Modern educational technologies in preschool educational institutions in preschool education

Modern technologies in the education of preschool children according to the Federal State Educational Standard

Innovative technologies in education according to the Federal State Educational Standard, introduced into preschool education, are aimed at achieving state standards in this area.

The teacher conducts a lesson

Important! The position of an adult in relation to a child is especially important. He should not give orders from above or stand nearby. The adult’s position is “together” with the preschooler. The main goal of a specialist’s work is to help the child firmly stand on his feet as an individual.

On January 1, 2014, the Federal State Educational Standard (FSES) was approved, in which the child acts as a “subject” of education, being a valuable person in his own right.

Classification of educational and pedagogical technologies in preschool institutions according to the Federal State Educational Standard

Modern pedagogical technologies in preschool education in Russia are represented by various classifications, taking into account:

Level of application (local, sectoral, general pedagogical);
Concept of assimilation (developmental, associative-reflexive, gestalt technologies);
Form of organization (individual training/collective, club, alternative);
The leading type of management of cognitive activity (learning from a book/computer, classical lectures, training in small groups, tutoring);
Approach to the child (person-oriented, humane-personal, authoritarian, free education, esoteric, cooperation technologies);
Categories (mass, advanced education, compensatory type, work with the gifted, work with the difficult).

Important! Consideration of various methods and classifications allows us to observe a wide range of technologies that can be implemented both in preschool educational institutions and in centers of additional education.

Lesson with modern children

Innovative technologies in preschool education

Modern innovative technologies according to the Federal State Educational Standard in preschool education have been considered by many authors: N. D. Malakhova, A. M. Moiseeva, V. S. Lazarev. Pedagogical innovation is defined as the introduction of innovations into the state educational environment that improve the system as a whole. In the process of introducing innovations, there is a creative rethinking of programs and methods - this is the main feature of the technology.

How does innovation occur in early childhood education?

In a series of scientific research.
Due to the need for innovation in preschools and primary schools.
They arise as a result of the variable creativity of teachers.
They arise due to the great desire of parents to reveal the potential of the baby and observe the positive dynamics of development.

Important! Innovative teaching methods carried out in preschool educational institutions according to the Federal State Educational Standard are not completely new and universal technologies for teachers. These are just effective ways to use traditional parenting methods, improved and supplemented by modern research.

Pedagogical technologies of preschool education of our time

Technology is a set of techniques that are used in a particular art or business.

The use of modern educational and pedagogical technologies in kindergarten must meet such technology criteria as:

Conceptuality (a certain scientific concept is taken, which includes the rationale for achieving educational goals);
Systematicity (logic, list of interrelations of all parts of the system, integrity);
Manageability (goal setting, design of a learning model, correction of results, step-by-step diagnostics, drawing up plans and reports);
Efficiency (considers the optimality of costs and the guarantee of achieving set goals);
Reproducibility (implies the specifics of pedagogical technology and its possible reproduction in a new place).

Form of health-saving technologies in physical education

The list of modern educational technologies includes:

Innovative technologies in the field of health and physical education - all technologies related to the impact on the health of a preschooler at any level (psychological, energetic or informational). The goal is to preserve the baby’s health and develop all the necessary skills and abilities to maintain a healthy lifestyle.
Interactive. Due to the fact that children are “thrown” into the sphere for interpersonal interaction, their social and personal experience is enriched. This could be conversations, observations, or conducting small experiments.
Information and communication. In this technology, education should include new elements - an interactive board (on which the teacher can show presentations, thematic films and cartoons), a computer or tablet.
Personality-oriented. In this case, the personality of the preschooler is placed at the center of systemic education, regardless of his age. It is necessary to provide the baby with comfortable conditions for safe and conflict-free development and the full realization of his natural potential.
Gaming technologies are built as a comprehensive education, capturing a small part of the educational process and united by a common plot. An example would be games aimed at developing the ability to identify features of objects and compare them with each other.

Developmental activities for children 2 years old - how to do them

Interactive education technologies

Interactive education, translated from English into Russian, means the organization of cognitive activity in the mode of active interaction - dialogue or conversation.

Important! The teacher of a preschool institution, secondary education or university ceases to be a “center” for students. He regulates the communication process, organizes it, formulates brief topics or questions for discussion, advises and monitors the order of exercises.

The following can be used as interactive technologies in preschool institutions:

Exercise “Microphone”, where children, together with the teacher, pass a toy microphone to each other in a circle and speak on a topic given by the adults. This may be the first task in teaching culture - to talk about yourself, about your mood at the moment.
Impromptu debates. Children also stand in a circle and speak out on a given topic. However, the words of each preschooler can be discussed. For example, Misha said that he was in a bad mood while listening to music. Children take turns raising their hands and saying how Misha can improve his mood.
Synthesis of thoughts. During this exercise, children unite in small groups to complete a joint task. For example, they help a math bunny count all the apples on a sheet and color them.

In kindergartens that have passed state certification, 3 main forms of interactive learning have long been adopted: in pairs (2 children), microgroups (up to 4 children) and small groups (up to 6 preschoolers).

Important! In such technologies, you should not say “correct” when answering a child. It is better to use words such as “good”, “original”, “interesting”. This will encourage the baby to talk further.

A preschooler sitting on a chair is not learning. He listens, but does not hear. Therefore, it is so important to always “draw” him into learning, to make sure that the baby himself becomes part of this process.

One of the forms of interactive classes

Innovative technologies for physical education of preschool children

How are innovative technologies used in children's development? Due to the combination of progressive technologies and stereotypical basic elements of education, innovations have a good effect on the personal development of a preschooler, involving him in the sociocultural environment.

The reports and abstracts highlight the main innovation in the system of physical education for preschool children - the separation of the areas “Health” and “Physical Education”.

Thus, “Health” helps to preserve and strengthen the psyche of children, develop hygiene skills and form general ideas about a healthy lifestyle.

Games for finger gymnastics for children 6-7 years old in kindergarten

“Physical education” deals with the development of the physical qualities of a preschooler, mastering basic sports movements and the formation of a further need for activity.

Technologies in the field of “Health” are divided into the following:

health-saving (preserving health in all possible ways);
health-promoting (stimulating and promoting health - physical events and holidays, physical education sessions, etc.);
therapeutic and recreational (health compensation occurs - massages, visits to salt rooms, infrared saunas);
health-forming (ways to increase health - physical education and recreational activities).

Fitness technologies in preschool educational institutions according to the Federal State Educational Standard

Previously, fitness technologies were used only in foreign education methods. Recently, fitness has been considered in the complex of the field of “Physical Culture”.

Important! This is an innovative system that affects the health and improvement of the physical fitness of a preschooler.

Fitness methods and training technologies include:

step aerobics;
rhythmoplasty;
dance and play gymnastics;
stretching elements;
fitball exercises.

Thanks to the development of fitness in Russia, many interesting trends have emerged that are also applicable in preschool education. However, most classes carried out using fitness technology can only be carried out if the child has a doctor’s certificate. Otherwise, such activities are contraindicated.

Physical education classes on fitball

Gaming technologies for additional education

In additional education, games “for the sake of learning” are widely used. In the process of activity, the child develops interests in knowledge, accumulates thematic knowledge and abilities. The pedagogical game has a clearly defined goal and contributes to the achievement of a certain result. For the most part, learning in the game is unobtrusive and voluntary. For a child, play is a much more desirable reality than existing reality.

Gaming technologies, depending on the methodology, are divided into:

role-playing;
plot;
imitation;
psychodramatic;
business;
organizational and activity.

It is better to explain the game in an introduction related to the topic of the lesson. You can fully explain the essence of the game as the action progresses. The teacher’s task is to organize gaming activities for all children (both actively participating and fans).

Important! The game process should be accompanied by a dialogue between the teacher and children. Moreover, even if the kids answered incorrectly (in a word game), the teacher needs to repeat their answer. This way preschoolers can better follow the progress of the action.

Article “Types of innovative technologies used in preschool educational institutions”

Types of innovative technologies used 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.

What does the term “technology” mean?

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

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

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

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:

logic of the process,
the interconnection of its parts,
integrity.

Controllability

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

Efficiency

– modern pedagogical technologies that exist in specific conditions must be effective in terms of results and optimal in terms of costs, guarantee 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 content part is the general, specific goals and content of the educational material.
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 a technology, 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.

Health-saving technologies

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

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

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

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

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

medical and preventive (ensuring the preservation and enhancement of children's health under the guidance of medical personnel in accordance with medical requirements and standards, using medical means - technologies for organizing monitoring of the health of preschool children, monitoring children's nutrition, preventive measures, a health-preserving environment in preschool educational institutions);
physical education and health (aimed at the physical development and strengthening of the child’s health - technologies for the development of physical qualities, hardening, breathing exercises, etc.);
ensuring the socio-psychological well-being of the child (ensuring the mental and social health of the child and aimed at ensuring the emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family; technologies for psychological and pedagogical support of the child’s development in the pedagogical process of the preschool educational institution);

health conservation and health enrichment for teachers (aimed at developing a culture of health for teachers, including a culture of professional health, developing the need for a healthy lifestyle; maintaining and stimulating health (technology for using outdoor and sports games, gymnastics (for the eyes, breathing, etc.), rhythmoplasty, dynamic pauses, relaxation);
educational (cultivating a culture of health in preschool children, person-centered education and training);
teaching a healthy lifestyle (technologies for using physical education classes, communicative games, a system of classes from the “Football Lessons” series, problem-based games (game training, game therapy), self-massage); correctional (art therapy, music technology, fairy tale therapy, psycho-gymnastics, etc.)
Health-saving pedagogical technologies include the pedagogical technology of an active sensory-developmental environment, which is understood as a systemic set and order of functioning of all personal instrumental and methodological means used to achieve pedagogical goals.

2. Technologies of project activities

Target:

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

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

Classification of educational projects:

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

Project types:

according to the dominant method:

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

by the nature of the content:

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

2.according to the nature of the child’s participation in the project:

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

3.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).

4.by number of participants:

individual,
doubles,
group,
frontal.

5.by duration:

short,
average duration,
long-term.

3. Research technology

The goal of research activities in kindergarten is to form in preschoolers the basic key competencies and the ability for a research type of thinking.

It should be noted that the use of design technologies cannot exist without the use of TRIZ technology (technology for solving inventive problems). Therefore, when organizing work on a creative project, students are offered a problematic task that can be solved by researching something or conducting experiments.

Methods and techniques for organizing experimental research

activities:

heuristic conversations;
raising and solving problematic issues;
observations;
modeling (creating models about changes in inanimate nature);
experiments;
recording the results: observations, experiences, experiments, work activities;
“immersion” in the colors, sounds, smells and images of nature;
imitation of voices and sounds of nature;
use of artistic words;
didactic games, educational games and creative development

situations;

work assignments, actions.

Contents of educational and research activities

Experiments (experimentation)
State and transformation of matter.
Movement of air and water.
Properties of soil and minerals.
Living conditions of plants.

Collecting (classification work)

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

Travel on the map

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

Journey along the “river of time”

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

4. Information and communication technologies

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

Informatization of society poses tasks for preschool teachers:

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

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

Requirements for computer programs of preschool educational institutions:

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

Classification of programs:

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

Computer advantages:

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

Mistakes when using information and communication technologies:

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

ICT in the work of a modern teacher:

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

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

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

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

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

Personally-oriented technology

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

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

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

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

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

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

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

The technology of cooperation implements the principle of democratization of preschool education, equality in the relationship between teacher and child, partnership in the system of relationships “Adult - child”. The teacher and children create conditions for a developing environment, make manuals, toys, and gifts for the holidays. Together they determine a variety of creative activities (games, work, concerts, holidays, entertainment).

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

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

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

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

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

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

6.Portfolio technology for preschoolers

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

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

The process of creating a portfolio is a kind of pedagogical technology. There are a lot of portfolio options.

The content of the sections is filled out gradually, in accordance with the capabilities and achievements of the preschooler. I. Rudenko

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

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

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

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

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

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

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

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

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

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

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

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

Section 4 “I’ll help you in any way I can” contains photographs of the child in which he is depicted doing his homework.

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

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

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

Section 1 “Parents’ information”, which contains the “Let’s get to know each other” section, which includes information about the child, his achievements, which were noted by the parents themselves.

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

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

L. I. Adamenko offers the following portfolio structure:

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

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

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

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

2. 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 did you graduate, specialty obtained and diploma qualification);
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”.

The content of this section forms an idea of the dynamics of the results of a teacher’s activities over a certain period. The section may include:

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”

The content of this section contains materials that indicate the professionalism of the teacher. It can be:

materials that describe the technologies used by the teacher in activities with children and justify their choice;
materials characterizing work in a methodological association or creative group;
materials confirming participation in professional and creative pedagogical competitions;
in weeks of pedagogical mastery;
in conducting seminars, round tables, master classes;
original programs, methodological developments;
creative reports, abstracts, reports, articles and other documents.

Section 4 “Subject development environment”

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

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

Section 5 “Working with parents”

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

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

8. Gaming technology

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

games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them;
groups of games to generalize objects according to certain characteristics;
groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena;
groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc.

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

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

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

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

9. TRIZ technology

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

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

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

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

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

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

A scheme has been developed using the method of identifying contradictions:

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

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

Conclusion:

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

Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state. Everything is in our hands, so they can not be omitted.

And I would like to end my speech with the words of Charles Dickens

A person cannot truly improve unless he helps others improve.

Create it yourself. Just as there are no children without imagination, there is no teacher without creative impulses. I wish you creative success!

The problem of productive use of modern educational technologies in preschool educational institutions

Most educational technologies and methods require numerous illustrative and educational materials, the preparation of a huge amount of documentation and reports, and increasing the level of computer skills among staff (to create simple presentations).

Teachers' busy schedules have a negative impact on the introduction of innovative technologies into the education process.

Many public preschool institutions do not have computers for each teacher, nor do they have a sufficient number of teaching materials and games. Due to the high busyness of educators and other preschool teachers, they do not have time to search for and prepare good illustrative and educational material for classes. Therefore, year after year, the practice is to use the same games, without much innovation.

Computer games in kindergarten

Features of developmental technologies of a preschool institution

Developmental technologies in preschool institutions should be mobile - change and adapt to the given time. At the moment, children are more willing to study Russian fairy tales with the help of modern technologies (projectors, interesting presentations, etc.), rather than sitting in a circle and listening to the monotonous voice of the teacher. But everything requires moderation, so innovative technologies are based on traditional methods of education, improved and supplemented by modern research.

In the 21st century, a person must quickly assimilate information, adapt to the changing world and find his place in it every day, have flexibility of thinking and communication skills. To work productively with preschoolers, it is necessary to analyze and introduce modern teaching technologies into the pedagogical process.

Using innovative technologies in kindergarten

Phanaeva Klavdiya

Using innovative technologies in kindergarten

Teacher of preschool education groups\r\nKlavdiya Vladimirovna Phanaeva

Health is more valuable than gold.

Shakespeare W.

Using innovative technologies in kindergarten

Today, teams of teachers working in preschool educational institutions (preschool educational institutions) direct all their efforts to introduce various innovative technologies . We will learn from this article what this is connected with.

annotation

This article was developed with the aim of using innovative technologies and creating systematic work to develop the value of health and a healthy lifestyle at the initial stage of preschool education.

Key words: health-saving technologies , dynamic pauses, outdoor and sports games, physical education classes, independent activities of children, morning exercises (traditional, breathing, sound, physical exercises after naps, physical exercises in combination with hardening procedures, physical education walks, physical education leisure activities

“The cultural education of a child should begin very early, when the child is very far from literacy, when he has just learned to see, hear and say something well.”

A. S. Makarenko

What is innovation activity in preschool educational institutions ?

Any innovation is nothing more than the creation and subsequent implementation of a fundamentally new component, as a result of which qualitative changes occur. Technology , in turn, is a general concept 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 purpose of which is to modernize the educational process. For this purpose, teaching teams in kindergartens are developing the latest models for the education and intellectual development of children, which differ from other preschool institutions. In their professional activities, educators use methodological tools, teaching methods and techniques that are fully consistent with the accepted model. Modern educational technologies are being used more and more often in preschool educational institutions, and the results of their implementation will be evident for many decades to come.

Requirements for educational technologies

Experts say that it is not only possible, but also necessary to introduce innovative technologies However, it should be taken into account that pedagogical technologies used in the educational process of preschool children are subject to a number of strict requirements. These include:

Conceptuality, which suggests that the educational process should be based on a certain scientific concept.

Systematicity is a requirement stipulating that technologies must have all the features characteristic of a system. That is, they must be holistic, logical, and their constituent elements must be interconnected.

Manageability is a requirement, which means that the teaching staff must be provided with the opportunity to set certain goals, plan the learning process, and adjust certain aspects along the way.

reproducibility is a requirement according to which technology must be equally effective regardless of the personality of the teacher who uses it in practice.

Modern educational technologies in preschool educational institutions must necessarily comply with all of the above points.

Types of technologies

Today, there are more than a hundred educational technologies used in kindergartens . Among them, close attention should be paid to:

health-saving technologies ;

technologies related to project activities;

technologies used in project activities ;

information and communication technologies ;

technologies focused on each individual person (person-oriented)

;

so-called gaming technologies .

Modern health-saving technologies

These technologies are being developed to make the transition from simply treating and preventing disease to promoting health as a self-cultivated value.

The goal of health-saving technologies is to ensure a high level of real health for kindergarten , fostering a valeological culture, i.e., a child’s conscious attitude towards human health and life, knowledge about health and the ability to protect, support and preserve it, valeological competence, allowing a preschooler to independently and effectively solve problems of a healthy lifestyle and safe behavior, tasks related to the provision of basic medical, psychological self-help and assistance.

Forms of organizing health-saving work[1]:

physical education classes

independent activities of children

outdoor games

morning exercises (traditional, breathing, sound)

motor-health-improving physical training sessions

exercise after nap

physical exercises combined with hardening procedures

physical exercise walks (to the park, to the stadium)

physical education

sports holidays

health procedures in the aquatic environment.

Currently existing health-saving educational technologies can be divided into three subgroups:

1. Technologies for preserving and promoting health

Dynamic pauses - during classes, 2-5 minutes, as children get tired. Recommended for all children as a preventive measure against fatigue. May include elements of eye exercises, breathing exercises and others, depending on the type of activity.

Outdoor and sports games - as part of a physical education lesson, on a walk, in a group room - low, medium and high degrees of mobility Daily for all age groups. Games are selected according to the age of the child, the place and time of the game. In kindergarten we use only elements of sports games[11].

Relaxation - in any suitable room, depending on the condition of the children and goals, the teacher determines the intensity of the technology . For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninov, sounds of nature.

Finger gymnastics – from a young age, individually or with a subgroup, daily. Recommended for all children, especially those with speech problems. Conducted at any convenient time (at any convenient time)

[5].

Gymnastics for the eyes – daily for 3-5 minutes. at any free time depending on the intensity of visual load from a young age. It is recommended to use visual material , demonstration by the teacher.

Breathing exercises – in various forms of physical education and health work. Ensure the room is ventilated and the teacher give children instructions on mandatory nasal hygiene before the procedure.

Dynamic gymnastics (invigorating)

– daily after nap, 5-10 min.

Corrective gymnastics - in various forms of physical education and health work. The form of implementation depends on the task and the number of children.

Orthopedic gymnastics – in various forms of physical education and health work. Recommended for children with flat feet and as a prevention of diseases of the supporting arch of the foot.

2. Technologies for teaching a healthy lifestyle

Physical education – 2-3 times a week in a sports hall or music hall. Early age - in a group room, 10 min. Young age - 15-20 minutes, middle age - 20-25 minutes, older age - 25-30 minutes. Before class, it is necessary to ventilate the room well[2].

Problem-based games (game training and game therapy)

– in your free time, maybe in the afternoon. The time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized unnoticed by the child, by including the teacher in the process of play activity.

Communication games – 1-2 times a week for 30 minutes. from an older age. Classes are structured according to a specific scheme and consist of several parts. They include conversations, sketches and games of varying degrees of mobility, drawing, modeling, etc.

activities from the “Health”

-1 time per week for 30 minutes. from an older age. Can be included in the lesson schedule as cognitive development[1].

In the morning, acupressure self-massage is carried out on the eve of epidemics, in the autumn and spring periods at any time of the day. It is carried out strictly according to a special technique. Recommended for children with frequent colds and respiratory diseases. Visual material is used (special modules)

3. Corrective technologies

Technologies of musical influence - in various forms of physical education and health work; or separate classes 2-4 times a month, depending on your goals. Used as an aid as part of other technologies ; to relieve tension, increase emotional mood, etc.[8].

Fairytale therapy – 2-4 lessons per month, 30 minutes each. from an older age. Classes are used for psychological therapeutic and developmental work. A fairy tale can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children, and the rest of the children repeat the necessary movements after the storytellers[6].

technologies – as a special lesson 2-4 times a month, depending on the tasks. Correctly selected interior colors in our group relieve tension and increase the child’s emotional mood.

technologies used in combination ultimately form a strong motivation in the child for a healthy lifestyle.

Hardening is an important link in the system of physical education of children. [1]. It provides training of the body's defenses, increasing its resistance to the effects of constant change.

changing environmental conditions. Hardening gives a healing effect only if it is carried out competently and the following principles are strictly observed[2]:

hardening activities fit harmoniously into all routine moments;

are carried out systematically against the background of the optimal thermal state of children, against the background of their positive emotional mood;

are carried out taking into account the individual, age characteristics of children, health status, level of hardening;

the strength of impact and duration of hardening procedures increases gradually.

Any hardening procedure gives a positive result only in a complex of hardening measures carried out in the daily life of a preschool educational institution. The use of special forms of health-saving technologies with the use of a developmental health improvement program should lead not only to the preservation, but also to the development of the health of pupils.

Only a healthy child is happy to participate in all types of activities; he is cheerful, optimistic, and open in communication with peers and teachers. This is the key to the successful development of all spheres of personality, all its properties and qualities.

Project activities in kindergarten

Project activity is a didactic means of activating the cognitive and creative development of a child and at the same time shaping the child’s personal qualities. The knowledge acquired by children during the implementation of the project becomes the property of their personal experience. By experimenting, the child seeks the answer to the question and thereby develops creativity and communication skills. Using the project as a form of joint developmental activity for children and adults, teachers organize educational activities in an interesting, creative, and productive way.

The use of a project in preschool educational practice has the right to be considered as a pedagogical innovation , since the basis of the project method is the idea of directing the cognitive activity of preschoolers towards the result that is achieved in the process of joint work of the teacher and children on a specific practical problem (topic)

A feature of project activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, or determine a goal (intention)

. Therefore, in the educational process of a preschool educational institution, project activities are in the nature of cooperation, in which children and teachers of the preschool educational institution take part, and parents are also involved. Parents become direct participants in the educational process, enriching their teaching experience, experiencing a sense of ownership and satisfaction from their successes and the successes of their child.

In addition, the project method takes the form of integrated education for preschoolers and is based on the individual interests of children, thus increasing the independent activity of kindergarten .

Use of ICT (information and computer technology )

Information and computer technologies are actively used both in educational and methodological work of preschool educational institutions. Such classes allow you to integrate audiovisual information presented in various forms (video, animation, slides, music, and activate children’s attention due to the possibility of demonstrating phenomena and objects in dynamics.

For teachers who are active Internet users, the computer helps them obtain additional information that is not available in printed form, as well as diversify illustrative material when selecting visual material for classes.

1. Compared to traditional forms of teaching preschoolers, the computer has a number of advantages;

2. Presenting information on a computer screen in a playful way arouses great interest in children;

3. Contains a new type of information that is understandable to preschoolers;

4. Movement, sound, animation attracts attention for a long time;

5. Problematic tasks and encouraging the child to solve them correctly with the computer itself are a stimulus for children’s cognitive activity;

6. Provides the opportunity to individualize training;

7. The child himself regulates the pace and number of game learning tasks to be solved;

8. In the process of his activities at the computer, the preschooler gains self-confidence in the fact that he can do a lot;

9. Allows you to simulate life situations that cannot be seen in everyday life, unexpected and unusual effects;

10. The computer is attractive to children, like any other new toy, the computer is very “patient”

, never scolds a child for mistakes, but waits for him to correct them himself.

Cognitive and research activities

The development of cognitive interests of preschool children is one of the pressing problems of pedagogy, designed to educate a person capable of self-development and self-improvement. It is experimentation that is the leading type of activity, both in junior and senior preschool age, as L. S. Vygotsky repeatedly spoke about.

During experimentation, the child learns about the object. In practical activities, it carries out and performs a cognitive, orientation and research function, creating conditions in which the content of a given object is revealed.

For example: during the implementation of the educational project “Autumn”

When introducing vegetables to children in the younger group, the teacher conducts a
“drowning or not drowning”
: potatoes, onions, tomatoes.
During this experiment, the children learned that potatoes sink, but tomatoes and onions float. “What I hear, I forget.
What I see - I remember. What I do, I understand ,” Confucius said so many centuries ago.

The method of exploratory teaching must be understood as training in which the child is placed in a situation where he himself masters concepts and an approach to solving problems in the process of cognition, more or less organized (guided)

teacher In its most complete, expanded form, research training involves the following:

the child identifies and poses a problem that needs to be resolved; offers possible solutions;

tests these possible solutions against the data;

draws conclusions in accordance with the results of the audit;

applies conclusions to new data;

makes generalizations.

Developmental education technology

In traditional teaching, a system of concepts is set for assimilation through the formulation of these concepts and their definitions. Therefore, there is a rigid list of what a student should know. In developmental education, scientific concepts exist in an easy version - a method of action.

The child must master this method, its basis, the ability to construct this action, justify it, prove it. Therefore, in developmental education it is undesirable and, apparently, impossible to set ready-made definitions. The formulation of the concept is the result that must be arrived at ultimately as a result of analysis[9].

Changes in content also lead to significant changes in teaching methods.

The basis of the traditional teaching method is demonstration of the method, explanation, training, evaluation. This is an illustrative and explanatory method. In developmental education, the subject of which is not a method of action, but a principle, this method is not suitable for the reason that the principle, unlike the method, cannot be demonstrated. Clarification of the principle is possible only as a result of an independent analysis of the action, situation, conditions and generalization of those objective connections on which this method is based.

Personality-oriented technologies

Personality-oriented technologies place the child’s personality at the center of the entire educational system, providing comfortable, conflict-free and safe conditions for its development, and realizing its natural potentials. The child’s personality in this technology is not only a subject , but also a priority subject; it is the goal of the educational system, and not a means to achieve some abstract goal. Such technologies are also called anthropocentric.

Thus, personality-oriented technologies are characterized by a humanistic and psychotherapeutic orientation and are aimed at the versatile, free and creative development of the child.

Within the framework of person-oriented technologies, humane-personal technologies , technologies of cooperation and technologies of free education are distinguished as independent directions.

technology implements democracy, equality, and partnership in the subject-subject relationship between teacher and child. The teacher and the child jointly develop goals, content, and give assessments, being in a state of cooperation and co-creation.

Technologies of free education place emphasis on providing the child with freedom of choice and independence in a greater or lesser area of his life. When making a choice, the child realizes the position of the subject in the best way, going to the result from internal motivation, and not from external influence.

Conclusion

So, all of the above technologies are primarily aimed at improving the quality of education. However, the very concept of “quality of the educational process”

characterized differently from the point of view of each participant:

For children, this is learning in a fun way for them.

For parents, this means effective education for children, that is, training in programs that prepare children well for school:

training without fatigue;

maintaining children's health, both mental and physical;

success of training;

maintaining the desire to learn;

ensuring the opportunity to enter a prestigious school;

training in prestigious subjects (foreign language, choreography)

For educators, this is, first of all, a positive assessment of their success by preschool leaders and parents:

their successful completion of all educational programs;

optimal selection of methods and techniques for working with children;

maintaining children's interest in the educational process;

successful development of children in the process of their education;

maintaining the mental and physical health of children;

rational use of children's educational time and teacher's working time;

provision of the pedagogical process with all necessary aids and equipment.

Modern pedagogical technologies , such as collaborative learning, project-based methodology, interactive interaction, and the use of new information technologies help to implement a person-centered approach to children, ensuring individualization and differentiation of the pedagogical process, taking into account their abilities and level of development. Today the focus is on the child, his personality, and his unique inner world. Therefore, the main goal of a modern teacher is to choose methods and forms of organizing the educational process that optimally correspond to the goal of personal development.

“The result of our work should be the younger generation realizing the need for a healthy lifestyle, exercise

physical culture and sports. Every young person should realize that a healthy lifestyle is success, his personal success.”

Vladimir Putin

Literature.

1. Gavryuchina L. V. “Health-saving technologies in preschool educational institutions ”

, 2010

2. N. G. Golitsina, I. M. Shumova “Education of the fundamentals of a healthy lifestyle in children”

3. M. N. Kuznetsova based on the article “sleep and its organization”

4. Kharchenko T. E. “Morning exercises in kindergarten . Exercises for children 2-3 years old. – Publishing house “Mosaic – Synthesis”

. 2009 – 86s.

5. "Finger games for children"

— S. O. Ermakova, 2009

6. "Fun for kids"

— M. Yu. Kartushina, Moscow.
"Creative Center"
, 2007

7. "Naughty fingers"

- music
classes by I. V. Bodrachenko, Magazine “Musical Director”
No. 8, 2007.

8. "Finger games for kids"

— D. A. Kostrata,
“Musical Director”
No. 5, 2008.

9. Yakovleva T. S. “Health-saving technologies of education in preschool educational institutions ”

2006

10. Shorygina T. A. “Conversations about health” Methodological manual 2008.

11. Health-improving gymnastics for children 3 – 7 years old” Penzulaeva L. I. 2002