Developmental technologies in kindergarten include: Modern technologies used in dhows

Modern educational technologies in preschool educational institutions

Currently, teaching staff 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 educational technologies, which optimally correspond to the set goal of personal development.

Modern pedagogical technologies in preschool education are aimed at implementing state standards for preschool education.

A fundamentally important aspect in pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child. When communicating with children, an adult adheres to the position: “Not next to him, not above him, but together!” Its goal is to promote the development of the child as an individual.

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 arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit pedagogical process(B.T. Likhachev).

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Conceptuality

Systematicity

Controllability

Efficiency

Reproducibility

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

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

The logic of the process

The interconnection of its parts,

Integrity.

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

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

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 who uses it, regardless of his experience, length of service, age and personal characteristics.

Educational Technology Structure

The educational technology structure consists of three parts:

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

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

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

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

Modern educational technologies include:

health-saving technologies;

technology of project activities

research technology

information and communication technologies;

person-oriented technologies;

preschooler and teacher portfolio technology

gaming technology

TRIZ technology, etc.

Technologies of project activities

Project activities in preschool educational institutions

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

A unique means of ensuring cooperation, co-creation between children and adults, and a way to implement a person-centered approach to education is design technology.

Design is a complex activity in which participants 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 connect the process of training and education with real events from the child’s life, as well as to interest him and captivate him in this activity. It allows you to unite teachers, children, parents, teach you how to work in a team, collaborate, and plan your work. Each child will be able to express themselves, feel needed, which means they will gain confidence in their abilities.

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

Under project It also means independent and collective creative completed work that has a socially significant result. The project is based on a problem; solving it requires research in various directions, the results of which are generalized and combined into one whole.

Project method- this is a pedagogical technology, the core of which is the independent activity of children - research, cognitive, productive, in the process of which the child learns the world and translates new knowledge into real products. The essence of the “project method” in education is such an organization of the educational process in which students acquire knowledge and skills, experience in creative activity, an emotional and value-based 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 is that the cognitive activity of preschoolers is focused on the result that is achieved in the process of joint work of the teacher and children on a specific practical problem (topic).

Types of projects

The following typology of projects is relevant for preschool education:

1. By dominant method: research, informational, creative, gaming, 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 the idea to the receipt of the result.
4. By the nature of contacts: carried out within one age group, in contact with another age group, within a preschool educational institution, in contact with 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, and 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 set of research, search, problem-based, and creative methods.

First stage- imitative-performing, the implementation of which is possible with children 3.5-5 years old. At this stage, children participate in the project “in secondary roles”, performing actions according to direct offer 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- developmental, it is typical for children 5-6 years old who already have experience in a variety of joint activities, can coordinate actions, and help each other. The child is less likely to turn to adults with requests and is more actively organizing 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, and are able to choose the necessary means to achieve the result of the activity. They not only show a 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. At this stage, it is very important for an adult 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 the opportunity to organize it.

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

Work on the project, including the drawing up of a reasonable action plan, which is formed and refined throughout the entire period, goes through several stages. At each stage, the teacher’s interaction with children is personality-oriented.

Development of design skills in children

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

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

The implementation of design technology in the practice of preschool educational institutions begins with an orientation towards the current problem of cultural self-development of a preschooler and familiarity with design cycles. The design process consists of three stages: project development, implementation, and analysis of results.

A teacher who knows the project method, as a technology and as an activity for 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 based on children’s requests;

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

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

You can design collectively: matinees, evenings of entertainment, days of creativity, vacations. Creative teams of specialists are capable of developing system and system-translated projects.

DESIGN TECHNOLOGY IN DEE

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 (maintains the interest of children and parents);

discusses the plan with families at parent-teacher conferences;

together with children and parents, draws up a plan for the project;

collects information and material;

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

gives homework to parents and children;

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

organizes a presentation of the project (holiday, activity, leisure), compiles a book, album together with children;

sums up the results (speaks at the teachers' meeting, 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 development, independence, completeness.
3.Level of creativity, originality of the topic, approaches, solutions proposed by the teacher.
4. Reasoning of the proposed solutions and approaches.
5.Proper design: compliance with standard requirements, quality of sketches, diagrams, drawings.

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

Plan thematic project

1. Theme and its origin__________________________________________

3. Necessary materials __________________________________________
4. Questions for children about the proposed project:

What do we know?

What do we want to know?

How can we find answers to our questions?

5. Evaluation. What new did you learn? (From the point of view of the children and the teacher) ___________________________________________________________________

__________________________________________________________________

Stages of project activity

Stage 1

"Selecting a Topic"

The teacher’s task is to choose a topic for deeper study together with the children and draw up a plan for cognitive activity. One way to introduce the topic is through the use of models " three questions": What do I know? What do I want to know? How to find out? A dialogue with children, organized by a teacher, contributes not only to the development of the child’s self-reflection in the field of knowledge of his own interests, assessment of existing and acquisition of new thematic knowledge in a free, relaxed atmosphere, but also to the development of speech and the speech apparatus itself. Gathering information and planning educational educational work In the project's boundaries. The teacher’s task is to create conditions for the implementation of children’s cognitive activities.

Stage 2

"Project Implementation"

The teacher’s task is to create conditions in the group for the implementation of children’s plans. Projects are implemented through various types of 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 multifaceted development of both mental functions and the child’s personality. Research activity at this stage is stimulated by problematic discussion, which helps to discover new problems, the use of comparison and contrast operations, the problem presentation of the teacher, and the organization of experiments.

Stage 3

"Presentation"

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

Stage 4

"Reflection"

The interaction between the teacher and the child in project activities can change as the child’s activity increases. The position of the teacher is built step by step as research skills develop and independent activity increases from teaching and organizing in the first stages to guiding and correcting by the end of the project.

Also, the technology of project activities can be used within the framework of specially organized training for children (within classes). Such classes have a certain structure and include: creating motivation for project activities; introduction to the problem; step-by-step solution to 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

A teacher is an organizer of children's productive activities, a source of information, a consultant, an expert. He is the main leader of the project, and at the same time he is the child’s partner and assistant 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 and has the opportunity to express and justify his opinion.
Design technology requires an appropriate organization of the subject-development space of the group. The group contains documents, books, various objects, encyclopedias that are accessible to their understanding. It is possible for children to go to libraries, museums or other institutions if necessary for the implementation of the project.
Design technology is focused on the joint activities of participants in the educational process in various combinations: teacher - 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 recognized as important and necessary 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 appliqué, an album, a written 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, and interest in cognition.

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 and show everyone their individuality. All this has an extremely beneficial effect on the development of the child’s personality and 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 education and training of preschoolers unanimously note that life activities organized using it kindergarten allows you to get to know the students better, penetrate into inner world child.

Classification of educational projects:

"game"- children's activities, participation in group activities (games, folk dances, dramatizations, various types of entertainment);

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

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

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

Project types:

according to the dominant method:

research,

informational,

creative,

adventure,

practice-oriented.

by the nature of the content:

include the child and his family,

child and nature,

child and the 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 receipt of a result.

by the nature of contacts:

carried out within the same age group,

in contact with another age group,

inside the preschool educational institution,

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 "Teacher's Portfolio"

Modern education needs a new type of teacher:

creative thinkers

proficient in modern educational technologies,

methods of psychological and pedagogical diagnostics,

ways of independently constructing the pedagogical process in the conditions of specific practical activities,

the ability to predict your final result.

Every teacher should have a record of success, which reflects everything joyful, interesting and worthy that happens in the life of a teacher. A teacher’s portfolio can become such a dossier.

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

To create a comprehensive portfolio, it is advisable to introduce 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 you graduated from, the specialty received and diploma qualifications);

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

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

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

the most significant government awards, certificates, Thanksgiving letters;

diplomas of various competitions;

other documents at the discretion of the teacher.

Section 2 “Results of teaching activities”.

materials with the results of children’s mastery of the implemented program;

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

a comparative analysis of a teacher’s activities over three years based on the results of pedagogical diagnostics, the results of students’ participation in various competitions and olympiads;

analysis of the learning results 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 and justify their choice;

materials characterizing work in a methodological association or creative group;

materials confirming participation in professional and creative pedagogical competitions;

in weeks of pedagogical mastery;

in conducting seminars, round tables, master classes;

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

Section 4 “Subject development environment”

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

plans for organizing a subject-development environment;

sketches, photographs, etc.

Section 5 “Working with parents”

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

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

References:

Poddyakov N.N. Peculiarities mental development preschool children. M.2006.

Bederkhanova V.P. Joint design activity as a means of development of children and adults. \\ Personal development. 2000 No. 1.

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

Project method. // Russian educational psychology. T.1 M., 1993.

Evdokimova E.S. Design technology in preschool educational institutions. Publishing house Sfera. 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 No. 1.

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

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

1. Health-saving technologies
2. Technologies of project activities
3. Research technologies
4. Information and communication technologies
5. Personally oriented technologies
6. Portfolio technology
7. Socio-game technologies

HEALTH-SAVING TECHNOLOGIES

1. Mastery of a set of simple forms and methods of behavior that contribute to the preservation and strengthening of health
2. Increasing health reserves

FORMS OF ORGANIZATION

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

DESIGN TECHNOLOGIES

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

FORMS OF ORGANIZATION

1. Work in groups, pairs
2. Conversations, discussions
3. Socially active techniques: interaction method, experimentation method, comparison method, observation.

RESEARCH TECHNOLOGY

To form in preschoolers basic key competencies and the ability for an investigative type of thinking.

FORMS OF WORK

- heuristic conversations;
- raising and solving problematic issues;
- observations;
- modeling (creating models about changes in inanimate nature);
- experiments;
- recording the results: observations, experiences, experiments, work activities;
- “immersion” in the colors, sounds, smells and images of nature;
- imitation of voices and sounds of nature;
- use of artistic words;
- didactic games, game-based educational and creative development situations;
- work 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. To form the foundations of the information culture of his personality, to improve the professional level of teachers and the competence of parents.

Features of the use of ICT

Requirements for computer programs of preschool educational institutions:

? Research character
? Easy for children to practice independently
? Development wide range skills and ideas
? Age appropriate
? Entertaining.

Classification of programs:

? Development of imagination, thinking, memory
? Talking dictionaries foreign languages
? The simplest graphic editors
? Travel games
? Teaching reading, mathematics
? Using multimedia presentations

Computer advantages:

? Presenting information on a computer screen in a playful manner arouses great interest in children;
? Contains a figurative type of information that is understandable to preschoolers;

movements, sound, animation attract the child’s attention for a long time;

It stimulates children's cognitive activity;

provides the opportunity to individualize training;

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

Mistakes when using information and communication technologies:

- Insufficient methodological preparedness of the teacher
- Incorrect definition of the didactic role and place of ICT in the classroom
- Unplanned, random use of ICT
- Overload of demonstration classes.

ICT in the work of a modern teacher:

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

PERSONALLY ORIENTED TECHNOLOGIES

1. Humanistic orientation of the content of preschool education activities
2. Providing comfortable, conflict-free and safe conditions for the development of the child’s personality, the realization of her natural potentials, an individual approach to students.

FORMS OF ORGANIZATION

1. Games, sports activities, recreational activities
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 various types of activities
2. Is an alternative form of assessing the professionalism and performance of a teacher

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

I. GENERAL INFORMATION ABOUT THE TEACHER

II. RESULTS OF PEDAGOGICAL ACTIVITIES

III. SCIENTIFIC AND METHODOLOGICAL ACTIVITIES

IV. SUBJECT-DEVELOPMENT ENVIRONMENT

V. WORKING WITH PARENTS.

SOCIAL 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 skills of full interpersonal communication, allowing the child to understand himself.

FORMS OF ORGANIZATION

1. Collective activities, work in small groups on GCD, trainings on negotiation skills
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-esteem
5. Trainings, self-presentations.

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

MODERN TECHNOLOGIES FOR TRAINING AND EDUCATION OF PRESCHOOL CHILDREN

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

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

7. The concept of “educational technology” in educational practice is used at three hierarchically subordinate levels:
1. General pedagogical (general didactic) level: general pedagogical (general didactic, general educational) technology characterizes the holistic educational process in a given region, educational institution, at a certain stage of education. Here, pedagogical technology is synonymous with the pedagogical system: it includes a set of goals, content, means and methods of teaching, an algorithm for the activities of subjects and objects of the process.
2. Particular methodological (subject) level: specific subject pedagogical technology is used in the meaning of “private methodology”, i.e. as a set of methods and means for the implementation of a certain content of training and education within the framework of one subject, class, teacher (methodology of teaching subjects, methodology of compensatory teaching, methodology of work of a teacher, educator).
3. Local (modular) level: local technology is the technology of individual parts of the teaching and educational process, the solution of particular didactic and educational tasks (technology of individual types of activities, formation of concepts, education of individual personal qualities, technology of assimilation of new knowledge, technology of repetition and control of material , independent work technology, etc.)
THE DIFFERENCE OF PEDAGOGICAL TECHNOLOGY FROM METHODS
8. The concept of pedagogical technology at the particular subject and local levels is almost completely overlapped by the concept of teaching methodology; the difference between them lies only in the placement of accents. In technologies, the procedural, quantitative and calculation components are more represented, in methods - the target, content, qualitative and variable-indicative aspects. Technology differs from methods in its reproducibility, stability of results, and the absence of many “ifs.” The mixing of technologies and methods leads to the fact that sometimes methods are part of technologies, and sometimes, on the contrary, certain technologies are part of teaching methods.
STRUCTURE OF PEDAGOGICAL TECHNOLOGY
9. The concept of pedagogical technology includes:
conceptual framework;
content of training (learning goals and content educational material);
technological part (organization educational process, methods and forms of educational activities, methods and forms of teacher work; diagnostics).
10. According to G.K. Selevko, any pedagogical technology must satisfy some basic methodological requirements (manufacturability criteria).
Conceptuality presupposes reliance on a certain scientific concept, including philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.
Consistency includes the presence of all the features of the system: the logic of the process, the interconnection of all its parts, integrity.
Controllability makes it possible to set diagnostic goals, plan, design the learning process, stage-by-stage diagnostics, and vary the means and methods in order to correct the results.
Efficiency considers optimality in terms of costs and a guarantee of achieving a certain standard of training.
Reproducibility implies the possibility of using (repeating, reproducing) pedagogical technology in other educational institutions of the same type, by other subjects.
11. Based on the analysis of pedagogical technologies carried out by G. N. Selevko, the following technologies used in the preschool education system can be identified:
developmental learning technologies,
problem-based learning technologies,
gaming technologies, Computer techologies,
alternative technologies.

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

Scheme No. 1. Pedagogical technologies.
Based on essential and instrumentally significant properties (for example, goal orientation, the nature of interaction between the teacher and the child, the organization of training), the following classes of pedagogical technologies are distinguished.
According to the level of application, general pedagogical, specific methodological (subject) and local (modular) technologies are distinguished.
According to the philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific (scientist) and religious, humanistic and inhumane, anthroposophical and theosophical, pragmatic and existentialist, free education and coercion and other varieties.
By focusing on personal structures: information technology (formation of knowledge, abilities, skills in subjects - ZUN); operational (formation of methods of mental action - SUD); emotional-artistic and emotional-moral (formation of the sphere of aesthetic and moral relations - SEN), technologies of self-development (formation of self-governing mechanisms of personality - SUM); heuristic (development of creative abilities) and applied (formation of an effective practical sphere - SDP).
By organizational forms: individual-group, collective, differentiated learning methods
A fundamentally important aspect in pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child. There are several types of technologies here.
The method, method, and means of teaching determine the names of many existing technologies: dogmatic, reproductive, explanatory and illustrative, programmed learning, problem-based learning, developmental learning, self-development learning, dialogical, communicative, gaming, creative, etc.
By category of students, the most important and original are:
- mass (traditional) school technology, designed for the average student;
- advanced level technologies (in-depth study of subjects, gymnasium, lyceum, special education, etc.);
- technologies of compensatory training (pedagogical correction, support, alignment, etc.);
- various victimological technologies (surdo-, ortho-, typhlo-, oligophrenopedagogy);
- technologies for working with deviant (difficult and gifted) children within the framework of a public school.
DESCRIPTION AND ANALYSIS OF PEDAGOGICAL TECHNOLOGY
13. The description of the technology involves the disclosure of all its main characteristics, which makes it possible to reproduce it.
The description (and analysis) of pedagogical technology can be presented in the following structure.
1. Identification of a given pedagogical technology in accordance with the accepted systematization (classification system).
2. The name of the technology, reflecting the main qualities, the fundamental idea, the essence of the educational system used, and finally, the main direction of modernization of the educational process.
3. Conceptual part ( short description guiding ideas, hypotheses, principles of technology, contributing to the understanding and interpretation of its construction and functioning):
goal settings and orientations;
basic ideas and principles (the main development factor used, the scientific concept of assimilation);
the child’s position in the educational process.
4. Features of the content of education:
orientation to personal structures (ZUN, SUD, SUM, SEN, SDP);
volume and nature of education content;
didactic structure of the curriculum, material, programs, presentation form.
5. Procedural characteristics:
features of the methodology, application of teaching methods and means;
motivational characteristics;
organizational forms of the educational process;
management of the educational process (diagnosis, planning, regulations, correction);
category of students for whom the technology is designed.
6. Software and methodological support:
curricula and programs;
educational and methodological manuals;
didactic materials;
visual and technical teaching aids;
diagnostic tools.
The examination of educational technology is multidimensional.
The conceptual part is considered from the perspective of novelty (innovation), alternativeness, humanism and democracy, modernity.
The content of education within the framework of technology is considered from the perspective modern theories general secondary education, systematic principles, ideas of developmental education and social order.
In the procedural characteristics, first of all, the expediency and optimality of individual elements, the complexity of all methodological means, controllability, and adequacy to the content of education and the contingent of students are determined.
Software and methodological support must meet the requirements of scientific character, manufacturability, sufficient completeness and reality of implementation.
The main criterion for assessing educational technology is its effectiveness and efficiency. Fulfillment of these requirements is considered in the application to the teacher, the child and the social and parental contingent of persons.

PEDAGOGICAL TECHNOLOGIES BASED ON PERSONAL ORIENTATION OF THE PEDAGOGICAL PROCESS
14.Person-oriented technologies represent the embodiment of humanistic philosophy, psychology and pedagogy.
The focus of personality-oriented technologies is on a unique, holistic personality who strives for maximum realization of their capabilities (self-actualization), is open to the perception of new experiences, and is capable of making conscious and responsible choices in a variety of life situations. It is the achievement of such qualities by a person that is proclaimed main goal education in contrast to the formalized transfer of knowledge and social norms to the pupil in traditional technology.
The content of education represents the environment in which the formation and development of a child’s personality occurs. It is characterized by a humanistic orientation, appeal to people, humanistic norms and ideals.
Technologies of personal orientation are trying to find methods and means of training and education that are appropriate individual characteristics each child: they adopt psychodiagnostic methods, change the relationships and organization of children’s activities, use diverse and powerful teaching tools (including a computer), and rearrange the content of education.
Personality-oriented technologies contrast the authoritarian, impersonal and soulless approach to the child in traditional technology with an atmosphere of love, care, cooperation, and create conditions for creativity and self-actualization of the individual.

PEDAGOGY OF COOPERATION
15. Pedagogy of cooperation is one of the most comprehensive pedagogical generalizations of the 80s, which gave rise to numerous innovative processes in education. The name of the technology was given by a group of innovative teachers, whose combined experience combined the best traditions of the Soviet school (N.K. Krupskaya, S.T. Shatsky, V.A. Sukhomlinsky, A.S. Makarenko), the achievements of the Russian school (K.D. Ushinsky, N.P. Pirogov, L.N. Tolstoy) and foreign (J.-J. Rousseau, J. Korczak, K. Rogers, E. Bern) psychological and pedagogical practice and science.
Collaboration pedagogy should be considered as a special type of “penetrating” technology, which is the embodiment of new pedagogical thinking, a source of progressive ideas and, to one degree or another, included in many modern pedagogical technologies as part of them.

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

GAMING TECHNOLOGIES
17. Play, along with work and study, is one of the main types of human activity, an amazing phenomenon of our existence.
By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-control of behavior is formed and improved.
The value of the game cannot be exhausted and assessed by its entertainment and recreational capabilities. Its phenomenon lies in the fact that, being entertainment and relaxation, it can develop into learning, creativity, therapy, a model of the type of human relationships and manifestations in work.
People have used games as a method of learning and transferring the experience of older generations to younger ones since ancient times. The game is widely used in folk pedagogy, in preschool and other educational institutions. In a modern educational institution that relies on the activation and intensification of the educational process, play activity used in classes in the following cases:
- as independent technologies for mastering a concept, topic, and even a section of the educational process;
- as elements (sometimes very significant) of a broader technology;
- as a lesson or part of it (introduction, explanation, reinforcement, exercise, control);
- as a technology for cultural and leisure work (games such as “Field of Miracles”, “Star Hour”, “Clever Men and Clever Girls”, etc.).
The game form of classes is created with the help of game techniques and situations that act as a means of inducing and stimulating children to learn.
The pedagogical game has essential feature– a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational and cognitive orientation.
By area of activity
By the nature of the pedagogical process
According to the gaming method
By subject area
By gaming environment

Scheme No. 2. Pedagogical games
PROBLEM-BASED LEARNING
18. The technology of problem-based learning became widespread in the 20-30s in the Soviet and foreign gardens. Problem-based learning is based on the ideas of the American psychologist, philosopher and teacher J. Dewey. In the development of the fundamental provisions of the concept of problem-based learning, the following took an active part: T. V. Kudryavtsev, V. T. Kudryavtsev, I. Ya. Lerner, A. M. Matyushkin, M. I. Makhmutov, V. Okon, M. N. Skatkin and others.
Problem-based learning is understood as such an organization of educational activities that involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of children to resolve them, as a result of which the creative mastery of knowledge, skills, abilities and the development of thinking abilities occurs.
Problem-based learning is based on creating special type motivation is problematic; for this, the didactic content of the material must be presented as a chain of problematic situations. A problem situation is a cognitive task that is characterized by a contradiction between existing knowledge, skills, attitudes and the requirement.
19. Methodology for creating problem situations
the teacher brings the children to a contradiction and invites them to find a way to resolve it themselves;
confronts contradictions in practical activities;
presents different points of view on the same issue;
proposes to consider the phenomenon from different positions;
encourages you to make comparisons, generalizations, conclusions from the situation, and compare facts;
poses specific questions (for generalization, justification, specification, logic of reasoning);
identifies problematic theoretical and practical tasks (for example: research);
poses problematic tasks (for example: with insufficient or redundant initial data, with uncertainty in the formulation of the question, with contradictory data, with obviously made mistakes, with limited time for solution, to overcome “psychological inertia”, etc.).

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

Kazak Natalya Alexandrovna,

teacher,

MBDOU No. 166, Vladivostok

Modern pedagogical technologies in preschool educational institutions.

Currently, teaching staff 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 personal development. Modern pedagogical technologies in preschool education are aimed at implementing state standards for preschool education.

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

Modern educational technologies include:

Health-saving technologies- providing the child with the opportunity to maintain health, developing in him the necessary knowledge, skills and habits for a healthy lifestyle.

Technologies of project activities- Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction through games, excursions, educational, constructive educational projects.

Research technology - to form in preschoolers the basic abilities for research thinking (experiments, experiments, observations, didactic educational games).

Information and communication technologies - the world in which it develops modern child, is different from the world in which his parents grew up. Modern information technologies are used: computer, interactive whiteboard, tablet, etc.

Personality-oriented technologies - Personality-oriented technologies place the child’s personality at the center of the entire preschool education system, ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions for its development, and the realization of existing natural potentials.

Portfolio technology for preschoolers and teachers -

A portfolio is a collection of a child’s personal achievements in various activities, his successes, positive emotions, an opportunity to once again relive the pleasant moments of his life, this is a unique route for the child’s development.

Portfolio functions: diagnostic (records changes and growth over a certain period of time), content-based (reveals the entire range of work performed), rating (shows the range of skills of the child), etc.

Teacher's portfolio - Modern education needs a new type of teacher: a creative thinker who is proficient in modern educational technologies, methods of psychological and pedagogical diagnostics, methods of independently constructing the pedagogical process in the conditions of specific practical activities, and the ability to predict their final result.

Every teacher should have a record of success, which reflects everything joyful, interesting and worthy that happens in the life of a teacher. A teacher’s portfolio can become such a dossier. A portfolio allows you to take into account the results achieved by a teacher in a variety of activities.

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

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

groups of games to generalize objects according to certain characteristics;

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

groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc.

Compiling gaming technologies from individual games and elements is the concern of every educator. Learning in the form of a game can and should be interesting, entertaining, but not entertaining.

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

The teacher uses unconventional forms of work that put the child in the position of a thinking person. TRIZ technology adapted for preschool age will allow you to educate and train a child under the motto “Creativity in everything!” Preschool age is unique, because as a child is formed, so will his life, which is why it is important not to miss this period to reveal the creative potential of each child.

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

The main goal of using TRIZ technology in preschool age is to instill in the child the joy of creative discovery.

The main criterion in working with children is clarity and simplicity in the presentation of material and in the formulation of a seemingly complex situation.

Only after the child understands what adults want from him should he move on to considering objects and phenomena that evoke lasting associations.

Often, the teacher is already conducting TRI classes without even knowing it. After all, it is precisely liberated thinking and the ability to go to the end in solving a given task that is the essence of creative pedagogy.

Conclusion: Technological approach, that is, new pedagogical technologies guarantee the achievements of a preschooler and guarantee them in the future successful learning At school.

Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state.

Everything is in our hands, so they can not be omitted. Create it yourself. Just as there are no children without imagination, there is no teacher without creative impulses. I wish you creative success!

Bibliography:

LeontyevA.A. Pedagogical communication. M.: Knowledge, 1979.

LikhachevB.T. Problems of development of the educational process // Soviet pedagogy. 1979. - No. 3.

SelevkoG.K. Modern educational technologies: Tutorial. M.: Public Education, 1998.FilonovG.N. National educational program: prerequisites and development technologies // Pedagogy; 2001. - No. 9.

MBDOU "Kindergarten "Ryabinushka" Korobitsyno"

Prepared and conducted by teacher: Nurtdinova N.Yu.

2014

Modern educational technologies in preschool educational institutions

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

Modern pedagogical technologies in preschool education are aimed at implementing state standards for preschool education.

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

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

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

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Modern educational technologies include:

health-saving technologies;
technology of project activities
research technology
information and communication technologies;
person-oriented technologies;
preschooler and teacher portfolio technology
gaming technology
TRIZ technology
technology of subject development environment

Health-saving technologies

Purpose health-saving technologies is to provide the child with the opportunity to maintain health, to develop in him the necessary knowledge, skills and habits for a healthy lifestyle.

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

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

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

The following classification of health-saving technologies is distinguished (in relation to preschool educational institutions):

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

Technologies for preserving and promoting health.
dynamic pauses (complexes of physical minutes, which may include breathing, finger, articulation gymnastics, eye gymnastics, etc.)
outdoor and sports games
contrast track, exercise equipment
stretching
rhythmoplasty
relaxation
Technologies for teaching a healthy lifestyle.
morning exercises
physical education classes
pool
acupressure(self-massage)
sports entertainment, holidays
Health Day
Media (situational small games - role-playing imitative imitation game)
Play training and play therapy
Lessons from the “Health” series

Corrective technologies

behavior correction technology
art therapy
musical influence technologies
fairytale therapy
color effect technology
psycho-gymnastics
phonetic rhythm

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

The structure of the health regimes of each group should include a range of medical and restorative techniques, techniques, methods:
- facial warm-ups
- gymnastics for the eyes (helping to relieve static tension in the eye muscles and blood circulation)
- finger gymnastics (trains fine motor skills, stimulates speech, spatial thinking, attention, blood circulation, imagination, reaction speed)
- breathing exercises (promotes the development and strengthening of the chest)
- acupressure
-games, exercises for the prevention and correction of flat feet and posture.
Health-saving activities ultimately form a strong motivation in the child for a healthy lifestyle and full and uncomplicated development.
The set goals are successfully implemented in practice.
- Dynamic pauses, which are carried out by the teacher during classes, 2-5 minutes, as the children get tired. May include elements of eye gymnastics, breathing exercises and others, depending on the type of activity.
With the help of proper breathing, you can avoid sinusitis, asthma, neuroses, get rid of headaches, runny nose, colds, digestive and sleep disorders, and quickly restore performance after mental and physical fatigue. For proper breathing, you must follow the following rules: you need to breathe only through your nose evenly and rhythmically; try to fill your lungs with air as much as possible when inhaling and exhale as deeply as possible; If the slightest discomfort appears, stop doing breathing exercises.
-You need to do breathing exercises in a well-ventilated room, in a calm environment. Master the complex gradually, adding one exercise every week.
-Systematic use of physical education minutes leads to an improvement in psycho-emotional state, a change in attitude towards oneself and one’s health. You can suggest doing a physical. a moment for one of the children.
- Outdoor and sports games. Conduct teachers, leader physical education. As part of physical education, during a walk, in a group room - sedentary games.
- Relaxation. Conduct teachers, head of physical education, psychologist in any suitable room. For all age groups. You can use calm classical music(Tchaikovsky, Rachmaninov), sounds of nature.
- Finger gymnastics. Conducted from younger age individually or with a subgroup daily by a teacher or speech therapist. Recommended for all children, especially those with speech problems. It is carried out at any convenient time, as well as during classes.
- Gymnastics for the eyes. Every day for 3-5 minutes. at any free time and during classes to relieve visual stress in children.
- Breathing exercises. IN various forms physical education and health work, physical education minutes during classes and after sleep: during gymnastics.
- Invigorating gymnastics. Every day after nap, 5-10 min. The form of implementation is different: exercises on beds, extensive washing; walking on ribbed planks. Conducted by a teacher.
- Corrective and orthopedic gymnastics. In various forms of physical education and health work. Conducted by educators and the head of physical education.
- Physical education classes.They are carried out in a well-ventilated room 2-3 times a week, in the gym. Younger age - 15-20 minutes, average age- 20-25 minutes, older age - 25-30 minutes. Conducted by educators and the head of physical education.
- Problem-game situations.It is carried out in free time, possibly in the afternoon. The time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized unnoticed by the children, by including the teacher in the process of play activities.
The possibility of purposefully forming the foundations of mental self-regulation in children 5 years of age is achieved through active, role-playing games, and physical education sessions.
- Communicative games for the course “Knowing myself” by M.V. Karepanova and E.V. Kharlampova.
Once a week for 30 minutes. from an older age. They include conversations, sketches and games varying degrees mobility, drawing classes that help children adapt to the group. Conducted by a psychologist.
- Classes from the “Health” series on life safety for children and parents as cognitive development.Once a week for 30 minutes. from Art. age in the afternoon. Conducted by teachers.

Self-massage. In various forms of physical education and health work or during physical exercises, in order to prevent colds. Conducted by teachers.
- Psycho-gymnastics. Once a week from older age for 25-30 minutes. Conducted by a psychologist.
- Technology of influence through fairy tales
A fairy tale is a mirror that reflects the real world through the prism of personal perception. It contains, perhaps, everything that does not happen in life.. In fairytale therapy classes, children learn to create verbal images. They remember old images and come up with new ones, children increase their figurative repertoire, and the child’s inner world becomes more interesting and richer. This is a true chance to understand and accept yourself and the world, increase self-esteem and change in the desired direction.
Since feelings can be not only positive, but also negative, children’s images are not only joyful, but also frightening. One of the important goals of these classes is to transform negative images into positive ones so that the child’s world is beautiful and joyful.
A calm state of the nervous system returns the child to health.
The story can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children.
- Music influence technologies. In various forms of physical education and health work. They are used to relieve tension, increase emotional mood, etc. Conducted by educators and music director.
Additionally, you can use hardening methods:
- rinsing the throat and mouth with solutions of herbs (eucalyptus, sage, chamomile, calendula, etc.), which have an antiseptic effect on the mucous membrane of the respiratory tract, or a solution of sea salt is carried out daily after lunch for 2 weeks alternately.
- washing cold water after a nap.
- barefoot walking in combination with air baths is carried out during physical education classes and after a nap.
-Healthy image life includes adequate physical activity, balanced nutrition, personal hygiene, a healthy psychological climate in the family, at school, in kindergarten, the absence of bad habits, and careful attention to one’s health.

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

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

Acupressure.It is carried out on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age. It is carried out strictly according to a special technique. Indicated for children with frequent colds and diseases of the ENT organs. Visual material is used. Educators, Art. nurse, head of physical education.

Artherapy . Sessions of 10-12 lessons for 30-35 minutes. from the middle group. Classes are conducted in subgroups of 10-13 people, the program has diagnostic tools and involves training protocols. Teachers, psychologist.

Color effect technology.As a special lesson 2-4 times a month depending on the assigned tasks. It is necessary to pay Special attention color scheme interiors of preschool educational institutions. Correctly selected colors relieve tension and increase the child’s emotional state. Conducted by educators and psychologist.

Phonetic rhythm.2 times a week from a young age, no earlier than every 30 minutes. after eating. In the physical education or music halls. Jr. age - 15 min., older age - 30 min. Classes are recommended for children with hearing problems or for preventive purposes. The goal of the classes is phonetic literate speech without movements. Teachers, head of physical education, speech therapist.

Behavior correction technologies.Sessions of 10-12 lessons for 25-30 minutes. from an older age. They are carried out using special methods in small groups of 6-8 people. Groups are not formed according to one criterion - children with different problems study in the same group. Classes are conducted in a playful manner and have diagnostic tools and training protocols. Conducted by educators and psychologists.

What health-saving educational technologies are used when working with parents?
- consultations, recommendations and conversations with parents about disease prevention, personal hygiene, the benefits of additional walks and activities in various sports sections, to highlight these issues at parent meetings; sliding folders; personal example of a teacher, non-traditional forms of working with parents, practical demonstrations (workshops); survey; joint events: sports festivals, health days; reminders, booklets from the series “Finger gymnastics”, “How to properly harden a child?”, open days; training parents in techniques and methods for children's health (trainings, workshops); publication of a preschool educational institution newspaper and other forms of work.
To create pedagogical conditions for the health-saving process of upbringing and development of childrenin a preschool institution, are: organizing various types of children’s activities in a playful way; construction of the educational process in the form of a cultural model; organization of cultural creativity for preschool children; equipping children's activities with equipment, toys, games, play exercises and aids
All this the work is carried out comprehensively, throughout the day and with the participation of medical and pedagogical workers: educator, teacher-speech therapist, teacher-psychologist, physical education instructor, music director.
The main educators of the child are the parents. The child’s mood and state of physical comfort depend on how the child’s daily routine is properly organized and how much attention parents pay to the child’s health. The healthy lifestyle of a child, to which he is taught in an educational institution, can either find daily support at home, and then be consolidated, or not be found, and then the information received will be unnecessary and burdensome for the child.
Taking care of health is one of the most important tasks of every person. Among all earthly blessings, health is a valuable gift, given to a person nature, which cannot be replaced by anything, but people do not care about health as much as necessary.
But it is important to understand that caring for the health of our children today is the full-fledged labor potential of our country in the near future.
All of us, parents, doctors, teachers, want our children to study well, become stronger year by year, grow up and enter into great life people who are not only knowledgeable, but also healthy. After all, health is a priceless gift.

2. Technologies of project activities

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 teaching of preschoolers unanimously note that life activities organized according to it in kindergarten allow them to get to know the students better and penetrate into the child’s inner world.

Classification of educational projects:

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

Project types:

according to the dominant method:

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

by the nature of the content:

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

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

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

by the nature of contacts:

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

by number of participants:

individual,
doubles,
group,
frontal.

by duration:

short,
average duration,
long-term.

3. Research technology

The purpose of research activities in kindergarten- to form in preschoolers basic key competencies and the ability for an investigative type of thinking.

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

Methods and techniques for organizing experimental research

Activities:

Heuristic conversations;

Raising and resolving problematic issues;

Observations;

Modeling (creating models about changes in inanimate nature);

Experiments;

Recording the results: observations, experiences, experiments, work activities;

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

Use of artistic words;

Didactic games, educational games and creative development

situations;

Work assignments, actions.

Experiments (experimentation)

State and transformation of matter.
Movement of air and water.
Properties of soil and minerals.
Living conditions of plants.

Collecting (classification work)

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

Travel on the map

Sides of the world.
Terrain reliefs.
Natural landscapes and their inhabitants.
Parts of the world, their natural and cultural “marks” are symbols.

Journey along the “river of time”

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

4. Information and communication technologies

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

Informatization of society poses challenges for preschool teachers tasks:

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

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

Requirements for computer programs of preschool educational institutions:

Research character
Easy for children to practice independently
Developing a wide range of skills and understandings
Age appropriate
Entertaining.

Classification of programs:

Development of imagination, thinking, memory
Talking dictionaries of foreign languages
The simplest graphic editors
Travel games
Teaching reading, mathematics
Using multimedia presentations

Computer advantages:

presenting information on a computer screen in a playful way arouses great interest in children;
carries a figurative type of information that is understandable to preschoolers;
movements, sound, animation attract the child’s attention for a long time;
has a stimulus for children's cognitive activity;
provides the opportunity to individualize training;
in the process of working at the computer, the preschooler gains self-confidence;
allows you to simulate life situations that cannot be seen in everyday life.

Mistakes when using information and communication technologies:

Insufficient methodological preparedness of the teacher
Incorrect definition of the didactic role and place of ICT in the classroom
Unplanned, random use of ICT
Overload of demonstration classes.

ICT in the work of a modern teacher:

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

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

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

4. Preparation of group documentation and reports. The computer will allow you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes.

5. Creating presentations in the Power Point program to improve the effectiveness of educational classes with children and the pedagogical competence of parents in the process of holding parent-teacher meetings.

5.Personally-oriented technology

Personality-oriented technologies place the child’s personality at the center of the entire preschool education system, ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions for its development, and the realization of existing natural potentials.

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

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

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

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

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

This technology can be well implemented in new preschool institutions (for example: kindergarten No. 2), where there are rooms for psychological relief - this cushioned furniture, many plants to decorate the room, toys that promote individual play, equipment for individual activities. Music and physical education rooms, aftercare rooms (after illness), a room for the environmental development of preschoolers and productive activities, where children can choose an activity of interest. All this contributes to full respect and love for the child, faith in creative forces, there is no coercion here. As a rule, in such preschool institutions, children are calm, compliant, and do not have conflicts.

Collaboration technologyimplements the principle of democratization of preschool education, equality in the relationship between teacher and child, partnership in the system of relationships “Adult - child”. The teacher and children create conditions for a developing environment, make manuals, toys, and gifts for the holidays. Jointly define a variety of creative activity(games, work, concerts, holidays, entertainment).

Pedagogical technologies based on humanization and democratization of pedagogical relations with procedural orientation and priority personal relationships, individual approach, democratic management and a bright humanistic orientation of the content. The new educational programs “Rainbow”, “From childhood to adolescence”, “Childhood”, “From birth to school” have this approach.

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

Identifying the pace of development allows the teacher to support each child at his or her level of development.

Thus, the specificity of the technological approach is that the educational process must guarantee the achievement of its goals. In accordance with this, the technological approach to learning distinguishes:

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

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

6.Portfolio technology for preschoolers

Portfolio - this is a collection 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 unique route for the child’s development.

There are a number of portfolio functions:

diagnostic (records changes and growth over a certain period of time),
meaningful (reveals the entire range of work performed),
rating (shows the range of skills of the child), etc.

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

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

Section 2 “I’m growing!”The section includes anthropometric data (in artistic and graphic design): “This is what I am!”, “How I am growing”, “I have grown up”, “I am big”.

Section 3 “Portrait of my child.”This section contains essays by parents about their baby.

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

Section 5 “This is what I can do.”The section contains samples of the child’s creativity (drawings, stories, homemade books).

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

Section 7 “Advise me...”The section provides recommendations to parents by the teacher and all specialists working with the child.

Section 8 “Ask, parents!”In this section, parents formulate their questions to preschool specialists.

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

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

Section 2 “I’m growing”includes inserts “Growth Dynamics”, which provides information about the child’s growth from the first year of life, and “My achievements for the year”, which indicates how many centimeters the child has grown, what he has learned over the past year, for example, counting to five, tumbling, etc.

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

Section 4 “I will help as much as I can”contains photographs of the child in which he is depicted doing homework.

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

Section 6 “Winter (spring, summer, autumn) inspiration.”The section contains children's works (drawings, fairy tales, poems, photographs from matinees, recordings of poems that the child recited at the matinee, etc.)

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

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

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

Section 3 “Child’s information about himself”contains information received from the child himself (drawings, games that the child himself invented, stories about himself, about friends, awards, diplomas, certificates).

L. I. Adamenko offers the following portfolio structure:

Block “Which child is good”which contains information about the child’s personal qualities and includes: an essay by the parents about the child; teachers' thoughts about the child; the child’s answers to questions during the informal conversation “Tell me about yourself”; responses from friends and other children to a request to tell about the child; child’s self-esteem (results of the “Ladder” test); psychological and pedagogical characteristics of the child; “basket of wishes”, the contents of which include gratitude to the child - for kindness, generosity, good deed; letters of gratitude to parents - for raising a child;

Block “What a skillful child”contains information about what the child can do, what he knows, and includes: parents’ answers to questionnaire questions; feedback from teachers about the child; children's stories about the child; stories from teachers to whom the child goes to clubs and sections; assessment of the child’s participation in actions; characteristics of a psychologist cognitive interests child; diplomas in nominations - for curiosity, skills, initiative, independence;

block “Which child is successful”contains information about the child’s creative abilities and includes: parental feedback about the child; the child’s story about his successes; creative works (drawings, poems, projects); diplomas; illustrations of success, etc.

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

7. Technology "Teacher's Portfolio"

Modern education needs a new type of teacher:

creative thinkers
proficient in modern educational technologies,
methods of psychological and pedagogical diagnostics,
ways of independently constructing the pedagogical process in the conditions of specific practical activities,
the ability to predict your final result.

Every teacher should have a record of success, which reflects everything joyful, interesting and worthy that happens in the life of a teacher. A teacher’s portfolio can become such a dossier.

To create a comprehensive portfolio, it is advisable to introduce 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 you graduated from, the specialty received and diploma qualifications);
labor and teaching experience, work experience in a given educational institution;
advanced training (name of the structure where the courses were taken, year, month, course topics);
copies of documents confirming the availability of academic and honorary titles and degrees;
the most significant government awards, diplomas, letters of gratitude;
diplomas of various competitions;
other documents at the discretion of the teacher.

Section 2 “Results of teaching activities”.

materials with the results of children’s mastery of the implemented program;
materials characterizing the level of development of children’s ideas and skills, the level of development of personal qualities;
a comparative analysis of a teacher’s activities over three years based on the results of pedagogical diagnostics, the results of students’ participation in various competitions and olympiads;
analysis of the learning results 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 and justify their choice;
materials characterizing work in a methodological association or creative group;
materials confirming participation in professional and creative pedagogical competitions;
in weeks of pedagogical mastery;
in conducting seminars, round tables, master classes;
original programs, methodological developments;
creative reports, abstracts, reports, articles and other documents.

Section 4 “Subject development environment”

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

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

Section 5 “Working with parents”

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

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

8. Gaming technology

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

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

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

Compiling gaming technologies from individual games and elements is the concern of every educator.

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

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

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

9. TRIZ technology

Technology for solving inventive problems

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

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

The main goal of using TRIZ technology in preschool age is to instill in the child the joy of creative discovery.

The main criterion in working with children is clarity and simplicity in the presentation of material and in the formulation of a seemingly complex situation. You should not force the implementation of TRIZ without children understanding the basic principles using simple examples. Fairy tales, playful, everyday situations - this is the environment through which a child will learn to apply TRIZ solutions to the problems he faces. As he finds contradictions, he himself will strive for an ideal result, using numerous resources.

You can use only TRIZ elements (tools) in your work if the teacher has not sufficiently mastered TRIZ technology.

A scheme has been developed using a method for identifying contradictions:

The first stage is the determination of the positive and negative properties of the quality of any object or phenomenon that do not cause strong associations in children.
The second stage is the determination of the positive and negative properties of an object or phenomenon as a whole.
Only after the child understands what adults want from him should he move on to considering objects and phenomena that evoke lasting associations.

10. Integrated learning technology

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

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

The most effective methods and techniques in an integrated lesson:

Comparative analysis, comparison, search, heuristic activity.

Problematic questions, stimulation, manifestation of discoveries, tasks like “prove”, “explain”.

Approximate structure:

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

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

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

Each lesson is taught by 2 or more teachers.

Methodology of preparation and implementation:

Selecting areas

Accounting for software requirements;

Basic direction;

Identify the basic principle of building a lesson system;

Think through developmental tasks;

Use a variety of activities;

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

Using more attributes and visual material;

Use productive methods and techniques;

Consider a person-centered approach;

More appropriate integration of the areas of Cognition and Physical Education; “Cognition: mathematics and artistic creativity”; “Music and Cognition”, “Artistic Creativity and Music”; “Communication and art. creation"

11. Technologies for creating a subject-development environment

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

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

The construction of a subject-development environment is the external conditions of the pedagogical process, which makes it possible to organize the child’s independent activity, aimed at his self-development under the supervision of an adult.

The environment must perform educational, developmental, nurturing, stimulating, organizational, and communicative functions. But the most important thing is that it should work to develop the child’s independence and initiative.

Conclusion: The technological approach, that is, new pedagogical technologies guarantee the achievements of preschoolers and subsequently guarantee their successful learning at school.

Good luck to everyone!!!

Developmental technologies in kindergarten include: Modern technologies used in dhows

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