Non-traditional methods of working with preschool children.

MAGAZINE Preschooler.RF

Pedagogical article

Author: Irina Viktorovna Nazarenko, Municipal Budgetary Preschool Educational Institution No. 7 “Rainbow”, Altai Territory, Kulundinsky District

teacher Kulunda 2020

Direct educational activities are based on one of the specific children's activities and are carried out jointly with the teacher. This activity is aimed at children mastering one or more educational areas or their integration using a variety of forms and methods of work.

In terms of content, the educational activity itself can be:

Classical - in the old classical form: explanation, completion of the task by children. Results of the lesson.

Combined - a combination of different types of activities or several didactic tasks that do not have logical connections with each other (after drawing there is an outdoor game).

Complex - the implementation of tasks through different types of activities with associative connections between them (a conversation about fire safety rules turns into drawing a poster on the topic). At the same time, one type of activity dominates, and the second complements it and creates an emotional mood.

Integrated – they combine knowledge from different educational fields on an equal basis, complementing each other (considering such a concept as “mood” through works of music, literature, painting), i.e. combine knowledge from several areas. This association is not arbitrary or mechanical. It is necessary to provide for the integration of knowledge in such a way that they complement and enrich each other when solving didactic problems.

Final or test.

This is the traditional classification.

A non-traditional lesson differs from a traditional one: in preparation and conduct; according to the structure of the lesson; on the relationship and distribution of responsibilities between teacher and student; on the selection of educational materials and criteria for their evaluation; according to the methodology for assessing activities.

Many teachers continue to adhere to the structure of a traditional lesson when performing any didactic task, be it the formation of new knowledge or the development of skills. This is explained by the fact that the practical skill of constructing a traditional lesson, developed by teachers over the course of decades, has become a kind of psychological barrier, which can only be overcome by realizing that presentation and consolidation are not the main goal of the teacher and that the lesson can be built on the basis of other goals, according to a different didactic scheme.

The use of non-traditional forms of classes is a powerful stimulus in learning; it is a varied and strong motivation. Through such activities, cognitive interest is activated much more actively and quickly, because the child by nature likes to play. Another reason is that there are many more motives in the game than in ordinary learning activities. Thanks to non-traditional forms of classes, tension is relieved and there is an emotional impact on children, thanks to which they develop stronger, deeper knowledge.

Conducting such classes indicates the attempts of teachers to go beyond the template in building the methodological structure of the educational lesson. Understanding the pedagogical process allows us to identify two main functions of education: the function of transmitting a message, or expressing meaning (teaching educational material according to the program); the function of communication, that is, providing understanding, motivation to action, emotional satisfaction.

Modern teachers carry out the first function relatively easily, having a foundation of special knowledge, methodological literature and recommendations. The functions of ensuring understanding, awakening to learning, and emotional satisfaction within the framework of traditional classes are poorly implemented. Therefore, non-traditional activities compensate for this deficiency.

The significance of such activities is determined, first of all, by the fact that the educational activity itself, aimed in its traditional understanding at the assimilation by the group of students as a whole of the requirements of the educational program, not adequately coupled with creative activity, can, paradoxically, lead to to inhibit the intellectual development of children. Getting used to performing standard tasks aimed at consolidating basic skills that have a single solution and, as a rule, a single predetermined path to achieve it based on some algorithm, children have practically no opportunity to act independently, effectively use and develop their own intellectual potential. On the other hand, solving typical problems alone impoverishes the child’s personality, since in this case the high self-esteem of children and the assessment of their abilities by teachers depends mainly on diligence and diligence and does not take into account the manifestation of a number of individual intellectual qualities, such as invention, quick wit, ability for creative search, logical analysis and synthesis. Thus, one of the main motives for using non-traditional activities is to increase the creative and exploratory activity of children, which is equally important both for pupils whose development corresponds to the age norm or is ahead of it (for the latter, the framework of the standard program is simply too tight), and for children requiring special correctional work, since their developmental delay and, as a consequence, reduced academic performance in most cases are associated precisely with the insufficient development of basic mental functions.

Non-traditional classes have their own order of work:

— The teacher must present the selected material in an interesting, unusual form. Rational alternation of activities involves replacing one type of activity with another. In this case, each new routine moment turns into a kind of rest, active, relieving fatigue caused by previous activity.

• A variety of activities should be used in such a lesson. The tasks should be feasible for children, but not too easy.
• Children should receive emotional satisfaction from the activity.
• The tasks should force children to think, try, make mistakes, and finally find the correct answer.

According to the goals and content of training, the position of the teacher in the educational process, and the nature of his activities, principles, methods and forms of teaching change. In non-traditional teaching, the teacher’s activity changes radically. Now the main task of the teacher is not to “convey” , “present” , “explain” and “show” to the students, but to organize a joint search for a solution to the problem that has arisen before them.

Creative principles help to understand the main thing in a non-traditional activity:

• The principle of an individual approach to students. It requires constructing a lesson taking into account the personal needs of children, creating conditions for the development of their individual inclinations, interests, and inclinations.
• The principle of connection between theory and practice. Requires a closer connection between non-traditional forms of education and regular classes: theoretical and practical material receives additional confirmation.
• The principle of consciousness and activity. It involves creating conditions for the student to become interested in the lesson, creative activity in its preparation and implementation, and satisfaction with its results.
• The principle of selectivity. It involves the selection of forms, methods and means of conducting non-traditional classes, taking into account age and preparedness, and whether they have interests in classes.
• The principle of connection between theory and practice. It involves revealing the practical significance of the knowledge, skills and abilities they acquire in the classroom.
• The principle of voluntary participation in activities. It assumes that children have a specific range of interests, which allows them, among many types of activities, to choose the one that best suits their internal needs.

Guided by such principles, the teacher sets the general direction for pedagogical creativity and focuses on very specific teaching activities: rejection of the template in organizing the lesson, from routine and formalism in its implementation.

It is necessary to maximize the involvement of students in active activities in the classroom, the use of various forms of group work, support for alternativeness, plurality of opinions, and the development of the communication function - as a condition for ensuring understanding, motivation to action, and a feeling of emotional satisfaction.

Forms of conducting non-traditional training sessions:

1. Excursion. To the library, studio, post office, field, construction site, school, etc.
2. Collective creative activity: collective drawing, collective appliqué, etc.
3. Occupation-work: planting onions, cutting plants, planting seeds, etc.
4. Activity-game: “Toy store” , “Let’s arrange a room for the doll” . Option: Auction activity “Whoever tells you more about an item buys it,” etc.
5. Creative activity: workshop of an artist, folk craftsmen, storyteller, “Workshop of Good Deeds” (crafts made from waste, natural materials, paper crafts using TRIZ elements).
6. Activities-gatherings: using folklore material, against the backdrop of work, children sing, make riddles, tell fairy tales, and dance in circles.
7. Lesson-fairy tale: the whole lesson is based on the plot of one fairy tale, using music, visual arts, and dramatization.
8. The lesson is a press conference: children ask questions to the “cosmonaut” , “traveler” , “fairy tale hero” , and he answers the questions. Then the “Journalists” draw and write down what interests them.
9. Landing lesson: emergency assistance. (For example: during drawing, we ask children about what they can’t do or do poorly. Today we will draw it, those who are good at it will help us. Option: a joint activity for children of the older and younger groups (co-creation). Elders, k For example, they make a background, the younger ones draw what they can.
10. Commented teaching lesson: the whole group of children is given a task - forming the number “7” . One of the children speaks out loud how he makes up a given number, the rest silently do it; if the speaker makes a mistake, a discussion begins. Or the teacher places pictures on the board, the children comment on the image, and make up a story. There are many options you can come up with.
11. Lesson - journey: goal - to develop children's monologue speech. One of the children is a “tour guide” , the rest of the children ask questions. Options: travel through fairy tales, native country, city, republic, to the “Land of Fun Mathematics” , according to the “Red Book” , etc.
12. Lesson - experiment: this is a favorite experimental activity for children.
13. Activities - drawings - essays: the teacher draws, the children compose stories based on their drawings. Children write a letter - a drawing about an event in kindergarten.
14. The activity is a competition: like “What, where, when?” . This is a competition for dreamers, poems, and fairy tales. Sports competitions - competitions.
15. Activity – game – school: schools for astronauts, athletes, forest dwellers, school for young pedestrians, etc.
16. The activity is a concert.

Despite the variety of such classes, they all must meet some general requirements, the observance of which helps to increase the effectiveness of teaching: the teacher must clearly formulate the topic and purpose of the lesson, each lesson must be teaching, developing and educating, the lesson must be a combination of collective and individual work of students . It is necessary to select the most appropriate teaching methods, taking into account the level of preparedness of children, and also take into account the fact that the learning of educational material must be carried out in the classroom using health-saving technologies.

Thus, non-traditional classes are classes that differ in the organization of activities, in the structure of content, in their use in training

In recent years, interest in non-traditional forms of conducting preschool education classes has increased significantly. This is due to various transformations, the active implementation of various pedagogical innovations, proprietary programs and methodological recommendations into practice.

So, non-traditional activities are extraordinary approaches to learning; these are always holidays when all children are active, when everyone has the opportunity to express themselves in an atmosphere of success. These classes include a wide variety of forms and methods, especially such as problem-based learning, search activities, interdisciplinary and intradisciplinary connections. Tension is relieved, thinking is enlivened, interest in the educational program as a whole is excited and increased.

Non-traditional forms of working with children

Non-traditional forms of classes in institutions

additional education for children.

Additional education aimed at the diversified development of a child’s personality presupposes, in particular, the need for a harmonious combination of educational activities, within the framework of which basic knowledge, abilities and skills are formed, with creative activities associated with the development of individual inclinations of students, their cognitive activity, the ability to independently solve non-standard problems. tasks, etc. A wide range of directions and spheres of educational and social activity, diverse forms and methods used in the educational process make it possible to satisfy the diverse needs of students and give them the opportunity to express themselves in various types of creative and social activities.

Why do children today have no deep interest in learning? There are many reasons. This is a flow of information on television and radio, which provides unstable knowledge. This is the atmosphere of society, which makes us and our children indifferent. This is simply the reluctance of children to learn. How to ensure that educational work is not forced, that it is a need and desire to acquire knowledge. This question is also relevant because in our time it is necessary to be competitive. Currently, our children are offered ample opportunities to occupy their leisure time. And teachers of additional education need to make sure that the children come to them (and not just come), but remain in the association for the entire period of study. And this is possible if the teacher’s eyes sparkle, if he is constantly looking for something new and interesting, if he moves away from ordinary standard classes and invites students into the world of additional education using new, non-traditional forms of their organization.

The use of non-traditional forms of classes is a powerful stimulus in learning; it is a varied and strong motivation. Through such activities, cognitive interest is aroused much more actively and quickly, partly because a person by nature likes to play, another reason is that there are much more motives in the game than in ordinary educational activities. Thanks to non-traditional forms of classes, tension is relieved and there is an emotional impact on children, thanks to which they develop stronger, deeper knowledge. Conducting such classes indicates the attempts of teachers to go beyond the template in building the methodological structure of the educational lesson. Understanding the pedagogical process of a preschool educational institution allows us to identify two main functions of education: the function of transmitting a message, or expressing meaning (teaching educational material according to the program); the function of communication, that is, providing understanding, motivation to action, emotional satisfaction.

Modern teachers carry out the first function relatively easily, having a foundation of special knowledge acquired in pedagogical universities. The functions of ensuring understanding (beyond the real differentiation of the educational process depending on the educational capabilities of students), awakening to study (low level of motivation), emotional satisfaction (boredom, fear of an undesirable assessment) are poorly implemented within the framework of traditional classes. Non-traditional activities compensate for this deficiency.

The significance of these activities in the general educational process is determined, first of all, by the fact that the educational activity itself, aimed in its traditional understanding at the assimilation by the group of students as a whole of the requirements of the basic educational program, not adequately associated with creative activity, is capable of , paradoxically, lead to inhibition of the intellectual development of children. Getting used to performing standard tasks aimed at consolidating basic skills that have a single solution and, as a rule, a single predetermined path to achieve it based on some algorithm, children have practically no opportunity to act independently, effectively use and develop their own intellectual potential. On the other hand, solving standard problems alone impoverishes the child’s personality, since in this case the high self-esteem of students and the assessment of their abilities by teachers depends mainly on diligence and diligence and does not take into account the manifestation of a number of individual intellectual qualities, such as invention, quick wit, ability for creative search, logical analysis and synthesis. Thus, one of the main motives for using non-traditional activities in additional education is to increase the creative and exploratory activity of children, which is equally important for students whose development corresponds to the age norm or is ahead of it (for the latter, the framework of the standard program is simply too tight), and for children requiring special correctional work, since their developmental delay and, as a consequence, decreased academic performance in most cases are associated precisely with the insufficient development of basic mental functions.

By introducing non-traditional activities into the educational process, the additional education teacher pursues the following goal: creating conditions for the development of cognitive activity of students in classes in creative associations.

Achieving this goal is facilitated by solving the following tasks:

— Studying the literature on this issue, analyzing the state of this problem in science;

— Study of this problem in the system of additional education;

— Development of conditions that allow intensifying the cognitive activity of students in creative associations;

— Development of students’ creative abilities.

Non-traditional classes have their own order of work according to some types:

— The teacher must present the selected material in an interesting, unusual form. Rational alternation of activity involves replacing one type of activity with another, fundamentally different in the nature of the impact on the body. In this case, each new routine moment turns into a kind of rest, active, relieving fatigue caused by previous activity. (I.M. Sechenov).

— In such a lesson, a variety of student activities should be used. The tasks should be feasible for children, but not too easy.

— Children should receive emotional satisfaction from the activity.

—Tasks should force children to think, try, make mistakes, and finally find the correct answer.

According to the goals and content of training, the position of the teacher in the educational process, and the nature of his activities, principles, methods and forms of teaching change. In non-traditional teaching, the teacher’s activity changes radically. Now the main task of the teacher is not to “convey”, “present”, “explain” and “show” to students, but to organize a joint search for a solution to the problem that has arisen before them. The teacher begins to act as the director of a mini-play, which is born directly in the process of activity. New learning conditions require the teacher to be able to listen to everyone on every question, without rejecting a single answer, to take the position of each respondent, understand the logic of his reasoning and find a way out of the constantly changing educational situation, analyze the answers, proposals of children and quietly lead them to a solution Problems.

Creative principles help to understand the main thing in a non-traditional activity:

— The principle of an individual approach to students. It requires constructing a lesson taking into account the personal needs of children, creating conditions for the development of their individual inclinations, interests, and inclinations.

— The principle of connection between theory and practice. Requires a closer connection between non-traditional forms of education and regular classes: theoretical and practical material receives additional confirmation.

— The principle of consciousness and activity. It involves creating conditions for the student to become interested in the lesson, creative activity in its preparation and implementation, and satisfaction with its results.

— The principle of selectivity. It involves the selection of forms, methods and means of conducting non-traditional classes, taking into account the age and preparedness of students, and whether they have interests in classes.

— The principle of connection between theory and practice. It involves revealing to children the role of labor and technology in various spheres of human life, the practical significance of the knowledge, skills and abilities they acquire in the classroom.

— The principle of voluntary participation in activities. It assumes that children have a specific range of interests, which allows them, among many types of activities, to choose the one that best suits their internal needs.

— The principle of entertainment. Requires the use of a variety of forms, methods and means of teaching:

Guided by these principles, the teacher sets the general direction for pedagogical creativity, focuses on very specific learning activities: rejection of the template in organizing the lesson, from routine and formalism in its conduct, maximum involvement of students in active activities in the lesson, use of various forms of group work, support for alternatives , plurality of opinions, development of the communication function in the classroom as a condition for ensuring understanding, motivation to action, feeling of emotional satisfaction, “hidden” differentiation of students according to capabilities, interests, abilities and inclinations, the use of assessment as a formative (and not just a resultant) tool.

Among the main factors that awaken a child to activity are: cognitive interest (leading factor); the creative nature of the activity (a powerful stimulus for knowledge); competitiveness (stimulating factor); playful character; emotional impact.

Preparing and conducting a lesson in any non-traditional form consists of four stages: concept, organization, conduct, analysis.

The idea is the most difficult and responsible stage. It includes the following components: determining the time frame; topic definition; determining the type of activity; choice of non-traditional form; the choice of forms of educational educational work, the choice of which depends on several factors, the main of which are: the specifics of the course and group being studied, the characteristics of the topic (material), the age characteristics of students. In practice, it is advisable to do the following: first determine the topic and type of lesson, based on the listed factors, choose a specific non-traditional form. When choosing forms of educational work, two main factors should be taken into account: the features and capabilities of the chosen form; characteristics of the group (including what forms of educational work - individual, collective, frontal - and how often they were used in this group).

The organization of preparation for a non-traditional lesson consists of substages: distribution of responsibilities (between the teacher and students); writing a lesson script (indicating specific goals); selection of tasks and criteria for their assessment, lesson methods and teaching aids; development of criteria for assessing student activity.

Then comes the immediate stage of conducting a non-traditional lesson.

The final stage is an analysis, evaluation of the past lesson, answers to questions: what worked and what didn’t; what are the reasons for failures, assessment of all the work done; a look “backward” that helps to draw conclusions for the future, you need to pay attention to the following important points

The forms of conducting non-traditional educational classes in preschool educational institutions are selected by the teacher, taking into account the age-related psychological characteristics of children, the goals and objectives of the educational program of additional education, the specifics of the subject and other factors. The most common forms in additional education can be the following: - For preschoolers, conversation with game elements; fairy tale; role-playing game; travel game; simulation game; quizzes, competitions, contests, competitions, etc.

- Activities based on imitation of activities during social and cultural events: correspondence excursion, excursion into the past, travel game, walks, etc. - Activities based on children’s imagination: activity - fairy tale, activity - surprise, etc. .

Despite the variety of types of classes, they all must meet some general requirements, the observance of which helps to increase the effectiveness of teaching: the teacher must clearly formulate the topic and purpose of the lesson, each lesson must be teaching, developing and educating, the lesson must be a combination of collective and individual work of students . It is necessary to select the most appropriate teaching methods, taking into account the level of preparedness of children, and also take into account the fact that the learning of educational material must be carried out in the classroom using health-saving technologies.

Thus, non-traditional classes are classes that differ in the organization of activities, in the structure of content, in the use of teaching aids in preparation, as well as in the nature of the teacher-student relationship. A non-traditional lesson differs from a traditional one: in preparation and conduct; according to the structure of the lesson; on the relationship and distribution of responsibilities between the teacher and students; on the selection of educational materials and criteria for their evaluation; according to the methodology for assessing activities.

In recent years, interest in non-traditional forms of conducting preschool education classes has increased significantly. This is due to various transformations, the active implementation of various pedagogical innovations, proprietary programs and textbooks.

But, despite all the advantages, many teachers continue to adhere to the structure of a traditional lesson when performing any didactic task, be it the formation of new knowledge or the development of skills. This is explained by the fact that the practical skill of constructing a traditional lesson, developed by teachers over the course of decades, has become a kind of psychological barrier, which can only be overcome by realizing that presentation and consolidation are not the main goal of the teacher and that the lesson can be built on the basis of other goals according to another didactic scheme.

So, non-traditional classes are extraordinary approaches to teaching an academic discipline; these are always holidays when all students are active, when everyone has the opportunity to express themselves in an atmosphere of success. These classes include a wide variety of forms and methods, especially such as problem-based learning, search activities, interdisciplinary and intrasubject connections, reference signals, notes, etc. Tension is relieved, thinking is enlivened, interest in the educational program as a whole is excited and increased.

And it is additional education that has great opportunities for introducing non-traditional forms of learning into the educational process, which contribute not only to the development of students’ cognitive activity, but also to the formation of children’s interest in creativity.

Summary of a lesson using non-traditional teaching methods for speech development “Igrachka”

Summary of educational activities using non-traditional teaching methods for speech development in the senior group with children with general speech underdevelopment

.
“Player”
Goal: Expansion and activation of verbal communication.

Tasks:

• improve the grammatical structure of speech

,

• learn to select action words, select nouns for adjectives,

• develop logical thinking

,

• develop proper breathing

,

• develop

visual and auditory attention,

• to develop the skills of cooperation, mutual understanding, goodwill, and independence.

Equipment: aroma lamp, candle, subject pictures, subject pictures, wooden puzzles.

Progress of the lesson.

I. Organizational moment.

1. Using aromatherapy

.

Children inhale the smells of spring flowers and herbs. (oil burner)

.

2. Breathing exercises.

- inhale through the nose and exhale through the mouth;

- inhale through the mouth – exhale through the nose;

- inhale through the nose, exhale through one nostril, the other nostril;

3. Using a candle

, game
"Candle"
.

Children sit on the carpet in a circle around a candle.

- Guys, you know that in the spring everything comes to life, our candle also comes to life (the speech therapist lights the candle)

.

Children feign surprise. Children look at the flame and are asked to pretend to be happy. Children are then asked to close their eyes (music plays)

.

Children open their eyes and answer the speech therapist’s questions:

-What did you imagine when you looked at the candle flame? (children's answers)

.

The speech therapist suddenly blows out the candle flame and asks you to pretend to be upset.

II. Main part.

- So that you don’t get upset, we will only play today.

1. Let's go play the first game.

-Who or what can go? (children's answers: it is raining, it is snowing, spring is coming, a boy is coming, a dog is coming, time is coming, smoke is coming.)

Children go to a magnetic board where there are pictures with antonym words. Children say each picture (for example: “In this picture the horse is white, and in this one it is black.”)

2. Play the next game.

a) - Who or what can play (children’s answers: a girl is playing, a musician is playing, a cat is playing, a pipe is playing, the sun is playing).

The speech therapist invites the children to sit on a chair.

b) Game “Sun”

.
(self-massage)
-A sunbeam looked into your eyes. It ran further down the face.

Gently stroke it with your palms on the forehead, on the nose, on the mouth, on the cheeks, on the chin. Stroke it carefully so as not to scare it away. Stroke your head, neck, belly, arms, legs. He climbed up behind the collar, pet him there too. He is not a mischievous person, he loves and caresses you. And you pet him and make friends with him. Smile at him.

c) -You said that a musician is playing. What kind of sounds do you think exist besides those made by musical instruments? Let's listen and try to determine what sound we got. (behind the screen the teacher makes sounds: knocking on wood, iron, glass.)

-Guys, you heard the sound, now guess how it turned out. (children's answers: this sound will be made if you knock on wood, iron, glass).

3.-While you are playing, time flies quickly. Who or what else might be running?

(children's answers : a dog is running, a stream is running, a man is running)

Game "Reincarnation"

.

Children run, pretending to be a man or a bear.

Having walked the path, the child pronounces his actions (children’s answers: “I ran like a man”

,
"I ran like a bear"
.)

4. Game "Puzzles"

.

a) The bear was so clumsy that he touched the puzzles and they fell apart. Let's put the puzzles together and see what is depicted on these puzzles.

Children assemble puzzles, the speech therapist asks leading questions, encouraging children to pronounce their actions.

-Who are you collecting, why did you decide that? (children's answers)

.

b) An image of animals appears on the completed puzzles. The speech therapist invites each child to tell about the animal, naming what kind it is?

III. Final part.

Guys, our game has come to an end, our time has passed and we now know that it can also run just like us. We collected the animals and talked about them. And you can tell about yourself, what you were like now.

(children's answers)

Article:

In the modern system of preschool education, many changes are taking place every day, the success of which is associated with the implementation of the national project “Education”.
For this reason, the relevance of using different types of activities in the educational process of preschool educational institutions is only increasing. But at this stage, every teacher is faced with the difficult task of choosing: classic or non-standard. Many experienced teachers are inclined to believe that what has been accumulated over centuries remains valuable forever. It is impossible to do without solid, systematic, deep knowledge. At the same time, an analysis of the practical activities of the educator indicates the need to use non-standard techniques in the work of the educator. The upbringing, education and development of a child’s personality are determined by the conditions of his life in kindergarten and family. The main forms of organizing this life in kindergarten are: play and related forms of activity, classes, and subject-based practical activities.

A large part of the life of a kindergarten consists of activities, the purpose of which is for the teacher to transfer knowledge, skills, and abilities to the child. It is usually assumed that this leads to the enrichment of the child’s physical and spiritual culture, contributes to the formation of his independence, the ability for joint coordinated activity, and curiosity.

A lesson is an organized form of learning and a time period of the learning process that can reflect all its structural components (general pedagogical goal, didactic objectives, content, methods and means of teaching).

The main features of the lesson should be highlighted:

• lesson - the basic unit of the didactic cycle and the form of organization of training;

• in terms of time period it takes from 10-15 minutes (in early preschool age) to 30-35 minutes (in older preschool age);

• the lesson can be integrated, that is, devoted to more than one type of cognitive activity (for example: speech development + visual activity);

• the activity can be traditional (classical) and non-traditional.

Classical classes and their classification

It is logical to classify traditional activities on the basis of the selected tasks and the types of activities used to implement them. Taking into account the psychological characteristics of a preschooler, analyzing methodological recommendations for modern programs, it is inappropriate to distinguish as a separate type of classes for learning new material, developing and improving knowledge and skills, since each lesson involves repetition, consolidation and expansion of children’s ideas.

Types of non-traditional activities.

• Competition activities (built on the basis of competition between children): who can name, find, identify, notice, etc. faster.

• KVN classes (involve the division of children into two subgroups and are conducted as a mathematical or literary quiz).

• Theatrical activities (micro-scenes are acted out, bringing educational information to children).

• Role-playing games (the teacher enters into the role-playing game as an equal partner, suggesting the storyline of the game and thus solving learning problems).

• Consultation classes (when a child learns “horizontally”, consulting with another child).

• Mutual teaching activities (a child “consultant” teaches other children design, appliqué, and drawing).

• Auction classes (conducted like the board game “Manager”).

• Doubt activities (search for truth). (Research activities of children such as: melts - does not melt, flies - does not fly, swims - drowns, etc.)

• Formula classes (proposed in the book by Sh. A. Amonashvili “Hello, children!”).

• Travel activities.

• Binary classes (author J. Rodari). (Composing creative stories based on the use of two objects, changing the position of which changes the plot and content of the story.)

• Fantasy activities.

• Lessons-concerts (separate concert numbers that carry educational information).

• Dialogue classes (conducted as a conversation, but the topic is chosen to be relevant and interesting).

• Classes such as “The investigation is conducted by experts” (working with a diagram, a map of a kindergarten group, orientation according to a diagram with a detective storyline).

• Classes like “Field of Miracles” (conducted as a game “Field of Miracles” for reading children).

• “Intellectual Casino” classes (conducted like “Intellectual Casino” or a quiz with answers to the questions: what? where? when?).

In the course of personal development of classes and their application in practice, we conducted a comparative analysis that reveals the main differences between classical and non-standard types of classes. The table shows as an example one of the well-known and frequently used non-traditional systems of raising children - the Montessori system.

Practice shows that feedback from students is better when the teacher uses non-standard forms of teaching. Thus, we are faced with the inalienability of using new digital technologies in education, which is due to the requirements of a modern developing society.

Information technology in the modern world allows most teachers to show creativity and encourages them to look for new non-traditional forms and methods of the educational process.

Pedagogical discussions about the introduction of information and communication technologies into the educational process have been going on for quite a long time. But in the modern world it is difficult to stand still, therefore, whether we like it or not, information and communication technologies are firmly integrated into the educational process of preschool institutions.

According to recent scientific research, the use of ICT in the development of speech in children in preschool age allows:

1. Pupils’ understanding of the world around them expands and their vocabulary is enriched.

2. Children will express their thoughts more logically and consistently and understand the meaning of words more deeply.

3. The ability to convey one’s impressions of a musical composition listened to, or a picture or illustration viewed, will be developed.

4. There is a desire to retell texts and come up with interesting stories.

5. An interest in learning poems and nursery rhymes appears.

6. Children overcome timidity and shyness, learn to behave freely in front of an audience.

Preschoolers, with their visual-figurative thinking, understand only that it is possible to simultaneously view, hear, act or evaluate the action of an object. In this regard, in our work we use multimedia presentations - this is a program that can contain text materials, photographs, drawings, slide shows, sound design and narration, video clips and animation.

Using multimedia presentations at work prevents children from getting tired, supports their cognitive activity, and increases the efficiency of our work in general. Their use in classes on speech development is interesting for children and, not unimportantly, for me. The screen attracts attention, which we sometimes cannot achieve when working in groups with children.

The use of multimedia presentations allows you to make classes emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good performance of the lesson. Thus, the use of multimedia presentations in classes on speech development ensures the activity of children when examining, examining and visually identifying the signs and properties of objects; methods of visual perception, examination, and identifying qualitative, quantitative and spatio-temporal signs and properties in the objective world are formed, and attention is developed. and visual memory.

The ability of a modern computer helps to display information simultaneously in text form, graphics, video, sound, remember and process information for preschoolers.

Methodological basis.

The works of foreign and domestic researchers (S. Papert, B. Hunter, EI Ivanova, NP Chudova, etc.) confirm the advisability of using information technologies in the development of cognitive abilities of older preschool children. Scientists note the developmental role of the computer gaming complex in kindergarten in working with children starting from the age of five. In our country, since 1986, work has been underway to introduce information and communication technologies (ICT) into preschool education at the A.V. Zaporozhets Center by researchers led by L.A. Paramonova, L.S. Novoselova, L.D. Chaivanova. Since 2008, the theoretical foundations for the use of information and communication technologies (ICT) in the educational work of preschool institutions have been developed.

The goal of my teaching experience: to improve the quality of development, increase children’s motivation to acquire new knowledge, speed up the process of acquiring knowledge, and also update the forms and methods of working with children.

It should be noted that the use of information and communication technologies in kindergarten does not involve teaching children the school basics of computer science and computer technology, but:

— transformation of the child’s subject-developmental environment

— creation of new means for child development

-use of new visibility.

Based on this, I have set the following tasks for using information technology in my teaching activities:

1. Make education modern (in terms of the use of technical means);

2. Bring educational activities closer to the worldview of the modern child, since he watches and listens more than reads and speaks; prefers to use information obtained using technical means;

3. Establish a relationship of mutual understanding and mutual assistance between the teacher and the student;

4. Help yourself to present the material emotionally and figuratively.

5. Save time, both yours and your child’s, increase the density of educational activities, enrich it with new content.

In the course of my work, I actively master and implement computer technologies in my teaching activities, and the psychological expediency of my experience should be noted in that a modern child assimilates only the information that interests him the most, the closest, most familiar to him, the one that causes pleasant and comfortable feelings. feelings.

Creative teachers who strive to keep up with the times must delve into and study all the possibilities of introducing modern information communication technologies into their practical activities.

And the first direction of using information and communication technologies:

- This is working with children.

1. Use of both your own and ready-made presentations in the educational process.

2. (IG BoardInteractiveWhiteboard)

Using an interactive whiteboard and interactive games in the educational process.

3. When working individually, I use ready-made training programs: “Little Genius”, “Frivolous Lessons”, “Go There, I Don’t Know Where”.

During work, sanitary standards regarding the time preschoolers work at the computer are observed.

At GCD, the use of ICT technology is no more than 10 minutes, with a mandatory change of activity and physical activity. just a minute.

And doing eye exercises is a must.

When using ICT on GCD, children's motivation, interest and the volume of information assimilation increases.

— Working with parents is another area of ​​our pedagogical activity.

Traditional forms of working with parents with showing video material, presentations, open screenings, notes on the website - take on an innovative form and become more interesting with the use of information communication technologies.

Parents enjoy attending such events with great pleasure, which means that they are most effective. Thanks to information and communication technologies, they can “open the curtain” and see how their child grows, develops, and lives while he is in kindergarten.

— The next direction of my work is working with teachers:

— creating presentations for teacher councils and consultations;

— posting notes on your own website;

— open display of GCD using ICT.

— The next direction of my work is professional self-development:

- searching for interesting information

-creating your own website

-records management

-participation in professional and creative competitions

When using ICT, the number of participation in competitions increases, which makes work easier when preparing for certification.

Compared to traditional forms of teaching preschoolers, I noted a number of advantages in the work on introducing information and communication technologies into the educational process of kindergarten:

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

2. Problematic tasks and encouragement for their correct solution by the computer itself are a stimulus for children’s cognitive activity;

3. Information and communication technologies make it possible to expand the use of electronic learning tools, since they transmit information faster than using traditional means;

4. Using a computer, you can simulate life situations that are impossible or difficult to demonstrate in class or to see in everyday life;

5. The high dynamics of direct educational activities contribute to the effective assimilation of material, the development of memory, imagination, and creativity of children.

However, I would like to note that any, even the most advanced computer program, cannot replace a highly qualified specialist.

It should be noted that the use of ICT in the educational process of preschool educational institutions leads to a number of positive effects:

1. Enriches the educational process with emotional coloring;

2. Psychologically facilitates the process of assimilation;

3. Arouses keen interest in the subject of knowledge;

4. Expands your general horizons;

5. The level of use of visual aids is increasing;

6. Frees you from routine manual work;

7. Increases the productivity of the teacher and the child.

One of the main conditions for the use of ICT in the teaching and educational process of preschool educational institutions is that teachers who have a good knowledge of the technical capabilities of a computer, have the skills to work with it, strictly follow the sanitary standards and rules for using computers in preschool institutions, and are well versed in the computer programs developed especially for preschoolers, who know the ethical rules of their use and know how to introduce children to new technologies. In addition, teachers must be well aware of the age characteristics of young children.

In the prospects for my future work this is -

1. Improving the created system of interaction between participants in the educational process in a unified information environment of preschool educational institutions;

2. The use of new technologies and software products in educational activities;

3. Transition to a qualitatively new level of provision of educational services;

4. Development and implementation of new forms of organizing educational activities using ICT.

In conclusion, I would like to note that in a preschool setting it is necessary and advisable to use ICT in various types of activities, since they make the process of children’s development quite effective, interesting and educational.

I believe that the use of personal pedagogical experience ensures a full transition of children to the next level of the lifelong education system and provides the opportunity to become participants in the unified educational process of the Russian Federation.

But no matter how positive and enormous potential information and communication technologies have, they cannot and should not replace live communication between a teacher and a child.

Literature:

1. // Directory of a senior teacher of a preschool institution. No. 3 March 2013, p. 64-65. Possibilities of using an interactive whiteboard in working with children. M. N. Arriving

2. // Directory of a senior teacher of a preschool institution. No. 11 November 2013, p. 42-43. Why are interactive whiteboards so rarely used in kindergartens ? E. I. Koziorov. M. N. Arriving

3. // Scientific and methodological journal. Kindergarten. Everything for the teacher ! No. 6 June. 2012 p. 5. Use of gaming computer technologies . N. P. Yaronskaya.

4. // Preschool education No. 2 . 2013., p. 105-108. Didactic foundations of interactive learning. Korotaeva. E

5. // Growing together No. 1, 2014., Computer. Internet! Close friends...Dangerous enemies, Osenchuk A., p. 16-17

6. Yu. M. Gorvits, L. D. Chayvanova, N. N. Podyakov, E. V. Zvorygina, etc. New information technologies in preschool education. -M.: LINKA-PRESS, 1998, 328 p. ,illus.

7. Kalinina T.V. Management of preschool educational institutions. "New information technologies in preschool childhood." M, Sphere, 2008

8. Ivanova E. O. Theory of learning in the information society / E. O. Ivanova, I. M. Osmolovskaya. - M.: Education, 2011. - 190 p.

9. Information letter of the Ministry of Education of the Russian Federation dated May 25, 2001. No. 753/23-10. “On the informatization of preschool education in Russia”

Non-traditional methods of aesthetic development of preschool children in the context of the implementation of the Federal State Educational Standard in preschool educational institutions

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Document : certificate of advanced training of the established form (sent by Russian Post).

Relevance of the problem:

• It is in preschool age that all the foundations for the future development of humanity are laid. Preschool age is the most important stage of personality development and education. This is the period of the child’s familiarization with the knowledge of the world around him, the period of his initial socialization. It is at this age that independent thinking is activated, children’s cognitive interest and curiosity develops.
• In this regard, the education of preschoolers’ artistic taste, the formation of their creative skills, and their awareness of the sense of beauty is of particular relevance.
• Today, the problem of the harmonious development of a child as the basis for the formation of a future personality is all-encompassing. It depends on the successful solution of many educational tasks, among which the issue of aesthetic education occupies a special place.
• Aesthetic education is a purposeful process of developing a person’s aesthetic attitude to reality.

The purpose of mastering the program: to develop professional awareness of teachers about approaches to the problem of aesthetic education of preschool children.

Category of students: the program is aimed at educators and methodologists of preschool educational institutions.

Scope of application: the competencies, skills, and knowledge obtained after completing the courses can be used by the student in work in the field of preschool education.

Form of training : 100% distance learning (on the job), training takes place online on the educational portal https://new.in-texno.ru/

Distance learning tools: electronic educational and methodological complexes, including electronic textbooks, teaching aids, educational videos and audio recordings.

Form of final certification: pass testing.

Program content:

1. The content of approaches to the problem of aesthetic education of preschool children. 2. Aesthetic education: concept, criteria of aesthetic education. 3. Forms and methods of aesthetic education of preschool children. 4. Decorative and applied arts as a means of aesthetic education for preschool children. 5. Museum art as a means of socialization and artistic and aesthetic development of preschool children. 6 Artistic and aesthetic education of children through non-traditional drawing techniques.

You can find out more about the program and training in the Education Department by phone:.