Introduction of pedagogical technologies in pre-school educational institutions. Technologies in dow according to federal state standards
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.
Innovative processes at the present stage of development of society primarily affect the preschool education system, as the initial stage in 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 children’s creative and intellectual abilities, correction of the emotional-volitional and motor spheres; traditional methods are being replaced active methods training and education aimed at enhancing the cognitive development of the 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 pedagogical activity.
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 of 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 technology,
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, based on these common characteristics, 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, 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 educational process, attitude towards the child on the part of adults. 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 this 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 ( brief 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 standpoint of modern theories of 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. Personality-oriented technologies represent the embodiment of humanistic philosophy, psychology and pedagogy.
The focus of personality-oriented technologies is a unique, holistic personality who strives for maximum realization of his 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 individual’s achievement of such qualities that is declared the main goal of 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 teaching and upbringing that correspond to the individual characteristics of each child: they adopt psychodiagnostic methods, change the relationships and organization of children’s activities, use a variety of powerful teaching aids (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 the quality of activity that is characterized high level motivation, a perceived need to acquire knowledge and skills, performance and compliance with social norms.
This kind of activity in itself occurs infrequently; it is a consequence of targeted management pedagogical influences and organization of the teaching 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, into creativity, into therapy, into a model of the type human relations 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, gaming activities in the classroom are used in the following cases:
- as independent technologies for mastering a concept, topic, and even a section of the educational process;
- as elements (sometimes 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 a special type of motivation - problem-based; for this, the didactic content of the material must be presented as a chain of problem 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) selection of the content of methodological work that ensures 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 innovation 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 content, methods and techniques in practical work primary school. 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. As a result, children play less and the SANPiN requirements for organizing physical activity are violated. 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, author’s 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.
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 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.
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 for the 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, design of 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 regulations on the Federal State Educational Standard of Education provides not only for the formation of knowledge, skills and abilities of the preschooler and his adaptation to social life, but also for the preservation of a full childhood in accordance with the psychophysical characteristics of the developing personality, learning through a joint search for solutions, providing the child has the opportunity to independently master the norms of culture.
A unique means ensuring cooperation, co-creation of children and adults, a way to implement a person-centered approach to education is design technology.
Design is complex activities, the participants of which automatically, without a specially proclaimed didactic task on the part of the organizers, master new concepts and ideas about various spheres of life.
Project activities will help to connect the process of learning and education with real events in the life of a child, 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 of the environment by a child 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, during which the child learns about the world around him and embodies 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 laid down about the focus of the cognitive activity of preschoolers on the result that is achieved in the process of joint work of the teacher and children on a certain practical problem(theme).
Project types
The following typology of projects is relevant for preschool education:
1. By dominant method: research, informational, creative, gaming, adventure, practice-oriented.
2. By nature of 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, inside 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 at the direct suggestion of an adult or by imitating him, which is not contrary to nature small child; at this age there is still a need to establish and maintain a positive attitude towards an adult and imitate him.
Second stage- 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 the 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 control 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 self-reliance creative works children and parents (search 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.
Thematic project plan
1. Theme and its origin__________________________________________
3. Required 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 “three questions” models: 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 the development of speech and the speech apparatus itself. Gathering information and planning educational educational work within the framework of the project. 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; discussion of 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 collective efforts of the group. 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, a certain position on specific issue For every child, 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 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: 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 his 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 the 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 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;
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.
Used literature:
Poddyakov N.N. Features of mental development of preschool children. M.2006.
Bederkhanova V.P. Joint design activity as a means of development of children and adults. \\ Personality 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.
Emma Machukova
Innovative technologies in preschool educational institutions according to the Federal State Educational Standard
Innovative technologies in preschool educational institutions according to the Federal State Educational Standard
A modern teacher is one who is constantly developing, self-educating, looking for new ways to develop and educate children. All this becomes possible thanks to his active position and creative component.
In modern conditions, a teacher is, first of all, a researcher with a high level of pedagogical skill, scientific psychological and pedagogical thinking, developed pedagogical intuition, critical analysis, reasonable use of advanced pedagogical experience, as well as the need for professional self-education.
It follows that only a teacher who is constantly improving the level of his professional skills and is capable of implementing innovation.
Implementation innovation into the work of a preschool institution is an important condition for reforming and improving the preschool education system. The development of a kindergarten cannot be carried out otherwise than through the development of innovations, innovations, while the content of education should be focused on the individuality of each child, his personal growth, and the development of abilities (K. Yu. Belaya, A. G. Asmolov, etc.). And only a talented teacher who follows the path of self-improvement and self-development can raise a creative, self-sufficient personality.
Any innovation is nothing more than the creation and subsequent implementation of a fundamentally new component, as a result of which qualitative changes in the environment occur. Technology, in turn, is a set of various techniques that are used in a particular business, craft or art. Thus, innovative technologies in preschool educational institutions are aimed at creating modern components and techniques, the main goal of which is to modernize the educational process.
Main types innovative technologies,
used in preschool educational institutions.
Among the modern educational technologies can be attributed:
Health-saving technologies;
technologies project activities;
technologies research activities;
Developmental technologies;
Corrective technologies;
Information and communication technologies;
Personality-oriented technologies; gaming technologies.
1. Health-saving technologies are aimed at strengthening the child’s health and instilling in him a healthy lifestyle. This is especially relevant in light of environmental deterioration, general health, and poor nutrition.
Their main goal is to create conditions for the formation of pupils’ ideas about a healthy lifestyle, the ability to provide first aid to themselves and their neighbors. medical care, as well as the formation and development of knowledge, skills and abilities necessary to maintain one’s own health. The forms of work are sports holidays, physical education minutes between classes, morning exercises, gymnastics for the eyes, breathing exercises, finger and dynamic gymnastics, relaxation, walks not only in the kindergarten, but also in forested areas, sports games, hardening, water procedures.
Health-saving technologies can be implemented differently. Depending on goals:
They can be aimed at maintaining health and implemented by medical staff: nutrition control, health monitoring, ensuring a health-preserving environment;
They can be aimed at the physical development of the child through various types of gymnastics (breathing, finger, orthopedic, hardening, dynamic pauses, stretching, alternative methods - for example, hatha yoga;
They can introduce a culture of health;
They can teach healthy lifestyles through communication games, game sessions, logarithmics, physical education classes;
They can be corrective and implemented in sessions of various types of therapies (art-, fairy-tale-, color-).
2. Technologies project activities
Project activities in kindergarten are carried out by the child together with the teacher. The goal is to work on a problem, as a result of which the child receives answers to questions. The knowledge that a child gains while working on a project becomes his personal property and is firmly anchored in the existing system of knowledge about the world around him.
Projects vary:
by number of participants: individual, paired, group, frontal;
by duration: short-term, medium-term, long-term;
by priority method: creative, gaming, research, informational;
by topic: include the child’s family, nature, society, cultural values and more.
Educational projects can be classified as follows way:
1. "Game"- classes that are conducted in a group in the form of games, dances, and exciting entertainment.
2. "Excursion"- projects whose goal is a comprehensive and multifaceted study of the surrounding world and society.
3. "Narrative", through which children learn to explain their feelings and emotions using speech, vocals, writing, etc.
4. "Constructive" aimed at teaching the child to create useful items: build a birdhouse, plant a flower, etc.
Innovative educational technologies in preschool educational institutions they promote physical and psychological development child, help him gain faith in himself and his own strengths, become independent and responsible. Boys and girls explore the world playfully, and try to apply the acquired knowledge in practice.
3. Technologies research activities
Implementation innovative technologies in preschool educational institutions involves, among other things, the use of so-called research activities by teachers. What does this mean? First of all, we're talking about that the efforts of educators are aimed primarily at developing an investigative type of thinking in children.
The main goal of research activities is to create experimental activities in which the child is an active participant. The child's direct participation in the experiment allows him to see the process and results with his own eyes.
To do this, in the process of teaching preschoolers, teachers resort to the following common methods: How: statement of the problem, its comprehensive analysis, modeling, observation, experimentation, recording the results, searching for solutions and choosing the best one.
Research activities help a child identify a current problem and solve it through a series of actions. At the same time, the child, like a scientist, conducts research and experiments.
Methods and techniques for organizing research activities:
Observations;
Didactic games;
Situation modeling;
Work assignments, actions.
Innovative pedagogical technologies in preschool educational institutions help"mentors" find an approach to each individual child, take into account his characteristics, character traits and mentality, and turn classes into exciting and extraordinary "adventure". Thanks to this, parents no longer have to persuade their beloved children to go to kindergarten. Kids enjoy visiting preschool educational institutions and every day they enrich their still small store of knowledge.
4. Developmental technologies
In traditional education, the child is presented with a ready-made product, an action pattern, for study. During developmental education, the child must independently come to an opinion or a solution to a problem as a result of analyzing his actions.
5. Corrective technologies
Their goal is to relieve the psycho-emotional stress of preschoolers. Species: fairy tale therapy, color therapy, music therapy.
6. Information and communication technologies
It makes no sense to deny the fact that the modern world is significantly different from the youth of our grandparents, and even parents. Today it is already very difficult to imagine that in the very recent past there was no talk of using any innovative technologies in preschool educational institutions. Information and communication technologies received their natural development in our "advanced" century So advanced today technologies like a computer, tablet or interactive whiteboard will not surprise any preschool child. A situation where a child would not know what a computer is is almost impossible. The information era dictates its own rules of the game, which cannot be ignored. Children are drawn to acquiring computer skills. The use of ICT in classes and in the educational process has a number of advantages over traditional forms of organizing classes. For example, thanks to exciting programs designed to teach a child reading, mathematics, and maximally develop his memory and logical thinking, a preschooler can be interested and instill in him a love of knowledge. The computer is attractive to children; the use of animation, slide presentations, films allows you to create an active cognitive interest in children to the phenomena being studied. Animated computer pictures flashing on the screen attract the child, force the baby to literally join the monitor, allow him to concentrate his attention and intently observe what is happening. Children remember easily new information and then discuss it in the group.
Methods of visual support of the material make it possible to achieve long-term concentration of pupils’ attention, as well as simultaneous impact on several of the child’s senses, which contributes to a more durable consolidation of the new knowledge acquired. With the help of computer programs, it becomes possible to simulate various life situations that would not be possible to recreate in a kindergarten.
Depending on the child’s abilities, the program can be tailored specifically to him, that is, focusing on his individual development.
At the same time, due to computer illiteracy, teachers can make a number of mistakes. For example, overloading a lesson with slides, being insufficiently competent in computer literacy due to lack of relevant experience.
7. Personality-oriented technologies
The use of personality-oriented, as well as game-based technologies contribute to the development of the preschooler’s individuality. This is a kind of foundation for the entire educational process. The main emphasis is on the child’s personality and his specific characteristics.
The goal of person-centered technologies– creation of democratic partnership humanistic relations between the child and the teacher, as well as providing conditions for the development of the personality of pupils. With a student-centered approach, the child’s personality is placed at the forefront of learning.
Depending on the child’s abilities, the teacher selects educational games that will help maximize and develop the child’s talent. There is no place for authoritarianism, imposition of opinions and an impersonal approach to the student. In the group, as a rule, there is an atmosphere of love, mutual respect and cooperation.
Personality-oriented technologies provide conditions for the development of the child’s individuality. These are various sensory rooms, corners for individual games and activities.
8. Gaming technologies
Gaming technologies- this is the foundation of all preschool education. In the light Federal State Educational Standard BEFORE the child's personality is brought to the fore and now the entire preschool childhood should be devoted to play.
At the same time, games have many cognitive and educational functions. Among the game exercises we can highlight those
Which help highlight characteristic features items: that is, they teach to compare;
Which help to generalize objects according to certain characteristics;
Which teach the child to separate fiction from reality;
Which foster communication in a team, develop speed of reaction, ingenuity and more.
Worth mentioning technology"TRIZ"(a theory of solving inventive problems that puts creativity at the forefront. TRIZ puts complex material into an easy and accessible form for children. Children learn about the world through fairy tales and everyday situations.
Municipal budgetary preschool educational institution combined type kindergarten No. 29 of the city of Yeisk, municipal formation Yeisk district
on the use of modern educational technologies in the educational process in the conditions of the Federal State Educational Standard for Education.
teacher at MBDOU DSKV No. 29 in Yeisk
Municipal district Yeisk district
| Introduction | |
| Application of modern educational technologies in the educational process. | |
| Technologies of civic-patriotic education. | |
| Unconventional drawing techniques. | |
| Gaming technologies. | |
| Application of information and communication technologies in the educational process. | |
| Application of health-saving technologies in the educational process. | |
| Conclusion. | |
| References. | |
Introduction
In the context of the implementation of the Federal State Educational Standard, the development of preschool education is moving to a new qualitative level, which is aimed at preserving the intrinsic value of preschool childhood, developing creative abilities, developing in preschoolers the interest and need for active creative activity, therefore an important condition for increasing the effectiveness of the educational process is to find ways to optimize the pedagogical interactions.
A fundamentally important aspect in pedagogical technologies is the position of the child, the attitude towards the child on the part of adults. The teacher’s use of modern educational technologies, focused on the child’s personality and the development of his abilities, is an important condition of his work.
Purpose modern educational technologies is the creation of a structural-functional model, designed on the basis of the integration of systemic, competency-based and differentiated approaches, aimed at students mastering social, health-preserving, communicative, activity-based, information competencies.
Tasks application of modern educational technologies:
education and development of a comprehensively harmoniously developed personality, through improving the quality of educational work;
providing the child with the opportunity to maintain health, developing in him the necessary knowledge, skills and habits for a healthy lifestyle;
developing motivation and maintaining children’s interest during organized activities educational activities.
The use of traditional and innovative educational technologies helps achieve the greatest possible success in the educational process and contributes to the healing of the whole organism.
Application of modern educational technologies in the educational process.
Modern pedagogy is in a constant active search for ways to improve and optimize the process of learning and development of children at different age stages and in various educational conditions that are typical for preschool children.
In the modern world, it is not enough to use traditional technologies when working with children. Increasingly, there is a need to search for new approaches, technologies and techniques that ensure the effectiveness and quality of educational work. The use of modern educational technologies is an important condition for the successful work of a teacher.
The purpose of educational technologies: improving the quality of the educational process.
The main objectives of educational technologies are:
formation of a healthy lifestyle for children;
protecting the lives and promoting the health of children;
ensuring the intellectual, personal and physical development of the child;
implementation of the necessary correction of deviations in the child’s development;
increasing motivation for organized educational activities;
increasing the effectiveness of educational work.
To increase the effectiveness of educational work in organized educational activities in kindergarten, along with traditional types of work, I use modern technologies: technologies of civic-patriotic education, non-traditional drawing techniques, gaming technologies, non-traditional methods and techniques.
Technologies of civic-patriotic education
Currently, the interest of scientists and teachers in the problem of civic-patriotic education has noticeably increased. This is evident from numerous publications and the appearance of documents at the state level.
Civil-patriotic upbringing is a purposeful process of forming a social and value-based attitude towards the Motherland, one’s people, its culture, language, and traditions. This attitude is manifested in the desire and desire to know the history of one’s country, its national and cultural wealth, to actively participate in public life, to work conscientiously and creatively for the good of the Motherland.
The solution to the pressing problem of civic-patriotic education in preschool education becomes obvious. Understanding modern conditions and the characteristics of the development and socialization of the future citizen allows the teacher to solve one of the main tasks of education - raising a “Citizen”.
When working with senior preschool children, you need to understand the need to develop such values as love for Russia, your people, your land, and service to the Fatherland. It is at this age that children are characterized by increased susceptibility to external influences, belief in the truth of everything they teach, in the unconditionality and necessity of moral norms, which creates the prerequisites for systematic moral education, the formation of citizenship and patriotic feelings.
The education of patriotism and citizenship has always occupied pedagogical science one of the leading places.
The first feelings of citizenship and patriotism.
Are they accessible to children?
We can give an affirmative answer: preschoolers, especially older ones, have access to a feeling of love for their hometown, native nature, to his homeland.
Under the guidance of adults, children gradually develop elements of patriotic and civic feelings and public relations.
“The beauty of the native land, revealed through fairy tales, imagination, and creativity, is a source of love for the Motherland. Understanding and feeling the greatness and power of the Motherland comes to a person gradually and has its origins in beauty.”
V.A. Sukhomlinsky
What is patriotism?
Patriotism is love for the Motherland, nature, people, and the culture of one’s people.
Patriotism is both devotion to one’s Fatherland and the desire to do everything possible to preserve the cultural identity of each nation.
Patriotism includes:
Attachment,
Sympathy,
Empathy,
Responsibility,
And other qualities without which a person cannot succeed as a person.
Patriotic education in kindergarten is in close relationship with mental, labor, environmental, and aesthetic education.
Citizenship- this is belonging to the permanent population of a given state, vesting with a set of political rights and obligations.
Citizenship includes:
Responsibility,
The desire and ability to work for the good of the fatherland,
Protect and respect the riches of the Motherland,
Aesthetic feelings associated with love for one’s hometown, native nature.
The term “civic education” is relatively new for our country as a whole and completely new for preschool education in Russia. Before the start of reforms, the programs included a section “Familiarization with the phenomena of public life,” within the framework of which only the task of patriotic education of children was put forward.
Civic education does not provide for an unambiguously positive attitude towards any area of life in the form in which it exists at a given historical moment.
Civil behavior presupposes the formation of certain personality traits: activity, independence, ability to make decisions, initiative, etc.
Target patriotic education is to instill love for the Fatherland, pride in its culture, and civic education consists of forming in the child an active social position as a participant and creator of public life.
Tasks of teachers and parents:
To awaken, as early as possible, in a growing person a love for his native land;
Develop character traits that will help you become a person and a citizen of society;
Cultivate love and respect for home, kindergarten, home street, city (locality where the child lives);
A feeling of pride in the country’s achievements, love and respect for the army, pride in the courage of the soldiers;
Develop interest in the phenomena of social life accessible to the child.
Currently, the search and development of innovative approaches to patriotic education is of great importance.
Teachers must take into account that cultivating love for the Motherland and hometown means connecting educational work with social life, which surrounds the child. In your work, use the most interesting and effective forms of work– walks, excursions, observations, explanations that encourage children to engage in various activities (play, verbal, productive, etc.).
Patriotic education permeates all types of children's activities in everyday life and in class. It is necessary to instill in children the need to participate in activities for the benefit of the people around them and wildlife, to help them realize that they are an integral part of their small homeland.
Working methods
Targeted walks and excursions.
Observations (for example, people's working lives, changes in the appearance of the city, etc.).
Explanations from the teacher combined with demonstrations and observations of the children.
Conversations about your hometown.
Holidays and entertainment of a patriotic nature,
Learning songs and poems about the homeland, proverbs, sayings, reading fairy tales, listening to music.
Familiarization with works of folk art (embroidery, painting, sculpture).
Enrichment and stimulation of children's creativity.
Involving children in feasible socially useful work.
Fostering respect for war and labor veterans.
Use a complex of means (the immediate environment, visual arts, music, the man-made world of peoples) in order to form a personal attitude towards one’s hometown and modern reality. Involve in conducting local history work and studying the state of the environment. Stimulate activities to study the traditions, history and culture of one’s people and native land. Involve children in the protection of historical and historical monuments cultural heritage people.
Means of civic and patriotic education:
Environment,
Fiction and art,
Practical activities,
Visiting museums, exhibitions,
Meetings with interesting people
Introducing children to family traditions, traditions and customs of their people, country, and art
The main provisions of the program for patriotic education in kindergarten.
Familiarization with the environment, speech development, visual activity, musical development
Introduction to the social world:
Fostering a sense of belonging to the life of the country (patriotic dates and holidays)
Respect for what people have made
Acquaintance with the events taking place in the country, to give an idea of the country, capital, symbols of the state
Fostering love for the native land, for the Motherland
Acquaintance with the sights of the city, with the names of streets
Familiarization with the subject world:
Fostering a sense of friendship towards people of other nationalities
Fostering respect for working people and the objects they produce
Familiarization with folk art objects
Introduction to nature:
Cultivating a love for the nature of one’s native land
Upbringing careful attitude to native nature
Fostering a sense of the need for labor participation in the protection of native nature
Great importance should be attached to enriching the subject-game environment in preschool educational institutions, state symbols, animals and flora countries. To develop the cognitive activity of children, mini-museums of their native land are being created. Products of Russian folk applied art, souvenirs, books, and videos about Russia are purchased.
Developing subject-spatial environment
Science Center:
Flag and coat of arms of Russia.
Flag and Coat of Arms of the Krasnodar Territory
Coat of arms and flag of your city
Anthem of Russia.
Anthem of the Krasnodar region
Portrait of the President.
Portrait of the Governor of the Krasnodar Territory
Albums:: “My Family”, “My City”, “My District”, “Our Dear Army”
Thematic albums of military branches and military equipment
Sets of postcards “Russian life”.
Cassettes with recordings of fairy tales and patriotic songs
Educational games of a civil-patriotic nature: “Zarnitsa”, “Relay Races”, “Riddles about the city”, “Does it happen or not?” , “Hometown Patterns”, “Make No Mistake”, “Did You Know?” (celebrities of the city), “Trip around the city”, “Where is the monument?”, “Birds of our city”, “River of Politeness”
We introduce children to their rights and responsibilities and give them an idea of the Law.
Every child has the right:
For name and citizenship;
For a family;
For protection;
For training;
For medicine;
For rest and leisure;
For information.
The success of civil-patriotic education of children largely depends on parents, family, and the atmosphere that reigns at home.
Working with parents
Meetings and consultations with parents
Publication of a wall newspaper for children and parents “Friendly Family”
Design of photo stands “There is such a profession - to defend the Motherland!”, “Our pets”, etc.
Family photo competition “The city where I live”
Family exhibition of drawings (co-creation of children and parents) “There is no more beautiful land in the world”, “My land”.
Civil-patriotic projects “I am a citizen of Russia!”, “The child has the right”, “My family”
Family holidays
Campaign “Let our city be clean!”,
“Only those who value and respect what has been accumulated and preserved by the previous generation can love the Motherland, get to know it, and become a true patriot.” S. Mikhalkov.
1.2. Unconventional drawing techniques
The formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. Its development begins more effectively from preschool age. As V. A. Sukhomlinsky said: “The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads-rivulets, which are fed by the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child.” As many teachers say, all children are talented. Therefore, it is necessary to notice and feel these talents in time and try to give children the opportunity to demonstrate them in practice, in real life, as early as possible.
In the conditions of the Federal State Educational Standard of preschool education, the development of creative abilities in children acquires special significance. The ability to be creative is a specific human feature, which makes it possible not only to use reality, but also to modify it. The higher the level of development of a person’s abilities, the more opportunities open up for his creative activity.
Creative abilities are inherent in humans by nature. The main point it is that living conditions and the presence of will give the opportunity to develop those abilities that are inherent in a given person by nature.
In recent years, the content and objectives of visual arts have changed. If a few years ago we put children in a framework of copying a model, showing the sequence and techniques of drawing, taught them to depict objects of the realistic world, now, using new, innovative programs and pedagogical technologies, we try, without imposing our point of view on children, to realize their creative potential . This requires skillful and purposeful guidance of the creative development of children.
Preschool childhood is a very important period in the lives of children. It is at this age that every child is a little explorer, discovering the unfamiliar and amazing world around him with joy and surprise. The more diverse children's activities are, the more successful the child's diversified development is, his potential capabilities and first manifestations of creativity are realized. Great potential for revealing children's creativity lies in the visual activities of preschoolers.
Since I myself am a creative person, I teach this to my children in the group, with whom we do various interesting and creative work. Not only children participate in this, but their parents also enjoy it.
In the dictionary of synonyms, the word “unconventional” means: extraordinary, original, in a new way, inimitable, individual, independent, original, non-standard, peculiar, in a new way, in its own way.
What does “unconventional drawing” mean?
This is the art of depicting without being based on tradition.
From a very early age, children try to reflect their impressions of the world around them in their visual arts. Adults (teachers) help the child with this. Drawing in unconventional ways is a fun, mesmerizing activity that surprises and delights children. The developing environment plays an important role in the development of a child. Therefore, when organizing a developing subject-spatial environment, it is taken into account that the content is developmental in nature and is aimed at developing the creativity of each child in accordance with his individual capabilities, accessible and appropriate age characteristics children. Unusual materials and original techniques attract children because the word “no” is not present here, you can draw with whatever you want and how you want, and you can even come up with your own unusual technique. Children feel unforgettable, positive emotions, and by emotions one can judge the child’s mood, what makes him happy, what makes him sad.
Conducting classes using non-traditional drawing techniques contributes to:
Development of spatial thinking;
Development fine motor skills hands and tactile perception;
Development of creativity, imagination and flight of fancy;
Development of memory, attention, perseverance, teaches to think and analyze, measure and compare;
Development of aesthetic perception and emotional responsiveness;
Removing children's fears;
Development of self-confidence;
Teaches children to work with a variety of materials.
The success of teaching non-traditional techniques largely depends on what methods and techniques the teacher uses to convey certain content to the child, to develop his knowledge, skills and abilities. In many ways, the result of a child’s work depends on his interest, so during the lesson it is important to intensify the child’s attention and encourage him to activity with the help of additional incentives.
Such incentives could be:
Play, which is the main activity of children;
Surprise moment;
Asking for help (children will never refuse to help the weak);
Musical accompaniment; etc.
Mastery unconventional technology images bring true joy to preschoolers. They enjoy drawing different patterns without experiencing any difficulties. Children boldly take on art materials; they are not intimidated by their diversity and the prospect of independent choice. They take great pleasure in the process of doing it. Children are ready to repeat this or that action many times. And the better the movement turns out, the more pleasure they repeat it, as if demonstrating their success, and rejoice, attracting the attention of an adult to their achievements.
There are many unconventional drawing techniques. Their unusualness lies in the fact that they allow children to quickly achieve the desired result if their mastery is built taking into account the specifics of the activity and age of the children. I took those non-traditional drawing techniques that are more interesting and easier for children to handle, and divided them progressively (from easier to more complex). Drawing in unconventional ways can already be started from the pre-fine period of drawing. I do this kind of drawing with each child individually and in the afternoon.
finger painting;
palm painting;
drawing with foam rubber;
blotography;
drawing with traffic jams;
drawing with cotton swabs;
pencil - stamp;
drawing using the “poke” method;
decorating objects;
grattage technique.
Each of these techniques is a little game. Their use allows children to feel more relaxed, bolder, more spontaneous, develops imagination, and gives complete freedom for self-expression.
FINGER PAINTING
Goal: development of fine motor skills of the hands, tactile sensations, confidence, emotions, orientation on a sheet of paper.
Material: gouache, sheet of paper with or without a silhouette, napkin.
Method of obtaining an image: the child dips his index finger into the gouache and makes spots and dots on a sheet of paper.
PALM DRAWING
Goal: development of tactile sensations, imagination, emotions.
Material: gouache, colored or white paper, napkin. Method of obtaining an image: the child dips his entire palm in paint, leans it against a sheet of paper (leaving an imprint, the teacher completes the details of the drawing.
DRAWING WITH FOAM RUBBER
Goal: development of fine motor skills of the hands, orientation on a sheet of paper, tactile sensations, emotions. Material: jar with gouache; a sheet of paper with a drawing drawn in pencil; a piece of foam rubber, a napkin. Method of obtaining an image: a child dips foam rubber into a jar of paint and runs it across a sheet of paper from left to right, painting over the image.
BLOCKGRAPHY
Goal: development of imagination, thinking, emotions.
Material: gouache, colored or blank paper, napkin.
Method of obtaining an image: the child dips a brush or finger into the paint and, with chaotic hand movements, applies paint to a sheet of paper. The teacher asks the child questions: “What does your blot look like?” or “What is this?”
DRAWING WITH CORKS
Goal: development of fine motor skills of the hands, imagination, orientation on a sheet of paper, emotions.
Material: gouache of any color, a sheet of paper, tube caps for cream, toothpaste or plastic bottle.
Method of obtaining an image: the child takes the cork with three fingers, dips it in paint and leaves prints on a sheet of paper.
DRAWING WITH COTTON SWIPS
Goal: development of fine motor skills of the hands, imagination, color perception, orientation on a sheet of paper, emotions.
Material: cotton swabs; gouache; sheet of paper.
Method of applying the image: the child dips the end of a cotton swab into the paint and, by swiping or poking it, leaves an imprint on the image.
DRAWING METHOD – “POKE”
Goal: consolidation of drawing skills with a brush and paints, development of imagination, thinking, emotions.
Materials: a piece of paper with a drawn silhouette, a brush with stiff bristles, gouache, a jar of water.
Method of applying the image: the child, using a brush, applies paint to the silhouette using the “poking” method (as if poking at a piece of paper).
DECORATING OBJECTS
Goal: the ability to work with paints carefully, select the right color for the object being painted, develop thinking, creativity, and emotions.
Material: a sheet of paper with a drawn silhouette, brushes, gouache of different colors.
Method of painting: the child takes paint of the desired color with a brush and paints it.
TECHNIQUE "GRATTAGE"
The “scratch” technique is also called “tsap-scratch”
Teach children to draw using a stencil.
Cultivate accuracy while performing work.
Improve children's skills in combining various techniques.
Develop speech and thinking
Target:
Introduce students to one of the types of graphics - grattage
Material:
Landscape sheet
Wax colored pencils
Black gouache
Liquid soap
Sharpened stick or paste rod
Stencil
My innovative work was carried out on one of the current topics, since the problem of non-traditional drawing of preschool children is relevant today. In the changing conditions of modern society, acquaintance with non-traditional drawing techniques must begin precisely from preschool age - in childhood the foundation of a creative personality is laid, it is then that moral standards behavior in society, spirituality is formed.
In the process of drawing, observation, aesthetic perception, artistic taste are improved, creative features baby
The novelty and distinctive feature of the work using non-traditional drawing techniques is that it is innovative. The work system uses non-traditional methods and methods for developing children's artistic creativity. Homemade tools, natural and waste materials are used for unconventional drawing. Unconventional drawing gives children a lot of positive emotions, reveals the possibility of using familiar household items as original artistic materials, and surprises with its unpredictability.
The innovative pedagogical activity carried out by me has sufficient theoretical justification, based on an analysis of literary sources on the problem under consideration.
(V. T. Kazakova, I. A Lykova, G. N. Davydova, etc.)
The leading pedagogical idea of my work is to study the problem of non-traditional drawing techniques for preschool children. From many years of experience working with children to develop artistic and creative abilities in drawing, it became clear that standard sets of visual materials and methods of transmitting information are not enough for modern children, since the level of mental development and potential of the new generation has become much higher. In this regard, non-traditional drawing techniques give impetus to the development of children's intelligence, activate children's creative activity, and teach them to think outside the box.
To implement the tasks set in my work, I used the following research methods:
Theoretical: study and analysis of psychological, pedagogical, scientific methodological literature, programs, studying the state of the problem in teaching practice;
Empirical: observation of the pedagogical process.
Non-traditional drawing techniques are a real flame of creativity, it is an impetus for the development of imagination, the manifestation of independence, initiative, and expression of individuality.
I have selected illustrative material that is accessible to students, enriched the corner of productive activities, with the help of which I direct children to develop their imagination.
I have developed didactic games such as: “What! Which! Which!" “What does it look like” “Transforming little girl” “Pebbles on the shore.” "Cheerful gnome." “What does it look like?” Children are asked to resolve problematic situations such as “What is common between,. ?”, “Where can this be applied. ?”, “What does it look like?”, “Good - bad” and others.
All educational activities of the teacher are carried out in game form, understandable and interesting for children. Every day they become more and more involved in the learning process, but at the same time, educational activity remains a game, maintaining its attractiveness.
Thus, the development of a preschooler’s creative personality in a preschool educational institution is possible thanks to the creation of a developmental environment that promotes the transformation of the child’s spontaneous and direct activity into creative activity and the readiness of the teacher, manifested in providing conditions for the development of children's independence, initiative, creativity and the search for new, creative solutions.
1.3. Gaming technologies
Game pedagogical technology is the organization of the pedagogical process in the form of various pedagogical games. This is the consistent activity of the teacher in:
Selection, development, preparation of games;
Including children in play activities;
Implementation of the game itself;
Summing up the results play activity.
The main feature of a pedagogical game in gaming technology is a clearly defined learning goal and its corresponding pedagogical results, characterized by an educational and cognitive orientation. The types of pedagogical games are varied. They may vary:
By type of activity - motor, intellectual, psychological, career-oriented, etc.;
By the nature of the pedagogical process - teaching, training, controlling, cognitive, educational, developmental, diagnostic.
By character gaming techniques– games with rules; games with rules established during the course of the game, games where one part of the rules is specified by the conditions of the game, and is established depending on its progress.
By gaming equipment - tabletop, computer, theatrical, role-playing, director's, etc.
The main component of gaming technology is direct and systematic communication between the teacher and children. Its meaning:
Activates students;
Increases cognitive interest;
Causes emotional uplift;
Promotes the development of creativity;
Maximum concentration of class time due to clearly formulated game conditions;
Allows the teacher to vary the strategy and tactics of game actions by complicating or simplifying game tasks, depending on the level of mastery of the material.
Game activities take place very lively, in an emotionally favorable psychological environment, in an atmosphere of goodwill, equality, in the absence of isolation of passive children. Gaming technologies help children to relax and gain self-confidence. As experience shows, when acting in a game situation close to real conditions life, preschoolers more easily master material of any complexity.
Conceptual foundations of gaming technology:
A playful form of joint activity with children is created with the help of play techniques and situations that act as a means of inducing and stimulating the child to activity.
The implementation of the pedagogical game is carried out in the following sequence - the didactic goal is set in the form of a game task, educational activities are subject to the rules of the game; educational material is used as its means; successful completion of a didactic task is associated with the game result.
Gaming technology covers a certain part of the educational process, united by common content, plot, and character.
Gaming technology includes sequential games and exercises that form one of the integrative qualities or knowledge from the educational field. But at the same time, gaming material should intensify the educational process and increase the efficiency of mastering educational material.
The game, as a rule, is the children’s own initiative, so the teacher’s guidance when organizing gaming technology must meet the requirements:
The choice of game depends on the educational tasks that require their solution, but should act as a means of satisfying the interests and needs of children (children show interest in the game, actively act and get a result veiled by the game task - there is a natural substitution of motives from educational to gaming);
Game proposal - created gaming problem, for the solution of which various game tasks are proposed: rules and techniques of action);
Explanations of the game - briefly, clearly, only after the children’s interest in the game arises;
Gaming equipment - must comply as much as possible with the content of the game and all the requirements for the subject-game environment according to the Federal State Educational Standard;
Organization of a play group - play tasks are formed in such a way that each child can demonstrate his activity and organizational skills.
Children can act depending on the progress of the game individually, in pairs or teams, collectively:
The development of the game situation is based on the principles:
absence of any form of coercion when involving children in the game; presence of game dynamics; maintaining a gaming atmosphere; the relationship between gaming and non-gaming activities;
End of the game - analysis of the results should be aimed at practical application in real life.
In my practical activities I use the following gaming technologies:
Game situations (during organized educational activities and during restricted moments);
Surprise moments(during OOD and during special moments);
Solving various problem situations (in a game form).
It helps me energize cognitive activity children, creates motivation for creativity, develops mental activity, helps my students master figurative speech, and teaches the correct construction of sentences.
Modern gaming technologies in preschool educational institutions assign the child the role of an independent subject interacting with the environment. This interaction includes all stages of activity: goal setting, planning and organization, implementation of goals, analysis of performance results. Developmental education is aimed at developing the entire complex of personality qualities. Game technologies in preschool educational institutions allow the teacher to develop independence, set in motion internal processes mental neoplasms. Using gaming technologies in the educational process, the teacher must have goodwill, be able to provide emotional support, create a joyful environment, and encourage any imagination and imagination of the child. The game is useful for the development of the child and creating a positive atmosphere of cooperation with adults. Important feature modern gaming technologies that I use in my work is that gaming moments penetrate into all types of children’s activities: work and play, educational activities and play, everyday household activities related to the implementation of the regime and play.
With the help of gaming technologies, I develop children's creativity, creative thinking and imagination. The use of gaming techniques and methods in standard, problem situations forms flexible, original thinking in children.
Thus, modern gaming technologies cover a wide range of development of abilities of preschool children, ensuring the effectiveness of learning the material. However, it should be noted that such an impact of gaming technologies on a child is achieved through the integrated application of achievements in pedagogy and psychology.
Application of information and communication technologies in the educational process.
We all know that a computer enters a child’s life from an early age, having both positive and negative influence on the formation of his personality. In terms of the power of influence on the child’s psyche, modern information technologies are incomparable with other means.
Increasingly, teachers of preschool institutions began to point out the use of ICT in working with children as their main achievement. And I'm no exception. Having independently mastered working on a computer, I also apply my skills in working with preschoolers. But I, like many teachers, face a question. What is the right thing to do? To use or not to use ICT in kindergarten?
First of all, it is necessary to clearly understand what ICT is and for what specific work in a preschool educational institution they are needed.
The combination of ICT is associated with two types of technologies: information and communication.
“Information technology is a set of methods, methods and means that ensure storage, processing, transmission and display of information and are aimed at increasing the efficiency and productivity of labor.” At the present stage, methods, methods and means are directly related to the computer (computer technology).
Communication technologies determine the methods, means and means of human interaction with the external environment (the reverse process is also important). The computer takes its place in these communications. It provides comfortable, individual, diverse, highly intelligent interaction of communication objects. Combining information and communication technologies, projecting them onto educational practice, it should be noted that the main task facing their implementation is the adaptation of a person to life in information society.
It is absolutely clear that ICT is becoming the main tool that a person will use not only in professional activities, but also in everyday life.
The main goal of introducing information technologies is to create a unified information space of an educational institution, a system in which all participants in the educational process are involved and connected at the information level: administration, teachers, students and their parents.
Information technology is not only and not so much computers and their software. ICT means the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.
I use my skills in my work:
With children
With parents
With colleagues
In methodological, experimental, innovative activities.
First of all, I want to say that I do not use children's direct work on the PC. I believe that in preschool age this is not a priority. Much more important for me is the work to create a unified creative space within the framework of interaction with the families of pupils in the direction of solving the problems of child development in the modern information society. It is important to become both for the child and for the parents a guide to the world of new technologies, a mentor in choosing computer games and to form the foundations of the information culture of the child’s personality.
What are the main directions of ICT development?
Using a computer to introduce children to modern technical means of transmitting and storing information.
ICT as a means of interactive learning, which allows you to stimulate children’s cognitive activity and participate in the acquisition of new knowledge.
ICT for parents of pupils. Cooperation with the child’s family on the use of ICT at home, especially the computer and computer games.
ICT is aimed at implementing the idea of network management, organizing the pedagogical process, and methodological services. This technology provides planning, control, monitoring, coordination of the work of teachers and specialists. In this case, the use of ICT helps to optimize the activities of preschool educational institutions.
I will present the main forms of using ICT in my work:
Selection of illustrative material for educational activities, design of parent corners, groups, information material for the design of stands, mobile folders (scanning, Internet; printer, presentation);
Selection of additional educational material for OOD ( visual material);
Preparation of group documentation (lists of children, information about parents, diagnostics of children's development, planning, monitoring of program implementation, etc.), reports. The computer will allow you not to write reports and analyzes every time, but 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 activities with children and the pedagogical competence of parents during parent-teacher meetings. Moreover, the presentation can become a kind of plan for a lesson or event, its logical structure, i.e. can be used at any stage of the lesson.
The use of digital photographic equipment and photo editing programs that make it as easy to manage pictures as taking photographs, easy to find the ones you need, edit and display them;
Using a photo frame to familiarize parents with the rich and interesting garden life of their children;
The use of the Internet in pedagogical activities, for the purpose of informational and scientific-methodological support of the educational process in a preschool institution;
Exchange of experience, acquaintance with periodicals, the developments of other teachers.
To conduct in-depth discussions on pedagogical topics with colleagues and consult with experts, I use forums in online pedagogical communities. I am interested in network communication technologies.
New activities contribute to the development of new competencies. These competencies, of course, are in the field of information technology:
Fluency in ICT tools on the Internet;
Desire to learn new tools and network services;
Mastery of constantly improving communication tools on the Internet.
Thus, the use of ICT helps improve the quality of the educational process: teachers have the opportunity to professionally communicate with a wide audience of Internet users, and their social status increases. Using EOR (electronic educational resources) in working with children serves to increase the cognitive motivation of pupils, and accordingly there is an increase in their achievements and key competencies. Parents, noting their children’s interest in preschool educational institutions, began to treat teachers more respectfully, listen to their advice, and participate more actively in group projects.
Application of health-saving technologies in the educational process.
In recent years, a steady trend has emerged towards a significant decline in health indicators and the rate of development of preschool children, which is due to the deterioration of socio-economic and environmental conditions. In this regard, currently, pedagogical technologies that, in addition to the pedagogical effect, involve preserving the health of children are becoming increasingly in demand. There is a need to use new health-saving technologies aimed at studying the individual capabilities of the body and teaching methods of mental and physical self-regulation.
In the process of educational work of the teacher, the social and pedagogical significance of preserving the health of children increases.
Health-saving technologies influence the formation of a harmonious, creative personality and prepare him for self-realization in life, based on value guidelines, such as health.
Health-saving technologies in preschool education are technologies aimed at solving the priority task of modern preschool education, the task of preserving, maintaining and enriching the health of the subjects of the pedagogical process in kindergarten: children, teachers and parents.
Health-saving educational technologies are the most significant among all known technologies in terms of the degree of influence on children’s health; it is an integral system of educational, health, correctional and preventive measures.
Working in a correctional group, in which the contingent of pupils consists of children with various psychophysiological characteristics, the use of health conservation is simply necessary for them.
The effectiveness of the positive impact on children’s health of various health-improving activities, which constitute health-saving technologies, is determined by the quality of the methods and techniques used, as well as their competent use in the overall system aimed at benefiting children’s health.
In organized educational activities, I use both traditional and non-traditional methods of health-saving technology, including:
Articulation gymnastics;
Breathing exercises;
Finger gymnastics;
Physical education minutes (dynamic pauses).
Articulation gymnastics for the development and improvement of basic speech movements. Articulation gymnastics for preschoolers is best done in a playful way. Small poetic forms are well suited for this. Articulatory gymnastics in verse is not only about increasing the child’s interest in a specific exercise, but also about counting the time for performing the exercise and determining the rhythm of performing dynamic exercises.
"Watch"
Tick-tock, tick-tock-
The clock ticks - like this!
Left tick,
To the right like that.
The clock ticks - like this!
Description: Open your mouth wide. Slowly move the tongue horizontally from side to side, pulling the tongue towards the corners of the mouth. Alternately change the position of the tongue 4 – 6 times.
"Spatula"
Let our tongue rest
Let him take a little nap.
Description: The mouth is open, a wide, relaxed tongue rests on the lower lip.
Breathing exercises.
Breathing is the most important function body. An important place in physical culture is occupied by special breathing exercises, which provide complete drainage of the bronchi, cleanse the mucous membrane of the respiratory tract, and strengthen the respiratory muscles. Even the ancient eastern sages, the creators of various respiratory systems, attached great importance breathing exercises. It was believed that in addition to oxygen supply, breathing also provided energy to the body. Proper breathing regulates the state of the human nervous system.
Let's listen to our breathing
Target: teach children to listen to their breathing, determine the type of breathing, its depth, frequency and, based on these signs, the state of the body.
Starting position - standing, sitting, lying down (as convenient at the moment). The muscles of the torso are relaxed.
In complete silence, children listen to their own breathing and determine:
where it ends up air jet air and where it comes from;
what part of the body moves when inhaling and exhaling (stomach, chest, shoulders or all parts - wave-like);
what type of breathing: shallow (light) or deep;
what is the breathing frequency: inhalation and exhalation occur frequently or calmly at a certain interval (automatic pause);
quiet, inaudible breathing or noisy breathing.
This exercise can be done before or after physical activity, so that children learn to determine the state of the whole body by breathing.
Breathe quietly, calmly and smoothly
Target: teach children to relax and restore the body after physical activity and emotional excitement; regulate the breathing process, concentrate attention on it in order to control the relaxation of your body and psyche.
Starting position - standing, sitting, lying down (this depends on the previous physical activity). If you are sitting with your back straight, it is better to close your eyes.
Inhale slowly through your nose. When the chest begins to expand, stop inhaling and pause as long as you can. Then exhale smoothly through the nose (repeat 5-10 times).
The exercise is performed silently, smoothly, so that even a palm placed to the nose does not feel the stream of air when exhaling.
Finger gymnastics and the development of fine motor skills.
In my work, I pay enough attention to the development of fine motor skills. Children are engaged in modeling, drawing, and, of course, doing finger gymnastics complexes for preschoolers. These classes take place in a playful way, often in the form of dramatizations of fairy tales familiar and beloved to children.
The key to success in the development of fine motor skills using finger gymnastics for preschoolers is the regularity of these activities. By devoting 5 minutes every day, you can achieve good results in mastering oral speech. Such activities are a favorite pastime for children, especially if you use finger puppets along with gymnastics, which will diversify the game and attract more attention of even the most restless ones.
One, two, three, four, five...
One, two, three, four, five
Bend each finger.
We're going to look for mushrooms
The index and middle fingers of the right hand “walk” along the left palm.
This finger went into the forest
This finger found a mushroom
This finger began to be cleaned
This finger ate everything
Bend each finger
That's why I got fat.
Show thumbs up.
"Palms."
Show me your palms -
Right and left.
Quickly clench your fist
Skillful fingers.
Unclench, look,
And quickly tell me:
Why do we need children?
Are these dexterous palms?
(put away toys, tie shoelaces, wash dishes, make a gift with your own hands, wipe dust, play ball, etc.)
"Sing along, sing along!» , I. Tokmakova
Ten birds are a flock.
This bird is a nightingale,
This bird is a sparrow
This bird is an owl
Sleepy head
This bird is a waxwing,
This bird is a crake,
This bird is a lark,
Gray feather
This is a finch, this is a swift,
This is a cheerful siskin
Well, this is an evil eagle...
Birds, birds, go home! (The fingers of both hands are clenched into fists. Having heard the name of the birds, the children unclench one finger at a time, first of the right and then of the left hand. For the last words, the fingers of both hands are clenched into a fist).
Back massage “Rain”
The rain runs on the roof - bom, bom, bom! (claps palms)
On the cheerful ringing roof - bom, bom, bom! (tapping fingers)
At home, sit at home - bom, bom, bom! (beat with fists)
Don't go out anywhere - bom, bom, bom! (rubbed with the edges of the palms)
Read, play - bom, bom, bom! (rubbing shoulders)
And if I leave, then go for a walk - bom..bom..bom.. (stroke with palms)
(turn 180* and repeat the massage)
After the rain, look, mushrooms have grown in the forest.
"Five Sparrows"
Five sparrows were sitting on the fence,
One flew away, and the others began to sing.
And they sang until they were tired,
One flew away, there are three left.
The three of us sat and were a little bored,
One flew away, but two remained.
"Birds."
The birds were flying and flapping their wings
They sat on the trees and rested together.
Exercise minutes (dynamic pauses)
Physical education is a great opportunity for a child to make a transition between classes, relieve emotional stress, and also get to know their body. Most interesting for children poetic form such exercise games. I choose several suitable physical education minutes, change them after 1-2 weeks or agree with the teacher-speech therapist and choose the appropriate one according to the topic.
Game "Droplets":
- I will be a cloud mother, and you will be my droplet children.
Melody 1.
It's time for you to hit the road. (The droplets jump and dance.)
They flew to the ground. We jumped and played. And they were absorbed into the ground. And in the ground lay the seeds of various plants.
The seeds drank some water and began to grow. Grew and grew and grew. Now imagine and tell me what kind of plant you have become?
"Smart nature".
We respect nature (children walk in a circle holding hands),
We take care and understand.
Us at any time of the year
Wise nature teaches.
Birds teach to sing, (chick-chirp)
Spiders of patience, (fingers in the air)
Bees in the field and in the garden
They teach us how to work. (z-z-z)
Reflection in water teaches justice (spring).
We are trees of all species (clasp hands in a handshake)
They teach strong friendship.
You need to learn from nature for a whole year (clap your hands).
What are the sparrows singing about?
What are the sparrows singing about (we walk in place)
On the last day of winter? (arms to the sides - on the belt)
We survived! (clap our hands)
We made it! (jumping in place)
We are alive! We are alive! (we walk in place)
Here it flies big bird…
Here's a big bird flying
Smoothly circles over the river (hand movements imitating flapping wings)
Finally she sits down
On a snag above the water (sit in a deep squat).
“The droplets are going around in circles.”
The teacher says that she is Tuchka’s mother, and the children are Droplets, and it’s time for them to hit the road. Music sounds reminiscent of the sounds of rain. The droplets jump, run, and dance. Droplets flew to the ground. We jumped and played. It became boring for them to jump one by one. They gathered together and flowed in small cheerful streams (droplets form streams holding hands). Streams met and became a big river (the droplets are connected into one chain). Droplets float in big river, travel. The river flowed and flowed and ended up in a big, big ocean (children form a round dance and move in a circle). The droplets swam and swam in the ocean, and then they remembered that Mother Tuchka told them to return home. And then the sun just warmed up. (The sun appears and dances.) The droplets became light and stretched upward (the crouched droplets rise, then stretch their arms upward). They evaporated under the rays of the sun and returned to mother Tuchka. Well done, droplets, they behaved well, they didn’t get into passers-by’s collars or splash themselves. Now stay with me, I miss you.
Health-saving technologies that influence the formation of a harmonious, creative personality, the problem of social adaptation of preschool children, the development of the child’s personality and preparing him for self-realization in life based on value guidelines, such as health, help the teacher in a comprehensive and step-by-step educational process.
Conclusion.
The technological approach, that is, new pedagogical technologies guarantee the achievements of preschoolers and subsequently guarantee their successful learning at school. The modern educational technologies I use are used throughout the entire period of children attending a preschool educational institution when organizing various types of activities, joint activities of adults and children.
The use of modern educational technologies has given positive dynamics in the development of students, which I track through systematic monitoring.
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, it will always be the main guideline cognitive process in its developing state. The use of a variety of modern educational technologies is an important condition for successful educational work. The educational work I carry out in these areas contributes to the effective upbringing and training of preschool children.
All of the above technologies that I use in my work give the child the opportunity to work creatively, promote the development of curiosity, increase activity, bring joy, create in the child a desire to participate in the educational process, preserve and strengthen the health of children.
The use of a wide range of modern educational technologies makes it possible to improve the assimilation of the program in all areas of work, as well as achieve high results in the development of students.
Thanks to the use of modern educational technologies, the educational process becomes expedient, effective, efficient, economical, optimal, holistic, systemic, intensive, flexible, integrative, modern.
REFERENCES
1. Dvorskaya N. I. The use of modern educational technologies that correspond to the Federal State Educational Standard for Education in the educational process [Text] // Pedagogical skills: materials of the VI international. scientific conf. (Moscow, June 2015). - M.: Buki-Vedi, 2015. - pp. 47-51.
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