints, developing imagination, thinking, emotions.

Material: sheet with a painted silhouette, a brush with hard bristles, gouache, a jar of water.

Method of applying the image: the child, with the help of a brush, applies paint to the silhouette using the “poking” method (as if poking at a leaf).

DECORATION OF OBJECTS

Purpose: the ability to work with paints carefully, to select the right color for the object being painted, the development of thinking, creativity, emotions.

Material: a sheet of paper with a painted silhouette, brushes, gouache of different colors.

Coloring method: the child takes the paint of the desired color with a brush and decorates it.

GRATTAGE TECHNIQUE

The technique of "grattage" is also called "dagger-scratches"

Teach children to draw with a stencil.

Cultivate accuracy in the course of work.

To improve the skills of children in combining various techniques.

Develop speech and thinking
Target:

To acquaint students with one of the types of graphics - scratching
Material:

album sheet

Wax colored pencils

Black gouache

Liquid soap

Sharpened stick or stick of paste

Stencil

My innovative work was done on one of the topical topics, since the problem of non-traditional drawing of preschool children is relevant today. In the changing conditions of modern society, acquaintance with non-traditional drawing techniques must begin precisely from preschool age - in childhood, the foundation of a creative personality is laid, it is then that moral norms of behavior in society are fixed, and spirituality is formed.

In the process of drawing, observation, aesthetic perception, artistic taste, and creative features of the child are improved.

The novelty and distinctive feature of the work on non-traditional drawing techniques is that it has an innovative character. The system of work uses non-traditional methods and ways of developing children's artistic creativity. Homemade tools, natural and waste materials are used for non-traditional drawing. Non-traditional drawing gives children a lot of positive emotions, reveals the possibility of using familiar household items as original art materials, and surprises with its unpredictability.

The innovative pedagogical activity carried out by me has a sufficient theoretical justification based on the analysis of literary sources on the problem under consideration.

(V. T. Kazakova, I. A. Lykova, Davydova G. N, and others)

The leading pedagogical idea of ​​my work is to study the problem of non-traditional drawing techniques for preschool children. From many years of experience in working with children to develop artistic and creative abilities in drawing, it became clear that standard sets of visual materials and ways of transmitting information are not enough for modern children, since the level of mental development and the potential of the new generation has become much higher. In this regard, non-traditional drawing techniques give impetus to the development of children's intellect, activate the creative activity of children, teach them to think outside the box.

To implement the tasks set in my work, I used the following research methods:

Theoretical: study and analysis of psychological - pedagogical, scientific and methodological literature, programs, study of the state of the problem in the practice of teaching;

Empirical: observation of the pedagogical process.

Non-traditional drawing techniques are a real flame of creativity, it is an impetus to the development of imagination, the manifestation of independence, initiative, and expression of individuality.

I have selected illustrative material accessible to pupils, enriched the corner of productive activity, with the help of which I direct children to the development of imagination.

I have developed didactic games, such as: “What! Which! Which!" “What it looks like” “Transformer” “Pebbles on the shore”. "Merry Dwarf" "What does it look like". Children are invited to resolve such problematic situations as “What is common between,. ?”, “Where can it be applied,. ?”, “What does it look like?”, “Good - bad” and others.

All educational activities of the teacher are carried out in a playful way, understandable and interesting for children. Every day they are more and more involved in the learning process, but at the same time, educational activity remains a game, retaining its attractiveness.

Thus, the development of the creative personality of a preschooler in a preschool educational institution is possible due to the creation of a developing environment that contributes to the transformation of the spontaneous and direct activity of the child into creative activity and the readiness of the teacher, which manifests itself in providing conditions for the development of children's independence, initiative, creativity and the search for new, creative solutions.

1.3. Gaming technologies

Game pedagogical technology - the organization of the pedagogical process in the form of various pedagogical games. This is a consistent activity of the teacher for:

Selection, development, preparation of games;

Inclusion of children in play activities;

The implementation of the game itself;

Summing up the results of gaming activities.

The main feature of a pedagogical game in gaming technology is a clearly defined goal of learning and its corresponding pedagogical results, characterized by an educational and cognitive orientation. The types of pedagogical games are varied. They may vary:

By type of activity - motor, intellectual, psychological, career-oriented, etc.;

By the nature of the pedagogical process - teaching, training, controlling, cognitive, educational, developing, diagnostic.

By the nature of the gaming technique - games with rules; games with rules set in the course of the game, games where one part of the rules is set by the conditions of the game and is set depending on its course.

For gaming equipment - desktop, computer, theatrical, role-playing, directorial, etc.

The main component of gaming technology is direct and systematic communication between the teacher and children. Its meaning:

Activates pupils;

Increases cognitive interest;

Causes emotional upsurge;

Promotes the development of creativity;

Maximizes the time of classes due to clearly defined game conditions;

Allows the teacher to vary the strategy and tactics of game actions by complicating or simplifying game tasks depending on the level of mastering the material.

Game classes are very lively, in an emotionally favorable psychological environment, in an atmosphere of goodwill, equality, in the absence of isolation of passive children. Game technologies help children to be liberated, self-confidence appears. As experience shows, acting in a game situation close to real life conditions, preschoolers more easily learn material of any complexity.

Conceptual foundations of gaming technology:

The game form of joint activity with children is created with the help of game techniques and situations that act as a means of encouraging and stimulating the child to activity.

The implementation of the pedagogical game is carried out in the following sequence - the didactic goal is set in the form of a game task, educational activity is subject to the rules of the game; educational material is used as its means; successful completion of the didactic task is associated with the game result.

Game technology covers a certain part of the educational process, united by a common content, plot, character.

Game technology includes sequentially games and exercises that form one of the integrative qualities or knowledge from the educational field. But at the same time, the game material should activate the educational process and increase the efficiency of mastering the educational material.

The game, as a rule, is the children's own initiative, therefore, the teacher's guide when organizing game technology must meet the requirements:

The choice of a game depends on educational tasks that require their resolution, but should act as a means of satisfying the interests and needs of children (children show interest in the game, actively act and get a result veiled by the game task - there is a natural substitution of motives from educational to gaming);

Game proposal - a game problem is created, for the solution of which various game tasks are offered: rules and techniques of action);

Explanations of the game - briefly, clearly, only after the interest of children in the game has arisen;

Play equipment - must comply with the content of the game and all the requirements for the subject-play environment according to the Federal State Educational Standard;

Organization of the game team - game tasks are formed in such a way that each child can show their activity and organizational skills.

Children can act depending on the course of the game individually, in pairs or teams, collectively:

The development of the game situation is based on the principles:

lack of coercion of any form when involving children in the game; the presence of game dynamics; maintenance of the game atmosphere; the relationship between gaming and non-gaming activities;

End of the game - the analysis of the results should be aimed at practical application in real life.

In my practice, I use the following gaming technologies:

Game situations (during organized educational activities and during sensitive moments);

Surprise moments (during OOD and during regime moments);

Solving various problem situations (in a playful way).

This helps me to activate the cognitive activity of children, creates motivation for creativity, develops mental activity, helps my pupils to master figurative speech, teaches the correct construction of sentences.

Modern game technologies in the preschool educational institution assign the child the role of an independent subject interacting with the environment. This interaction includes all stages of activity: goal setting, planning and organization, implementation of goals, analysis of performance results. Developing education is aimed at developing the entire set of personality traits. Game technologies in the preschool educational institution allow the educator to develop independence, set in motion the internal processes of mental neoplasms. Using game technologies in the educational process, the educator must have goodwill, be able to provide emotional support, create a joyful environment, encourage any invention and imagination of the child. The game is useful for the development of the child and the creation of a positive atmosphere of cooperation with adults. An important feature of modern gaming technologies that I use in my work is that gaming moments penetrate into all types of children's activities: work and play, educational activities and play, everyday household activities associated with the implementation of the regime and play.

With the help of gaming technologies, I develop children's creativity, creative thinking and imagination. The use of game techniques and methods in standard, problem situations forms flexible, original thinking in children.

Thus, modern gaming technologies cover a wide range of development of the abilities of preschool children, ensuring the efficiency of mastering the material. However, it should be noted that such an impact of gaming technologies on a child is achieved through the integrated application of the achievements of pedagogy and psychology.

Application of information and communication technologies in the educational process.

We all know that the computer enters the life of a child from an early age, having both a positive and a negative impact on the formation of his personality. In terms of the impact on the child's psyche, modern information technologies are incomparable with other means.

Increasingly, teachers of preschool institutions began to point out the use of ICT in working with children as the main achievement. And I am no exception. Having mastered the work on the computer on my own, I apply my skills in working with preschoolers. But before me, like before many teachers, there is a question. How to do it right? To use or not to use ICT in kindergarten?

First of all, it is necessary to clearly understand what ICT is and in what specific work in the preschool educational institution they are needed.

The combination of ICT is associated with two types of technologies: information and communication.

"Information technology is a set of methods, methods and means that provide storage, processing, transmission and display of information and focused on improving the efficiency and productivity of labor." At the present stage, methods, methods and means are directly interconnected with a computer (computer technology).

Communication technologies determine the methods, ways and means of human interaction with the external environment (the reverse process is also important). In these communications, the computer takes its place. It provides a comfortable, individual, diverse, highly intelligent interaction of communication objects. Combining information and communication technologies, projecting them into educational practice, it should be noted that the main task facing their implementation is the adaptation of a person to life in the information society.

It is absolutely clear that ICT is becoming the main tool that a person will use not only in professional activities, but also in everyday life.

The main goal of introducing information technologies is to create a single information space of an educational institution, a system in which all participants in the educational process are involved and connected at the information level: administration, teachers, pupils and their parents.

Information technology is not only and not so much computers and their software. ICT refers to the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

I use my skills in my work:

With kids

With parents

With colleagues

In methodical, experimental, innovative activity.

First of all, I want to say that I do not use the direct work of children on the PC. I think that in preschool age this is not a priority. It is much more important for me to work on creating a single creative space in the framework of interaction with the families of pupils in the direction of solving the problems of child development in the modern information society. It is important to become a guide to the world of new technologies for both the child and parents, a mentor in the choice of computer games and form the foundations of the information culture of the child's personality.

What are the main directions of ICT development?

Using a computer to familiarize children with modern technical means of transmitting and storing information.

ICT as a means of interactive learning that allows you to stimulate the cognitive activity of children and participate in the development of new knowledge.

ICT for parents of pupils. Cooperation with the child's family in the use of ICT at home, especially the computer and computer games.

ICT aims to implement the idea of ​​network management, organization of the pedagogical process, methodological service. This technology provides planning, control, monitoring, coordination of the work of teachers and specialists. In this case, the use of ICT helps to optimize the activities of preschool educational institutions.

I will present the main forms of using ICT in my work:

Selection of illustrative material for OOD, design of parental corners, groups, information material for designing stands, folders, sliders, (scanning, Internet; printer, presentation);

Selection of additional educational material for OOD (visual material);

Registration of group documentation (lists of children, information about parents, diagnostics of children's development, planning, monitoring of program implementation, etc.), reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.

Creation of presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent-teacher meetings. Moreover, the presentation can become a kind of lesson or event plan, its logical structure, i.e. can be used at any stage of the lesson.

The use of digital cameras and photo editing programs that make managing pictures as easy as taking pictures, easily find the ones you want, edit and show them;

Using a photo frame to introduce parents to the rich and interesting garden life of children;

The use of the Internet in pedagogical activities, for the purpose of informational and scientific and methodological support of the educational process in a preschool institution;

Exchange of experience, acquaintance with periodicals, developments of other teachers.

For in-depth discussions of pedagogical topics with colleagues and consultations with specialists, I use forums in online pedagogical communities. I am interested in network technologies of communication.

New activities contribute to the development of new competencies. These competencies, of course, are in the field of information technology:

Free possession of ICT tools on the Internet;

The desire to explore new tools, network services;

Mastering the constantly improving communication tools of the Internet.

Thus, the use of ICT helps to improve the quality of the educational process: teachers have the opportunity to communicate professionally with a wide audience of Internet users, and their social status increases. The use of EER (electronic educational resources) in working with children serves to increase the cognitive motivation of pupils, respectively, there is an increase in their achievements, key competencies. Parents, noting the interest of children in the preschool educational institution, began to treat teachers with more respect, listen to their advice, and participate more actively in group projects.

Application of health-saving technologies in the educational process.

In recent years, a steady trend has been revealed towards a significant decrease in the health indicators and development rates of preschool children, which is due to the deterioration of socio-economic and environmental conditions. In this regard, at present, such pedagogical technologies are becoming more and more in demand, which, in addition to the pedagogical effect, involve saving the health of children. There was a need to use new health-saving technologies aimed at studying the individual capabilities of the body, teaching the methods of mental and physical self-regulation.

In the process of educational work of a teacher, the social and pedagogical importance of preserving the health of children increases.

Health-saving technologies influence the formation of a harmonious, creative personality and its preparation for self-realization in life based on value orientations, such as health.

Health-saving technologies in preschool education are technologies aimed at solving the priority task of modern preschool education, the task of preserving, maintaining and enriching the health of subjects of the pedagogical process in kindergarten: children, teachers and parents.

Health-saving educational technologies are the most significant among all known technologies in terms of the degree of impact on children's health; it is an integral system of educational, health-improving, corrective and preventive measures.

Working in a correctional group in which the contingent of pupils is made up of children with various psychophysiological characteristics, the use of health saving is simply necessary for them.

The effectiveness of the positive impact on the health of children of various recreational activities, which constitute health-saving technologies, is determined by the quality of the methods and techniques used, as well as competent use in the overall system aimed at the benefit of children's health.

In organized educational activities, I use both traditional and non-traditional methods of health-saving technology, including:

Articulation gymnastics;

Breathing exercises;

Finger gymnastics;

Physical education minutes (dynamic pauses).

Articulation gymnastics for the development and improvement of basic speech movements. Articulation gymnastics for preschoolers is best done in a playful way. For this, small poetic forms are well suited. Articulation gymnastics in verses is not only an increase in the child's interest in a particular exercise, but also a countdown of the exercise time and determining the rhythm of performing dynamic exercises.

"Watch"

Tick ​​tock, tick tock

The clock is ticking - that's it!

Left tick,

Right so.

The clock is ticking - that's it!

Description: Open mouth wide. Slowly move the tongue horizontally from side to side, pull the tongue to the corners of the mouth. Alternately change the position of the tongue 4 - 6 times.

"Shovel"

Let our tongue rest

Let him take a nap.

Description: The mouth is open, a wide, relaxed tongue rests on the lower lip.

Breathing exercises.

Breathing is the most important function of the body. An important place in physical culture is occupied by special breathing exercises that provide complete drainage of the bronchi, cleanse the mucous membrane of the respiratory tract, and strengthen the respiratory muscles. Even the ancient oriental sages, the creators of various respiratory systems, attached great importance to breathing exercises. It was believed that in addition to oxygen supply with the help of breathing, the body is also supplied with energy. Proper breathing regulates the state of the human nervous system.

Let's listen to our breath

Target: to teach children to listen to their breathing, determine the type of breathing, its depth, frequency, and according to these signs - the state of the body.

Starting position - standing, sitting, lying (as convenient at the moment). The muscles of the body are relaxed.

In complete silence, children listen to their own breathing and determine:

where does the air stream of air enter and where does it come from;

what part of the body comes into motion during inhalation and exhalation (stomach, chest, shoulders or all parts - in waves);

what kind of breathing: superficial (light) or deep;

what is the frequency of breathing: often inhale-exhale or calmly with a certain interval (automatic pause);

quiet, inaudible breathing or noisy.

This exercise can be done before physical activity or after, so that children learn to determine the state of the whole organism by breathing.

We breathe quietly, calmly and smoothly

Target: to teach children to relax and restore the body after physical exertion and emotional arousal; regulate the process of breathing, focus on it in order to control the relaxation of your body and psyche.

Starting position - standing, sitting, lying (it depends on the previous physical activity). If sitting, the back is even, it is better to close your eyes.

Slow breath in through the nose. When the chest begins to expand, stop inhaling and pause as long as you can. Then a smooth exhalation through the nose (repeat 5-10 times).

The exercise is performed silently, smoothly, so that even the palm held up to the nose does not feel the air flow when exhaling.

Finger gymnastics and the development of fine motor skills.

In my work, I pay enough attention to the development of fine motor skills. Children are engaged in modeling, drawing, and, of course, doing finger gymnastics complexes for preschoolers. These classes are held in a playful way, often in the form of dramatizations of fairy tales familiar and beloved to children.

The key to success in developing fine motor skills using finger gymnastics for preschoolers is the regularity of these activities. By devoting 5 minutes daily, you can achieve a good result in mastering oral speech. Such activities are a favorite pastime for children, especially if finger puppets are used along with gymnastics, which will diversify the game and attract more attention even to the most restless.

One, two, three, four, five…

One, two, three, four, five

Bend each finger.

We're going to look for mushrooms

The index and middle fingers of the right hand “walk” along the left palm.

This finger went to the forest

This finger mushroom found

This finger began to clean

This finger ate everything

Bend each finger

From that he got fat.

Show thumb.

"Palms".

Show me your hands

Right and left.

Quickly squeeze into a fist

Skillful fingers.

Open up, consider

And please tell me:

Why do we need children

Those nimble hands?

(put away toys, tie shoelaces, wash dishes, make a gift with your own hands, wipe dust, play ball, etc.)

"Sing along, sing along!» , I. Tokmakova

Ten birds - a flock.

This bird is a nightingale

This bird is a sparrow

This bird is an owl

sleepy head,

This bird is a waxwing

This bird is a corncrake

This bird is a lark

gray feather,

This is a finch, this is a swift,

This is a cheerful siskin

Well, this is an evil eagle ...

Birds, birds, go home! (The fingers of both hands are clenched into fists. Having heard the name of the birds, the children open one finger at a time, first of the right and then of the left hand. At the last words, the fingers of both hands are clenched into a fist).

Back massage "Rain"

Rain runs on the roof - bom, bom, bom! (clap hands)

On a cheerful sonorous roof - bom, bom, bom! (tap fingers)

Stay at home, stay at home - bom, bom, bom! (beat fists)

Don't go anywhere - bang, bang, bang! (rubbing with the ribs of the palms)

Read, play - bang, bang, bang! (rubbing shoulders)

And I’ll leave, then walk - bom..bom..bom.. (stroke with palms)

(turn 180 * and repeat the massage)

After the rain, look, mushrooms have grown in the forest.

"Five sparrows".

Five sparrows sat on the fence,

One flew away, while the others sang.

And they sang until fatigue overcame,

One flew away, three of them remained.

The three of us sat and got a little bored,

One flew away and two remained.

"Birds".

Birds flew, flapped their wings

They sat on the trees and rested together.

Fizultminutki (dynamic pauses)

Physical education is a great opportunity for a child to make a transition between classes, relieve emotional stress, and also get to know their body. For children, the poetic form of such exercise games is most interesting. I choose several suitable physical education sessions, change them after 1-2 weeks or agree with the speech therapist teacher and choose the one that suits the topic.

Game "Drops":

- I will be a cloud mother, and you will be my droplets.

Melody 1.

It's time for you to hit the road. (Droplets jump, dance.)

They flew to the ground. They jumped and played. And soaked into the ground. And in the ground lay the seeds of different plants.

Seeds drank water and began to grow. They grew and grew and grew. Now dream up and tell me what kind of plant you have become?

"Smart nature".

We respect nature (children walk in a circle, holding hands),

We care and understand.

Us at any time of the year

Wise nature teaches.

Birds teach singing (chirp-chirp)

Spiders of patience, (fingering in the air)

Bees in the field and in the garden

They teach us how to work. (z-z-z)

Reflection in water teaches justice (spring).

Us trees of all breeds (squeeze their hands in a handshake)

They teach strong friendship.

You need to learn from nature for a whole year (clap your hands).

What do sparrows sing about.

What sparrows sing about (we walk on the spot)

On the last day of winter? (hands to the sides - on the belt)

We survived! (clap hands)

We survived! (jumping in place)

We are alive! We are alive! (walking in place)

Here comes a big bird...

Here comes a big bird

Smoothly circles over the river (hand movements imitating the flapping of wings)

Finally she sits down

On a snag above the water (sit in a deep squat).

"The droplets go in a circle."

The teacher says that she is Cloud's mother, and the children are Droplets, and it's time for them to hit the road. Music sounds like the sound of rain. Droplets jump, scatter, dance. Droplets flew to the ground. They jumped and played. They got bored of jumping alone. They gathered together and flowed in small cheerful streams (droplets make up streams, holding hands). Brooks met and became a big river (droplets are connected in one chain). Droplets float in a big river, travel. The river flowed and flowed and ended up in a big, big ocean (children reorganize into a round dance and move in a circle). Droplets swam and swam in the ocean, and then they remembered that Mama Cloud had ordered her to return home. And just then the sun came up. (The sun appears, dances.) The droplets became light, stretched up (crouched droplets rise, then stretch their arms up). They evaporated under the rays of the sun, returned to their mother Cloud. Well done, droplets, they behaved well, they didn’t climb into the collar of passers-by, they didn’t splash. Now stay with me, I miss you.

Health-saving technologies that influence the formation of a harmonious, creative personality, the problem of social adaptation of preschoolers, the development of the child's personality and preparing him for self-realization in life based on value orientations, such as health, help the teacher in a comprehensive and phased educational process.

Conclusion.

A technological approach, that is, new pedagogical technologies, guarantees the achievements of a preschooler and further guarantees their successful schooling. The modern educational technologies used by me are used throughout the entire period of children's visits to a preschool educational institution in organizing various types of activities, joint activities of adults and children.

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

Every teacher is a creator of technology, even if he deals with borrowing. The creation of technology is impossible without creativity. For a teacher who has learned to work at a technological level, the main guideline will always be the cognitive process in its developing state. The use of a variety of modern educational technologies is an important condition for successful educational work. The upbringing and educational work carried out by me in these areas contributes to the effective upbringing and education of preschool children.

All of the above technologies that I use in my work give the child the opportunity to work creatively, promote the development of curiosity, increase activity, bring joy, form the child’s desire to participate in the educational process, preserve and strengthen children’s health.

The use of a wide range of modern educational technologies makes it possible to improve the assimilation of the program in all areas of work, as well as to achieve high results in the development of pupils.

Thanks to the use of modern educational technologies, the educational process becomes expedient, efficient, effective, economical, optimal, holistic, systematic, intensive, flexible, integrative, modern.

BIBLIOGRAPHY

1. Dvorskaya N. I. The use of modern educational technologies that comply with the Federal State Educational Standards of Education in the educational process [Text] // Pedagogical excellence: materials of the VI Intern. scientific conf. (Moscow, June 2015). - M.: Buki-Vedi, 2015. - S. 47-51.

Modern educational technologies in preschool educational institutions

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

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

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

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

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

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Conceptuality

Consistency

Controllability

Efficiency

Reproducibility

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

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

process logic,

The interconnection of its parts

Integrity.

Handling - 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 should be effective in terms of results and optimal in terms of costs, guarantee the achievement of a certain standard of education.

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

Structure of educational technology

The structure of educational technology consists of three parts:

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

The procedural part is a set of forms and methods of educational activity of children, methods and forms of work of the teacher, the activity of the teacher in managing the process of mastering the material, diagnostics of the learning process.

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

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

Modern educational technologies include:

health-saving technologies;

design technology

research technology

information and communication technologies;

personality-oriented technologies;

technology portfolio of preschooler and educator

gaming technology

TRIZ technology, etc.

Technologies of project activity

Project activities in the preschool educational institution

The modern approach to preschool education, in accordance with the regulation on the Federal State Educational Standard, provides not only for the formation of knowledge, skills and abilities of a preschooler and his adaptation to social life, but also for the preservation of a full-fledged childhood in accordance with the psychophysical characteristics of a developing personality, learning through a joint search for solutions, providing the child the opportunity to independently master the norms of culture.

Design technology is a unique means of ensuring cooperation, co-creation of children and adults, a way to implement a student-centered approach to education.

Designing is a complex activity, the participants of which automatically, without a specially proclaimed didactic task on the part of the organizers, master new concepts and ideas about various spheres of life.

Project activities will help to connect the process of education and upbringing with real events in the life of the child, as well as to interest him, to involve him in this activity. It allows you to unite teachers, children, parents, teach you how to work in a team, cooperate, plan your work. Each child will be able to prove himself, feel needed, which means that self-confidence will appear.

Project- this is a method of pedagogically organized development of the environment by the child in the process of phased and pre-planned practical activities to achieve the intended goals.

Under project also understood as an independent and collective creative completed work that has a socially significant result. The project is based on a problem, to solve it, a research search is needed in various directions, the results of which are generalized and combined into a single whole.

Project method- this is a pedagogical technology, the core of which is the independent activity of children - research, cognitive, productive, during which the child learns the world around him and embodies new knowledge into real products. The essence of the "project method" in education is in such an organization of the educational process, in which students acquire knowledge and skills, experience in creative activity, emotional and value attitude to reality in the process of planning and performing gradually more complex practical tasks and projects that have not only cognitive, but and pragmatic value. The basis project method the idea was laid down about the orientation of the cognitive activity of preschoolers to the result that is achieved in the process of joint work of the teacher and children on a specific practical problem (topic).

Project types

The following typology of projects is relevant for preschool education:

1. Dominant method: research, information, creative, game, adventure, practice-oriented.
2. By the nature of the content: include the child and his family, the child and nature, the child and the man-made world, the child, society and culture.
3. By the nature of the child's participation in the project: customer, expert, performer, participant from the inception of an idea to obtaining a result.
4. By nature of contacts: carried out within one age group, in contact with another age group, within the preschool educational institution, in contact with the family, cultural institutions, public organizations (open project)
5. By number of participants: individual, pair, group and frontal.
6. By duration: short-term, medium-term and long-term.

Projects require a clear structure, defined goals, relevance of the subject of research for all participants, social significance, thoughtful methods for processing the result.

Highlighted three stages in the development of project activities in preschool children, which represent one of the pedagogical technologies of project activities, which includes a combination of research, search, problematic methods, and creative ones.

First step-imitative-performing, the implementation of which is possible with children 3.5-5 years old. At this stage, children participate in the project “on the sidelines”, performing actions at the direct suggestion of an adult or by imitating him, which does not contradict the nature of a small child; at this age there is still a need to establish and maintain a positive attitude towards an adult and imitate him.

Second phase- developing, it is typical for children 5-6 years old who already have experience in various joint activities, can coordinate actions, help each other. The child is less likely to turn to an adult with requests, more actively organizes joint activities with peers. Children develop self-control and self-esteem, they are able to fairly objectively evaluate both their own actions and the actions of their peers. At this age, children accept the problem, clarify the goal, are able to choose the necessary means to achieve the result of the activity. They not only show willingness to participate in projects proposed by adults, but also find problems on their own.

Third stage- creative, it is typical for children 6-7 years old. It is very important for an adult at this stage to develop and support the creative activity of children, to create conditions for children to independently determine the purpose and content of the upcoming activity, to choose ways to work on a project and to organize it.

The specifics of interaction using the method of projects in preschool practice is that adults need to “guide” the child, help to detect a problem or even provoke its occurrence, arouse interest in it and involve children in a joint project, but at the same time not overdo it with help and care .

The work on the project, which includes drawing up a reasonable action plan, which is formed and refined throughout the entire period, goes through several stages. At each stage, the interaction of the teacher with the children is student-oriented.

Development of design skills in children

Design abilities are manifested in the interaction of the main control systems of any social organization (person, team, activity).

The main function of design is to outline a program, to select means for further targeted actions.

The implementation of design technology in the practice of the preschool educational institution begins with a focus on the actual problem of cultural self-development of a preschooler, acquaintance with design cycles. The design process consists of three stages: project development, their implementation, analysis of the results.

An educator who knows the method of projects, as a technology and as an activity for the self-organization of a professional space, can teach a child to design.

The condition for mastering each stage is the collective mental activity of educators, which allows:

focus on the creative development of the child in the educational space of the preschool educational institution;

learn the algorithm for creating a project, starting from the requests of children;

be able to connect without ambition to the goals and objectives of children;

unite the efforts of all subjects of the pedagogical process, including parents.

You can design collectively: matinees, evenings of entertainment, days of creativity, holidays. Creative teams of specialists are able to develop system and system-translated projects.

DESIGN TECHNOLOGY IN DOW

The sequence of the teacher's work on the project

the teacher sets a goal based on the needs and interests of the child;

involves preschoolers in problem solving;

outlines a plan for moving towards the goal (supports the interest of children and parents);

discusses the plan with families at a parent-teacher meeting;

draws up a project plan together with children and parents;

collects information, material;

conducts classes, games, observations, trips (events of the main part of the project);

gives homework to parents and children;

encourages independent creative work of children and parents (search for materials, information, making crafts, drawings, albums, etc.);

organizes the presentation of the project (holiday, occupation, leisure), composes a book, an album together with children;

sums up (speaks at the teachers' council, summarizes work experience).

Project Criteria

1. The relevance of the project, the reality of the proposed solutions, the practical focus on the development of the child.
2. Volume and completeness of developments, independence, completeness.
3. The level of creativity, the originality of the disclosure of the topic, the approaches proposed by the educator solutions.
4. Argumentation of the proposed solutions, approaches.
5. Proper design: compliance with standard requirements, quality of sketches, diagrams, drawings.

After defending the project, they proceed to its implementation, i.e. to the second stage of work. The third, final, is held in the form of a seminar.

Thematic project plan

1. Theme and its origin __________________________________________

3. Required materials __________________________________________
4. Questions for children on the proposed project:

What do we know?

What do we want to know?

How can we find answers to our questions?

5. Evaluation. What have you learned? (From the point of view of children and educator) _______________________________________________________________

__________________________________________________________________

Stages of project activity

Stage 1

"Theme Choice"

The task of the teacher is to carry out, together with the children, the choice of a topic for deeper study, to draw up a plan for cognitive activity. One way to introduce a topic involves the use of "three questions" models: What do I know? What do I want to know? How to find out? Dialogue with children, organized by the teacher, contributes not only to the development of the child's self-reflection in the field of knowing their own interests, assessing existing and acquiring new thematic knowledge in a free relaxed atmosphere, but also to the development of speech and the speech apparatus proper. Collection of information and planning of educational work within the framework of the project. The task of the educator is to create conditions for the implementation of the cognitive activity of children.

stage 2

"Project implementation"

The task of the educator is to create conditions in the group for the implementation of children's ideas. Projects are implemented through various activities (creative, experimental, productive). The uniqueness of the application of the project method in this case lies in the fact that the third stage contributes to the multilateral development of both mental functions and the personality of the child. Research activity at this stage is stimulated by problematic discussion, which helps to discover new problems, the use of comparison and comparison operations, the problem presentation of the teacher, the organization of experiments and experiments.

Stage 3

"Presentation"

It is important that the presentation is based on a material product that has value for children. During the creation of the product, the creative potential of preschoolers is revealed, the information obtained during the implementation of the project is used. The task of the educator is to create conditions for children to have the opportunity to talk about their work, to experience a sense of pride in their achievements, to comprehend the results of their activities. In the process of his performance in front of peers, the child acquires the skills to master his emotional sphere and non-verbal means of communication (gestures, facial expressions, etc.).

Stage 4

"Reflection"

The interaction of a teacher and a child in project activities may change as children's activity increases. The teacher's position is built in stages as research skills develop and independent activity grows from teaching and organizing at the first stages to guiding and correcting by the end of the project.

Also, the technology of project activities can be used in the framework of specially organized training for children (within the framework of classes). Such classes have a certain structure and include: creating motivation for project activities; introduction to the problem; step-by-step solution of the problem in the process of research activities; the discussion of the results; systematization of information; obtaining a product of activity; presentation of the results of project activities.

Projects can be: long-term (1,2,3 years), several months, 1 month, several weeks, 1 week and even 1 day.

DESIGN MECHANISM

Educator - organizer of children's productive activities, source of information, consultant, expert. He is the main leader of the project, and at the same time he is a partner and assistant to the child in his self-development.
Motivation is enhanced due to the creative nature of children's activities, the child gets acquainted with different points of view, has the opportunity to express and justify his opinion.
Design technology requires an appropriate organization of the subject-developing space of the group. Documents, books, various objects, encyclopedias are placed in the group, accessible for their understanding. It is possible for children to go to libraries, museums or other institutions, if necessary for the implementation of the project.
The design technology is focused on the joint activities of participants in the educational process in various combinations: educator - child, child - child, children - parents. Joint-individual, joint-interacting, joint-research forms of activity are possible.

One of the advantages of design technology is that each child is given recognition of the importance and necessity in the team. He sees the results of the group's collective efforts. A private, specific result of work for children can be a drawing, an application, an album, a composed fairy tale, a prepared concert, a performance, a book, a harvest, etc. During the implementation of the project, children develop independence, activity, responsibility, a sense of trust in each other, interest in knowledge.

Thus, during the implementation of the project, each child develops a certain position on a specific issue, children get the opportunity to reveal their creative streak, to show everyone their individuality. All this has an extremely favorable effect on the development of the child's personality, contributes to the formation of normal self-esteem. Simply put, projects ideally prepare preschoolers for their further education at school and even university.

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

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

Classification of educational projects:

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

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

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

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

Project types:

by dominant method:

research,

information,

creative,

adventure,

practice-oriented.

according to the nature of the content:

include the child and his family,

child and nature

child and man-made world,

child, society and its cultural values.

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

customer,

executor,

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

according to the nature of contacts:

carried out within the same age group,

in contact with another age group,

inside the dow

in contact with family

cultural institutions,

public organizations (open project).

by number of participants:

individual,

group,

frontal.

by duration:

short,

average duration,

long term.

Technology "Portfolio of the teacher"

Modern education needs a new type of teacher:

creative thinking,

owning modern technologies of education,

methods of psychological and pedagogical diagnostics,

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

the ability to predict your end result.

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

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

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

Section 1 "General information about the teacher"

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

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

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

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

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

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

diplomas of various competitions;

other documents at the discretion of the teacher.

Section 2 "Results of pedagogical activity".

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

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

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

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

Section 3 "Scientific and methodological activities"

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

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

materials confirming participation in professional and creative pedagogical competitions;

in weeks of teaching;

in holding seminars, round tables, master classes;

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

Section 4 "Subject-developing environment"

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

plans for organizing a subject-developing environment;

sketches, photographs, etc.

Section 5 "Working with parents"

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

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

References:

Poddyakov N.N. Features of the mental development of preschool children. M.2006.

Bederkhanova V.P. Joint design activity as a means of development of children and adults. \\ Personal development. 2000 #1.

Vazina K.Ya. Human self-development and technological organization of the educational space. Chelyabinsk, 2007.

Project Method.// Russian Pedagogical Psychology. T.1 M., 1993.

Evdokimova E.S. Design technology in the preschool educational institution. Publishing house Sphere. M., 2011.

Paramonova L.A., Protasova E.Yu. Preschool and primary education abroad: history and modernity: Proc. Benefit. M., 2011.

Timofeeva L.L. Project method in teaching older preschoolers.\\ Preschool Pedagogy. 2010 #1.

Komratova N. Project method in the socio-cultural education of preschoolers.\\Preschool education. 2010 No. 8.

Pedagogical technology- a special set of forms, methods, ways, methods of teaching and educational means, systematically used in the educational process on the basis of the declared psychological and pedagogical attitudes, which always leads to the achievement of a predictable educational result with an acceptable deviation rate.

Pedagogical technologies used in preschool educational institutions:

· Health-saving technologies

· Technologies of project activity

Research technologies

Information and communication technologies

Personally - oriented technologies

Technology Portfolio Preschooler

Technology of teacher's portolio

game technology

Technology of multi-level education

Technology "TRIZ"

Technology of the collective way of learning

Integrated learning technology

Problem-based learning technology

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Pedagogical technologies used in preschool educational institutions.

Pedagogical technology- a special set of forms, methods, ways, methods of teaching and educational means, systematically used in the educational process on the basis of the declared psychological and pedagogical attitudes, which always leads to the achievement of a predictable educational result with an acceptable deviation rate.

Pedagogical technologies used in preschool educational institutions:

• Health saving technologies
• Technologies of project activity
• Research technologies
• Information and communication technologies
• Person-Centered Technologies
• Technology Portfolio Preschooler
• Teacher Portolio Technology
• gaming technology
• Multi-level learning technology
• Technology "TRIZ"
• Technology of the collective way of learning
• Integrated Learning Technology
• Problem learning technology

	Purpose of technology introduction	Technology Description	result
1. Health-saving technology (Smirnov N.K.)	health-saving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills and habits for a healthy lifestyle.	When planning and conducting various types of activities, we take into account the age characteristics of the pupils; creation of a favorable psychological climate in the group; distribution of physical activity, taking into account physical capabilities.	This technology contributes to the reduction of morbidity; reduction of tiredness and fatigue; improves the health of pupils; forms a steady interest in motor activity.
2. Technologies of project activity (Dewey in the USA, Shchatsky S - Russia)	Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.	It is based on the idea of ​​focusing activities (during which the child discovers many new and previously unknown things) to the result that is achieved in the process of joint work of an adult and children on a specific practical problem. This result can be seen, comprehended, applied in real practice.	Promotes the creative development of children. Allows you to teach children problematization; goal-setting and planning of meaningful activities; elements of introspection; presentation of the results of its activities and the progress of work; presentations in various forms using a specially prepared design product (layouts, model posters, theatrical performances, stage performances); practical application of knowledge in various situations
3. Technology of research activity (Savenkov A.I. "Gifted child in a public school"; N.N. Poddyakov - "Children's experimentation")	to form in preschoolers the main key competencies, the ability for an exploratory type of thinking.	Children, first with the help of adults, and then on their own, go beyond the limits of knowledge and skills acquired in specially organized activities, and create a new product - a building, a fairy tale, air saturated with smells. The criterion for the effectiveness of children's experimentation is not the quality of the result, but the characteristics of the process that objectifies intellectual activity, cognitive culture and value attitude to the real world.	Arouses the child's interest in the study of nature, develops mental operations (analysis, synthesis, classification, generalization, etc.), stimulates the cognitive activity and curiosity of the child, activates the perception of educational material on familiarization with natural phenomena, with the basics of mathematical knowledge, with the ethical rules of life in society, etc.
4. Information and communication technologies (Bespalko V.P., Zakharova I.G.)	improve the quality of education, using information and communication technologies in the classroom. creation of a single information space of an educational institution, a system in which all participants in the educational process are involved and connected at the information level: administration, teachers, pupils and their parents.	Introducing children to modern technical means of transmitting and storing information. Allows you to stimulate the cognitive activity of children and participate in the development of new knowledge. Cooperation with the child's family in the use of ICT at home, especially the computer and computer games. Provides planning, control, monitoring, coordination of the work of teachers and specialists.	contributes to improving the quality of the educational process: teachers get the opportunity to professionally communicate with a wide audience of Internet users, their social status increases. The use of EER (electronic educational resources) in working with children serves to increase the cognitive motivation of pupils, respectively, there is an increase in their achievements. Parents, listen to the advice of educators, actively participate in group projects.
5. Person-centered technologies (Carla Rogers; V. A. Sukhomlinsky; Sh. Amonashvili)	Recognize in each pupil a unique personality; to form socially significant qualities; create conditions for the use of acquired knowledge.	Personality-oriented education of pupils in a preschool educational institution is the purposeful formation of all the qualities of his personality, taking into account his characteristics. This is the determination of the level of education and upbringing with the help of diagnostic techniques.	The child develops at his own pace, along his own educational trajectory.
6. Technology portfolio of a preschooler (E. Egorova; L. Orlova, I. Rudenko.).	collect, systematize and record the results of the development of a preschooler, his efforts, progress and achievements in various fields, demonstrate the full range of his abilities, interests, inclinations, knowledge and skills.	The portfolio is considered as a personal achievement of a preschooler in a variety of activities collected during the child's stay in kindergarten. Maintaining a portfolio will allow you to purposefully collect, systematize information about the child, record individual unique subjective manifestations of children, which is especially important at preschool age, when the development of the child is characterized by unevenness, spasmodicity, individual pace of maturation of mental functions and the accumulation of subjective experience.	A kind of piggy bank of the child's personal achievements in various activities, his successes, positive emotions, the opportunity to once again relive the pleasant moments of his life, this is a kind of route for the development of the child.The opportunity for parents to see how much their baby has learned new things and compare with the previous one.
7. Teacher portfolio technology (E.E. Fedotova, T.G. Novikova, A.S. Prutchenkov the term "portfolio" is interpreted as "training portfolio")	evaluating the work of a teacher on the topic of self-education, tracking creative and professional growth, developing reflection skills (self-assessment)	a portfolio is a kind of piggy bank of achievements, open classes, pedagogical activity.The portfolio allows taking into account the results achieved by the teacher in various types of activities (educational, educational, creative, social, communicative), and is an alternative form of assessing the professionalism and performance of the teacher.	the portfolio will allow the teacher himself to analyze and present significant professional results, achievements, and will ensure monitoring of his professional growth.
8. Game technology (Vygodsky L.S., Leontiev A.N.)	To develop cognitive activity in pupils. To increase interest in classes, each pupil. Diversify classes and other activities in various ways and techniques. Increase children's physical activity. Raise the emotional background in the classroom and other activities	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. The technology of the game helps pupils to open up fully. The game is an integral part of the mode. The game is the kind of activity where children fully learn to communicate with each other, make friends, respect the opinion of their peers. Therefore, this type of activity causes the greatest number of responses and emotions.	Game educational technology contributes to the creation of a favorable psychological climate of a friendly atmosphere, while maintaining an element of competition and competition within the group.
9. Technology of multi-level education (Pestalotsiy I.G.; D.B. Elkonin; V.V. Davydova.)	To develop a sense of responsibility for each educator, build classes and other activities, taking into account the age and psychological characteristics of the child's development, the level of his education and upbringing.	Each child is given the opportunity to develop at his own pace and rhythm, based on the characteristics inherent in him by nature. The basis of the technology of multi-level education is: Psychological and pedagogical diagnostics of the pupil; Network planning; Multi-level didactic material.	different levels of assimilation of educational material are expected. The depth and complexity of the same educational material is different in groups of levels A, B, C, which makes it possible for each student to master the educational material at a different level (A, C, C, but not lower than the basic one, depending on the abilities and individual characteristics of the individual every pupil.
10. Technology "TRIZ" (the theory of solving visual problems).(T.S. Altshuller.)	development, on the one hand, of such qualities of thinking as flexibility, mobility, consistency, dialectics; on the other hand, search activity, striving for novelty; speech and creativity.	The teacher uses non-traditional forms of work that put the child in the position of a thinking person. intelligibility and simplicity in the presentation of material and in the formulation of a seemingly complex situation. includes different types of children's activities - playing, speech, drawing, modeling, application, design.	Gives an opportunity: to show their individuality, teaches children to think outside the box; develops such moral qualities as the ability to rejoice in the success of others, the desire to help, the desire to find a way out of a difficult situation; allows you to gain knowledge without overload, without cramming.
11. Technology of the collective method of learning (Dyachenko V.K.)	Organization of the assimilation of the material (usually this is the assimilation of the rules and algorithms of activity) Development of communication skills (listening skills, explaining, asking questions, objecting with reason) Learning the skill of cooperation, joint creative activity.	A collective form of learning means such an organization of learning in which all participants work with each other in pairs and the composition of the pairs changes periodically. As a result, it turns out that each member of the team works in turn with each, while some of them can work individually.	allows students to fruitfully develop independence and communication skills in students: the ability to listen, explain, develops the speech of students, teaches the skills of joint activity.
12. Integrated learning technology (CM. Gapeenkov and G.F. Fedorets)	formation of a holistic natural-scientific picture of the world.	Combine knowledge from different educational areas on an equal basis, complementing each other. At the same time, several development problems are solved. In the form of integrated lessons, it is better to conduct general lessons, presentations of topics, and final lessons.	contribute to increasing the motivation of learning, the formation of the cognitive interest of pupils, a holistic picture of the world and consideration of the phenomenon from several sides, broaden their horizons; are based on finding new connections between facts that confirm or deepen the conclusions, observations of pupils; emotionally develop children, tk. based on elements of music, painting. literature, plastics of movement, etc.
13. Technology of problem learning (D. Dewey)	mastering not only the results of scientific knowledge, but also the very way of the process of obtaining these results; it also includes the formation of the cognitive independence of the educator and the development of his creative abilities (in addition to mastering the system of knowledge, skills, and the formation of a worldview).	The teacher himself sets the problem (task) and solves it himself with active listening and discussion by the children. The teacher poses a problem, the children independently or under his guidance find a solution. The child poses a problem, the teacher helps to solve it. The child himself poses the problem and solves it himself.	the ability to independently analyze a problem situation, to independently find the correct answer is brought up.