Technology of integrated classes in preschool educational institutions (methodological recommendations for teachers and specialists of preschool educational institutions)

“Implementation of an integrated approach in the educational process”

Municipal state preschool educational institution "Kindergarten" No. 468 of a combined type"

Novosibirsk region , Novosibirsk

Author: Silnyagina Valentina Pavlovna, teacher

“Implementation of an integrated approach in the educational process”

Currently, the preschool education system is experiencing the contradictions of the transition period. The old principles of work are gradually becoming obsolete, and they are being replaced by new concepts and ideas.

The introduction of innovations into the work of our educational institution is the most important condition for improving and reforming the preschool education system. Innovative activities in our preschool educational institution develop in certain stages and allow the institution to move to a higher level of development when creating, developing, mastering, using and disseminating new techniques. One of the principles for the development of modern preschool education, proposed by the Federal State Educational Standard for the structure of the basic general education program, is the principle of integration of educational areas.

The authors of the approximate basic general education program for preschool education “From birth to school” N.E. Veraksa, T.S. Komarova et al. believe that “only when the teacher methodically and purposefully uses the principle of integration of educational areas in his work, the development of preschool children will be complete and versatile.”

Integration allows us to combine the efforts of different specialists to achieve a set goal and their interpenetration into each other’s activities. I understand the implementation of an integrated approach in the educational process as a process of connectedness, interpenetration and interaction of individual educational areas, ensuring the integrity of the educational process.

Currently, we are not developing integrated activities through a synthesis of educational areas, but a holistic integrative process of interaction with children on a specific topic, in which various educational areas will be harmoniously combined for a holistic perception of the world around us (this can be seen in calendar plans ). This is a fundamentally new approach to preschool education. At the same time, I understand that what gives educational areas integrity is not so much their unification as the penetration of one area (or several) into another.

This gives our children the opportunity to realize their creative abilities, develop communication skills, develop the ability to freely express their thoughts, and most importantly, develop children's cognitive interest and activity, since any topic requires children to activate their real-life experience. My main task is to correctly select the content of knowledge for their further integration. I determine the number of activities myself; they do not have a clear structure, but have distinctive features. When teaching preschoolers, I always use forms in the educational process that are adequate to the psychophysiological characteristics of my children: a variety of games, leisure activities, mini excursions, quizzes, experimentation, modeling, educational projects, etc. Integrated activity - as one of the forms of implementing an integrated approach in the implementation of educational process with children with mental retardation and disabilities. In my group, children with mental retardation are a large category, heterogeneous in composition. In the structure of deviant development, both signs of an organic disorder of the central nervous system and signs of its functional immaturity are noted. The variability of deviations in the development of pupils has a wide range: from a state bordering on mental retardation to “pedagogical neglect” or mild manifestations of social maladaptation.

Working in a compensatory kindergarten, namely in a group for children with mental retardation and disabilities, a number of problems become obvious to us when organizing work with children.

— the problem of implementing an integrated approach when organizing the educational process with children with mental retardation and disabilities, educational disabilities, i.e. coordinated work of different specialists. This involves the coordinated work of different specialists: speech therapist, defectologist, psychologist, educator, doctors of various profiles (psychiatrist, neurologist).

— the problem of implementing an integrated approach when implementing the educational process with children with mental retardation, disabilities, and disabilities.

I use integrated activities in my work, which allows us to save time for children for communication, walks, independent creativity and play activities.

The relevance of this approach is explained by a number of reasons.

1. The world surrounding children is known by them in its diversity and unity, and often sections of the preschool educational program aimed at studying individual phenomena of this unity do not give an idea of ​​the whole phenomenon, breaking it up into isolated fragments.

2. The use of an integrated approach in activities develops the potential of the pupils themselves, encourages them to actively understand the surrounding reality, comprehend and find cause-and-effect relationships, develop logic, thinking, and communication abilities.

3. The form of the activity is non-standard and interesting. The use of various types of activities during the activity maintains the pupils’ attention at a high level, which allows us to speak about the sufficient effectiveness of the activity. Activities using an integrated approach reveal my significant pedagogical capabilities, significantly increase cognitive interest, and serve the development of imagination, attention, thinking, speech and memory.

4. By strengthening interdisciplinary connections, time is freed up for students’ independent activities.

5.Integration provides an opportunity for self-realization, self-expression, creativity of the teacher, and the disclosure of his abilities.

Integrated activity is characterized by a mixed structure, which allows maneuvering in organizing the content and presenting its individual parts in different ways. (Outline of integrated activities) The structure of integrated activities is different from the structure of ordinary activities, and I adhere to the following requirements:

— clarity, compactness, conciseness of educational material;

- thoughtfulness and logical interrelation of the studied material of the program sections for each activity;

— interdependence, interconnectedness of the material of integrated subjects at each stage of the lesson;

— informative capacity of educational material used in activities;

— systematic and accessible presentation of the material;

— the need to comply with the time frame of activities.

In my work I adhere to the basic principles of interaction with children:

1. Demonstrate a positive attitude towards the child, do not show irritation, do not speak in a commanding tone, show sincere interest in the child’s actions, and be ready for emotional support.

2. Communicate emotionally, which contributes to the development of children’s cognitive activity; monotonous speech quickly tires, gradually increasing the emotional intensity of the lesson, so that the most interesting fragments of the work are assigned to the period of increasing fatigue.

3. Fewer comments, more praise, since “the psychological characteristics of many children are such that the defect of sensitivity to negative stimuli is very low,” discover the strengths and weaknesses of the child and take them into account in solving educational problems.

4. Stay nearby, maintain eye contact, and if necessary, tactile contact (to attract attention, take the hand, touch the back, stroke the shoulder).

5. Permissiveness and fawning over a child are unacceptable.

Also important for me when conducting an integrated GCD is determining the ratio of familiar and new material. New material is necessarily based on what has already been studied and well mastered, which will facilitate the rapid construction of associations, the child’s involvement in solving a problem situation of his own experience, and the updating of existing knowledge. NOD wear a game uniform. It is this that gives depth of perception and emotional coloring. A child, captivated by the concept of the game, does not notice the “hidden” educational task when faced with difficulties. When implementing an integrated approach using GCD, I use a variety of didactic games for cognitive and speech development.

This helps develop the creative activity of pupils, encourages active knowledge of the surrounding reality, finding and understanding cause-and-effect relationships, developing logic, thinking, communication abilities and speech. Integrated activities have the greatest effect when they are carried out within the system. It should be noted that carrying out integrated activities requires special preparation from me and an already formed stock of knowledge and skills in children on the relevant topic. Therefore, carrying out such activities every day with children with disabilities, special needs, and special needs is very difficult.

At the heart of the integrated approach, I always have a game, because this is the main form of cognitive activity of preschoolers with disabilities, activating their thought processes and motor abilities, it creates a positive emotional background and motivates children to activity. At the same time, an opportunity is created to consolidate children’s cognitive knowledge, skills and abilities in activities, i.e. creating situations (life, non-standard, play) where children can act as subjects of activity. And the basis is an interesting, exciting, playful plot for children. I use a variety of interpretations: plot complexes of general developmental exercises, outdoor games, sports relay races, psycho-gymnastics, musical etudes-trainings, etc.

My goal of integrated activities:

- systematize, deepen, generalize the child’s personal experience,

- ensure the development of new ways of action, to understand the connections and dependencies that are hidden from him in everyday affairs,

- create conditions for using existing knowledge, skills and abilities in a variety of situations (life, gaming, specially created).

The advantage of organizing such an activity:

-the quantity and duration are not strictly regulated,

— I myself determine: the content, guided, first of all, by general didactic requirements, the level of development of children specifically in my group, taking into account diagnostic data and their state of health,

— place in the daily routine, based on the grid and psychophysiological requirements of SanPin for working with preschool children,

- connected by one plot or one theme and logically complement each other, aimed at developing personality , because create conditions for children where they have the opportunity to apply their knowledge in activities.

The methodology for conducting activities using an integrated approach differs significantly from the methodology for conducting a regular lesson. In the process of training in such activities, I use various methods and techniques.

Approximate structure of an integrated lesson

• Motivation, I target children with content, I make them want to interact with me in the process of activity. When determining motivation, I am primarily guided by the interests, needs, and desires of the children in my group, and take into account current problems and affairs.
• The content is understandable for children. I give children either new knowledge or consolidate existing knowledge based on the content of various educational areas with obligatory reliance on clarity.
• Analysis or evaluation. I offer children practical activities to consolidate the information received or update previously learned information. I let the children understand the purpose for which they engaged in this activity, what they learned, what they gained for themselves and for others. In activities, we create some products of activity, I try to present them: (collective craft, drawing, layout, book, story (tell what he acquired for himself, what he learned, how it can be used, who can benefit from it, etc.) on my questions - because some children still speak poorly.) Forms of integrated activity are playful: travel games, communication situations, projects, events, etc. And I consider teaching preschoolers as managing the development of the child’s personality, where I an accomplice, where my position is “not above the child”, “not next to the child”, but “together with the child”, and the main component of joint activity is “interaction”, “cooperation between children and the teacher. When designing integrated activities, I take into account the following:

- highlight similar or common topics in the program for each area;

— determine the development goals of children for a given period;

- identify areas the integration of which is advisable and will contribute to the child’s creation of a holistic understanding of the object of study;

- analyze and select from these areas the content whose integration is most important;

— think through developmental tasks;

- use a variety of activities that can be integrated with each other.

The essence of the integrated approach is the combination of knowledge from different fields on an equal basis, complementing each other. At the same time, during the activity I solve several problems from various areas of development, and the children master the content of various sections of the program in parallel, which saves time for organizing play and independent activities. The methodology for conducting activities using an integrated approach differs significantly from the methodology for conducting conventional NNOD. In the process of training in such activities, I use various methods and techniques .

The most effective of them are the following:

- comparative analysis, comparison, search, heuristic activity - creative activity in which the child acts as a researcher, aimed at creating judgments, drawings, layouts, crafts and achieving personal new formations (knowledge, feelings, abilities, experience). The main characteristics of such activity are: intentionality, the presence of a problematic situation or creative task, subjective novelty and originality of the product of activity, personal significance) .

— Partial search (heuristic method of teaching) is the organization of an active search for solutions to cognitive problems put forward during the learning process or independently formulated.

— The heuristic method of teaching is the organization of the process of mastering knowledge, in which I do not give all the information to children in a ready-made form; some of it needs to be obtained independently: ideas, crafts, research, works of art, competitions, etc.

- problematic questions that stimulate the manifestation of a kind of joint “discovery” with the teacher, helping the child find the answer;

- a variety of didactic games for cognitive and speech development: familiarization with speech standards, activation of the vocabulary, expanding the understanding of the surrounding reality, cultivating a sense of self-confidence;

— the use of non-traditional forms of training, both during and after activities:

Elements of Su-Jok therapy - Massage with a special ball. Since there are many biologically active points in the palm of your hand, an effective way to stimulate them is to massage them with a special ball. By rolling the ball between their palms, children massage the arm muscles, mechanical massage, manual massage of the hands and fingers, massage of the hands and fingers using various objects (nuts, pencils, toothbrush, foot massage). Color therapy - the use of color, meditation on color, relaxation with the help of color (red, yellow, orange colors stimulate activity, give confidence and give vitality; “cold” tones - they stabilize the nervous system, inspire and activate the mind.

Art therapy (many mental and some physical deviations make the child passive. The range of his interests becomes narrow. The need for active interaction with the world decreases. As a result, the ability to adapt decreases. He withdraws into himself. He believes that he will not be able to find a way out of the current situations. Art therapy allows you to break this vicious circle. When a child is engaged in creativity, he invents new and new ways of expressing his emotions. And unconsciously new and new ways of communicating with the world. That is, lost abilities are restored.) All kinds of art activities not only They reveal the child’s creative potential, but also contribute to the formation of his correct worldview. In general, art therapy is aimed at developing logic, thinking, memory, imagination, speech and attention. In the process of activity, the child gets rid of stress and mental tension, and also learns to be attentive and focused.

“Magic Paper” circle One of the main goals of art therapy and my circle - teaching and raising children with applied creativity - is to enrich the student’s worldview, i.e. development of the child’s creative culture (development of a creative non-standard approach to the implementation of a task, nurturing hard work, interest in practical activities, the joy of creation and discovering something new for oneself).

Fairytale therapy -

• Reading a fairy tale with further discussion of the theme and characters;
• Distributing roles based on a fairy tale known to children and playing it;
• Analysis of the fairy tale, reading it to the group and setting tasks (draw what the fairy tale was about, draw the hero you like, tell the essence of the fairy tale and its moral, find a hero or action in the fairy tale that requires correction and comment on it);
• Replaying a fairy tale (reading the original fairy tale, and then composing its alternative content with the characters’ shortcomings corrected). The child learns how to be and how to do the right thing. The child takes examples from fairy tales and projects this onto his own life.

Logorhythmics (overcoming speech disorders through the development and correction of non-speech and speech mental functions based on a combination of words, music and movement. In my practice, these are sedentary games, finger games, outdoor games. This is the development of non-speech processes: improving general motor skills, coordination of movements, orientation in space; regulation of muscle tone; development of a sense of musical tempo and rhythm, singing abilities; activation of all types of attention and memory, development of children's speech, development of breathing, voice; development of a moderate tempo of speech and its intonation expressiveness; development of articulatory and facial motor skills; coordination of speech with movement; education of correct sound pronunciation and the formation of phonemic hearing. I offer games and exercises to children in combination with some kind of rhythmic basis: to music, to counting or verbal, often poetic accompaniment.

Phonorhythmics - (Phonological rhythmics promotes a deep connection between the work of the hands, articulatory and vocal apparatus, the looseness and ease acquired by children when performing movements also have a positive effect on the motor properties of the speech organs through exercises to develop speech breathing, voice strength, speech tempo, games that help to become relaxed and at ease. Children who have problems with pronunciation are often too tense, they are overexcited or, conversely, relaxed. Learn to alternate between relaxation and tension. Phonetic rhythm helps the child:

• normalize speech breathing;
• change the pitch and strength of your voice at different tempos.
• reproduce sounds individually, in syllables, words and phrases;
• play sounds at a given tempo;
• perceive, distinguish, reproduce different rhythms;
• teaches natural expression of denial, laughter, etc. using gestures and sound pronunciation.
• Express emotions using different intonation means. I do this with the help of the following games: Game: “Guess what I’m doing?”, “Find a toy.” One child leaves the group, the children hide the toy. The driver looks for her by the children's clapping (quiet and loud). Elements of kinesiotherapy . I carry out the process of teaching children taking into account the possibility of widely using the intact functions of analyzers to obtain information about the environment. In general, by mastering various exercises (both dynamic and static), honing the technique of performing them, and gaining the opportunity to freely control their body, the child significantly increases self-esteem. Such harmonization of self-esteem is one of the important goals of regular psychophysical training exercises: “Fist-rib-palm”, “Ear-nose”, “Mirror drawing”, “Castle”, “Mill”, Acupressure, Eye exercises.

I use the project method - one of the methods of integrated teaching of preschoolers. Using this method in the educational process helps you learn to work in a team, and develop your own algorithm of actions to achieve your goal. Here I am free to choose methods and types of activities. Pedagogical design is the process of creating a project that reflects the solution to a particular problem. My teaching experience shows that a child better learns what is his personal goal. Of particular interest is integration under a single project, which is based on a specific problem. Designing educational activities is relevant at the present time. Work on projects helps to implement the principle of integration of educational areas and can be aimed at organizing gaming, cognitive-research, communicative, productive children's activities. “Everything I learn, I know, why I need it and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method. We have implemented the following projects in our group: “What grows on the windowsill?” Information and research project for the preparatory group “Indoor plants”.

Goal: Development of cognitive activity in children Objectives: To develop children's competencies in the world of indoor plants. Expand children's understanding of the variety of indoor plants through children's independent and joint activities.

Project “Valeological support of the pedagogical process in a compensatory group for children with disabilities.”

1. Health-saving technologies.

2. Project “Game self-massage”.

3. Project “Safe Summer”. Formation of the foundations of children's life safety. (Road traffic injuries)

4. Project "White-Trunk Beauty".

Now I have begun to implement the Project “Birch Tree - a Symbol of My Motherland.” Love for nature is a feeling that includes emotional responsiveness, a sustainable interest in nature and a desire to protect and enhance natural resources. Objective of the project:

• Fostering love for the nature of the native land, the Motherland through familiarization with the birch tree, as one of the main symbols of Russia.
• Formation of independent, motivated, cognitive-research and musical-artistic activities of children;
• Harmonization of relationships between teachers and children and parents in joint creative activities.
• Introducing children to the origins of Russian culture and Russian traditions.
• Implementation of an integrated approach to educating preschool children in the spirit of patriotism, showing the image of the Russian birch as a symbol of Russia. The birch is considered the symbol and pride of the Russian people, that it is the personification of our Motherland, that the birch and Russia are inseparable.
• Fostering love and pride for the Russian birch tree.

Objectives: To expand children’s ideas about the most revered tree in Russia - the birch, about its significance in human life: health, aesthetic, economic. To form in children ideas about the relationship between birch and the environment. Introduce poems, songs, riddles about birch. Develop cognitive activity in children. Activate and enrich your vocabulary. To cultivate a love for Russian nature and a caring attitude towards it. Expected result: A formed idea in children: about the birch as a revered tree in Russia, about the colors, images, and melodies in which the birch is embodied; about the relationship of birch with living and inanimate nature; about the benefits of trees and birch in particular. Children and parents take part in the practical implementation of the project.

In my work I use modern educational technologies.

Technology of research activities. The goal of research activities is to develop in children basic key competencies and the ability for a research type of thinking. 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, game-based educational and creative development situations;

Information and communication technologies : education using modern information technologies (computer, TV, interactive board, tablet, etc.). Informatization of society sets before us preschool teachers the following tasks:

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

Personally-oriented technology is implemented in a developing environment. Identifying the pace of development allows me to support each child at his level of development so that the educational process guarantees the achievement of set goals.

Gaming technology - in activities with the help of gaming technologies, children develop mental processes. Gaming technology is built as a holistic education, covering a certain part of the educational process and united by common content, plot, and character. I include in it 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.

In my opinion, the most effective in terms of professional activation of educators and creating motivation for them to successfully master knowledge and skills in work, in compliance with the requirements, are interactive forms of working with children. One of the most important activities for preschool age is communication. It is a necessary condition for personal development. Therefore, the task of the teacher and educator is to specially organize this activity, creating an atmosphere of cooperation and mutual trust within it - children with each other, children and adults.

Forms of organizing interactive interaction:

1) Individual (each participant completes the task independently);

2) Steam room (the task is performed in pairs);

3) Group (the task is performed in subgroups);

4) Collective or frontal (all participants perform the task simultaneously);

5) Planetary (a group of participants receives a common task, for example, to develop a project; is divided into subgroups, each of which develops its own project, then voices its own version of the project; after that, the best ideas are selected that make up the overall project).

Interactive teaching methods

Forms and methods of group work for learning. The most famous of them:

— analysis of specific, practical situations;

— interactive and role-playing games:

- "brainstorm";

— discussions and debates;

— project method;

- method of associations.

These forms/methods are effective if the activity discusses any problem as a whole, about which children have initial ideas obtained earlier in classes or in everyday experience. In addition, the topics discussed should not be closed or very narrow.

I use joint and independent activities of children in the daily routine within the framework of the Federal State Educational Standard - a system of relationships and interaction.

Joint activities are shared by:

-direct educational activities implemented in the course of joint activities of adults and children;

-joint activities of adults and children, carried out during regime moments and aimed at solving educational problems;

- joint activity of an adult and children, carried out during regime moments and aimed at implementing the functions of supervision and care.

In the group, I plan joint activities taking into account the integration of educational areas in the process of organizing NNOD (in the form: subgroup, group, individual) and various types of activities: productive, cognitive-research, motor, labor, musical and artistic, gaming, communicative, reading fiction and during regime moments. Independent activity is a completely free phenomenon for a child, but not free for me; I create conditions for the child’s safe freedom, i.e. a subject-based educational environment that provides each child with a choice of activities based on his interests and allows him to interact with peers or act individually. And also - this is the organized activity of pupils, aimed at solving problems related to the interests of other people - this can be the emotional well-being of other people, helping others in everyday life, etc. In our group there are various centers for children's activities: visual arts, experimentation, play and etc. My task is to properly organize activities in various centers and interest the child. Namely: we filled these centers with file cabinets of algorithms, diagrams, mnemonic tables for speech development, operational maps, and sample drawings that help us organize independent activities. Children do not need to be explained or reminded, we simply say: “pay attention”…. Of course, at the beginning of joint activities, we talk through everything, explain, teach children to “read” these diagrams and algorithms. We will gradually bring this to a habitual pastime.

Smart cards

Definition 2

An intellectual map is a structural and logical diagram of the content and procedural aspects of studying a certain topic, within which the connections of key concepts with other concepts of this topic are reflected, forming an inextricable unity.

Such maps help in revealing the essence of the concept being studied in class and its relationship with other objects, processes and phenomena. The developed map is the basis for further modeling and conducting a lesson or series of lessons.

For example, to conduct an integrated lesson on the topic “Sea”, the main concept around which the map will be built is the sea, and from it will be words that reveal its essence - marine inhabitants, sea transport, properties of sea water, etc.

Such diagrams can be compiled from prepared materials during classes with children. In this case, it is better to use different pictures.

It should be noted that conducting an integrated lesson requires special preparation from the teacher and his already formed stock of knowledge and skills that children have in the topic being studied. In this regard, conducting such classes every day is very difficult.

Integrated lesson as a form of interactive learning

“Only the system gives us complete power over our knowledge. A head filled with fragmentary, incoherent knowledge is like a storeroom in which everything is in disarray and where the owner himself will not find anything.”

K. D. Ushinsky.

The purpose of the master class:
to introduce teachers to the methods and forms of conducting an integrated lesson.
Objectives of the master class :

• present experience in conducting integrated classes;
• form an idea of ​​an integrated lesson as one of the forms of interactive learning
• discuss the advantages and disadvantages of integrated classes with master class participants.

Master class script

Stage 1. Motivation

Leading.

Dear colleagues! Today a master class will be held for you. The stages of its implementation are presented on the slide.

Pay attention to the screen. So, it presents diagrams characterizing two teaching methods. What do you think?

Master class participants

. They answer the question posed.

Leading.

Absolutely right - active and interactive.

The new requirements put forward within the framework of the 3rd generation Federal State Educational Standard set the main task for the entire vocational education system - training a competent specialist capable of self-development, self-education and innovative activity.

In the innovative educational process, a student must have a high educational level, flexible thinking, professional mobility, search, analyze and evaluate information necessary to solve professional problems, that is, have certain federal standards of professional and general competencies.

The success of achieving this goal depends not only on what is learned, but also on how it is learned: individually or collectively, in authoritarian or humanistic conditions, through reproductive or active learning methods.

Interactive methods can be considered as the most modern form of active methods.

Interactive (“Inter” is mutual, “act” is to act) - means to interact, to be in the mode of conversation, dialogue with someone. Unlike active methods, interactive ones are focused on broader interaction of students not only with the teacher, but also with each other and on the dominance of student activity in the learning process. The place of the teacher in interactive classes comes down to directing the students’ activities to achieve the goals of the lesson.

Today the master class will not be devoted to interactive teaching methods in general, but to integrated classes as a form of interactive learning.

The purpose and objectives of this master class are presented on the slide.

Please note that you have cards on the tables.
Pick up the appropriate card that reflects:

Stage 2. Theoretical part

Leading.

Pay attention to the notes in the handouts; they reflect theses on the topic under consideration; in the work card attached to them, you can record the information you need.

The teacher in his professional activities uses the group of methods that most fully help to implement the didactic tasks that he sets in the classroom. An integrated lesson as a form of interactive learning is one of the most effective means of involving students in educational and cognitive activities.

I would like to note that the topic of the master class was not chosen by chance, since I have accumulated significant experience in organizing integrated classes.

I study the methodology for conducting them, as well as all the advantages and disadvantages of their implementation, together with my colleagues within the framework of the creative problem group (TPG), which I lead - “Implementation of innovative forms of training in the process of developing competencies.”

The theoretical knowledge we have acquired on the problem under study is confirmed by conducting training sessions. You can watch them on the screen.

Integrate (lat. integrare restore, replenish) - integrate, combine parts into one whole.

Integration is a means of intensifying classes, a high form of implementing interdisciplinary connections at a qualitatively new level. Interdisciplinary connections can be successfully used to supplement, confirm or replenish students' knowledge in related subjects.

The idea of ​​using interdisciplinary connections is not new.

In Russian pedagogy it went through three stages.

Integration of subjects is the organization of subject activity, which involves the use of a systematic approach focused on the formation of a systemic type of thinking. The main thing in an integrated lesson is to isolate the problem. The problem must be complex, vital, and socially significant.

When conducting integrated classes, it should be taken into account that integration is not just addition, but the interpenetration of two or more disciplines. One of them needs to make room, absorbing the second, and, illuminated by it, reveal itself in a new way.

There are significant opportunities inherent in integrated activities. It is here that students have the opportunity to gain deep and diverse knowledge using information from various disciplines. In an integrated lesson, there is an opportunity to synthesize knowledge and develop the ability to transfer knowledge from one discipline to another. This, in turn, forms the ability to analyze and compare complex processes and phenomena of objective reality.

The potential inherent in integrated classes can be realized under the following didactic conditions:

a) correct calculation of the interdisciplinary object of study, it must be relevant and problematic, contain a natural interdisciplinary connection;

b) close cooperation of teachers in preparing classes;

c) supervising the work of students preparing to perform in an integrated lesson;

d) at all stages of the lesson, intensification of mental activity and the mandatory use of feedback techniques.

e) ensuring continuity between each part of the lesson based on a common approach.

Next, consider the classification of integrated classes:

• designing and conducting classes by two or more teachers of different disciplines;
• designing and conducting an integrated lesson by one teacher with basic training in the relevant disciplines;
• creation on this basis of integrated topics, sections, courses.

The following options for forming the content of integrated training sessions can be distinguished.

1. The content of the lesson is formed from the content of academic disciplines included in the same educational field. At the same time, the content of one discipline does not exceed the content of another; both scientific disciplines act on a parity basis.
2. The content of the lesson is formed from the content of disciplines included in the same educational field or the same educational block, but based primarily on one subject area.
3. The content of the lesson is formed from the content of disciplines that are included in different but similar educational areas and act “on equal terms.”
4. The content of the lesson is formed on the basis of disciplines from related educational fields, but one discipline retains its specificity, while others act as an auxiliary basis.

Let us dwell on the conduct of a training session, for which the option of forming the content of integrated training sessions was chosen based on academic disciplines included in the same educational area or the same educational block, but based primarily on one subject area. You can familiarize yourself with the methodological development of this training session and the structure of its implementation.

The training session was conducted on the basis of the following disciplines: Economic theory and Economics of an organization (enterprise), with Economic theory being a supporting subject.

One of the conditions for conducting an integrated lesson is the correct identification of an interdisciplinary object of study: it must be relevant and problematic, and contain a natural interdisciplinary connection. The theme chosen for this purpose was “Labor Market”.

This topic, according to the curriculum and work programs, is separately considered in both Economic Theory and Organizational Economics. It is very relevant in modern economic conditions and is one of the priority areas for the development of the country’s economy.

The form chosen for conducting the lesson was a dialogue lesson with elements of research.

The purpose of the training session was to develop knowledge about the labor market based on comparison, analysis and generalization of the theories of the classics of economic thought and modern socio-economic and statistical knowledge.

The main objectives for this training session were:

— formation of general and professional competencies;

— application of theoretical knowledge on the topic in the implementation of their general and professional competencies.

— ability to systematize and analyze educational material;

- activation of mental activity and mandatory use of feedback techniques,

— ensuring continuity between each part of the lesson based on a common approach.

At each stage of the lesson, interdisciplinary connections between the disciplines of economic theory and organizational economics were used on the interpretation of labor market concepts, conceptual approaches to the analysis of its functioning, etc.

As a result, an analysis, synthesis, comparison of the acquired knowledge on the issues under consideration was carried out, generalizing conclusions were made and proposals were made.

Now let's discuss with you what we heard.

— Are you familiar with this topic?

—
Does highlighting interdisciplinary connections improve learning efficiency?
—
Do you use interdisciplinary connections when studying your disciplines?
—
Have you conducted classes based on interdisciplinary connections (integrated, binary)?
Master class participants

. Discussion of the material studied.

Stage 3. Practical part. Group work by departments.

Leading.

So, we move on to the third stage, practical work, which will consist of group development of the structure of an integrated lesson.

On your desk is an Information Card of the “Integrated Learning” technology, which will help you in developing the structure of the lesson, which you can also reflect in the work card.

Leading.

And now I would like to ask you to announce the results of your practical work.

Did this work cause you any difficulties, and if so, what were they?

Master class participants

. Presentation and discussion of lesson developments.

Stage 4. Reflection.

Leading.

The master class is coming to an end and I would like to hear your opinion about the need and usefulness of what I saw and heard today, and also, together with you, determine the advantages and disadvantages of integrated learning.

Leading. Master class participants

.

The advantages of integrated learning are that it:

— contribute to increasing the motivation of learning, the formation of students’ cognitive interest, a holistic scientific picture of the world and consideration of the phenomenon from several sides;

- to a greater extent than ordinary classes, they contribute to the development of speech, the formation of the ability to compare, generalize, draw conclusions, and intensify the educational process;

- not only deepen the understanding of the discipline, broaden one’s horizons, but also contribute to the formation of a versatile, harmoniously and intellectually developed personality.

— integration is a source of finding new connections between facts that confirm or deepen certain conclusions and observations of students in various disciplines.

—

the structure of integrated lessons is distinguished by: clarity, compactness, conciseness, logical interdependence of educational material at each stage of the lesson, and a large informative capacity of the material.

Difficulties that may arise:

Firstly,

correct calculation of an interdisciplinary object of study

Secondly

If a lesson is prepared by two teachers, when drawing up a lesson plan, you should clearly allocate the amount of time allocated to each teacher and strictly adhere to these regulations.

Third,

psychological and methodological compatibility of teachers participating in the preparation and conduct of classes.

Fourth

, special attention should be paid to organizing an integrated lesson.

Leading.

Based on the above, we can conclude that integration has a positive effect on the educational process, expands the topics of the material being studied, necessitates a deeper and more detailed study of the content of academic disciplines, contributes to the increasing role of students’ independent work and their initiative in conducting research activities, and as a result the growth their general and professional competencies.

Use the cards to answer the questions.

Thanks to all participants! I was glad to communicate with you.

Application

Technology Information Card

Bibliography

1. Balaev A.A. Active learning methods. M., 2006.
2. Danilyuk, A. Ya. Theory of educational integration / A. Ya. Danilyuk - Rostov-on-Don: Publishing house Rost. ped. University, 2000/
3. Danilyuk, A. Ya. Metamorphoses and prospects for integration in education / A. Ya. Danilyuk // Pedagogy. No. 2. -1998/
4. Selevko, G.K. Modern educational technologies: textbook / G. K. Selevko. M.: Public Education, 1998.

MAGAZINE Preschooler.RF

Topic: A system of visual algorithm techniques based on an innovative model of an art studio within the framework of integrated learning technology.

Author: Kvetkina Elena Yuryevna teacher of additional education MBUDO "Creativity Center" g.o. Krasnogorsk, Moscow region

Topic: A system of visual algorithm techniques based on an innovative model of an art studio within the framework of integrated learning technology.

Fine creativity is a specific children’s activity aimed at the aesthetic exploration of the world through the visual arts, the most accessible form of a child’s knowledge of the world. The most characteristic feature of the aesthetic attitude of a small child is the immediacy of the interested, evaluating “I” from any objective situation; the inseparability of emotions from the processes of perception, thinking and imagination. We can assert that artistic creativity has the most direct influence on the development of children’s aesthetic attitude to reality.

The problem of developing children's creativity is currently one of the most pressing, both in theoretical and practical terms. After all, we are talking about the most important condition for the formation of an individual’s individual identity already in the first stages of its formation, therefore an important period for the development of the artistic and creative abilities of children is preschool age. It is at this age that the child expresses all his experiences, fantasies, impressions of the world around him through drawing.

The formation of a creative personality is one of the important tasks of pedagogical theory and practice. At the present stage, visual productive activity using non-traditional visual technologies is the most favorable for the creative development of children’s abilities, because It especially reveals different aspects of the child’s development. In my work I use various teaching technologies. One of the most relevant technologies for me today is integrated learning technology.

The need for integration is explained by a number of reasons:

• the form of conducting integrated classes is non-standard and interesting, fatigue and overstrain of pupils are relieved by switching to a variety of activities;
• interdisciplinary connections are strengthened, and due to this, children’s cognitive activity, communication abilities, and the development of thinking increase, which in the future allows them to objectively see a holistic picture of the world;
• integration provides the opportunity for self-realization, self-expression, and creativity of the teacher and his students.

Goal: to give students a holistic understanding of the world around them, through a comprehensive study of various types of fine arts activities and interdisciplinary connections.

Tasks:

• teach students to independently apply knowledge from different disciplines (basic and additional education) when solving new problematic problems in the fine arts;
• contribute to the formation of a holistic picture of the world and cognitive interest in children.
• develop children's imagination, thinking and creative activity in visual arts.

One of the means to achieve these tasks is the unusual model of the art studio, divided into creative zones and allowing for more rational and useful use of class time. It provides an opportunity for children with different levels of training to deepen and expand their knowledge in the fine arts.

Synthesis of arts promotes a conscious understanding of the differences in types and genres of fine art. Children's interest in mechanical work increases, and their skills in image creation and composition are strengthened.

Description of technology implementation experience.

I have been working as a teacher of additional education since 1997 after completing a training course on the basis of the experimental site of Moscow State University for the Humanities. Sholokhov in Moscow kindergarten No. 923.

It was there, under the guidance of Doctor of Pedagogical Sciences, professor, author of numerous programs and methods for visual arts, T.S. Komarova. I mastered a system of visual algorithm techniques based on an innovative studio model within the framework of integrated technology. This studio project found its practical application in MBDOU d/s No. 32 in the city of Krasnogorsk, where I have successfully applied my knowledge and experience for 23 years as a teacher of additional education from the “Creativity Center” .

In order to qualitatively improve the educational process in the kindergarten, comfortable conditions have been created for the development of children’s artistic and creative abilities: an art studio project has been implemented and an additional general education program “The Colorful World of Childhood” based on standard programs and methodological recommendations. It is modified and adapted to the specific conditions of the art studio. The program is designed taking into account the principle of integration of educational areas.

The proposed art studio model provides classes with children in subgroups, where various tasks of visual activity are carried out during a 25-30 minute lesson.

The program provides for the implementation of children's visual activities in close connection with other types of art: music, theatrical performances, figurative artistic expression, and plastic arts.

There is no traditional division of educational material into drawing, painting, modeling and appliqué. This is explained by the situational change in the desires of a preschooler and the desire to increase the creative potential of a child with average abilities. The implementation of the program can be carried out using special methods for activating children - a “visual algorithm” - a method of creating a composition that involves a combination of different visual actions in one lesson. During one lesson, children change types of activities and move freely around the art studio. According to the project, the studio is divided into 9 creative zones and occupies a spacious room, as well as adjacent premises. (Appendix No. 1) In the adjacent premises there are environmental and exhibition areas.

Creative zones of the art studio:

• Informational sketch. This is the place where children sit on the sofa or around the teacher’s table. Nearby are placed: an easel, a school board for showing and practicing unfamiliar form-building movements and consolidating new techniques for drawing, improvising or translating an object image into a plot one (drawing with a finger in the air or with chalk on the board). Here children receive various information about the world around them, objects, shapes, colors, and genres of painting. They examine reproductions of paintings and visual materials on topics, and there is also a demonstration of the creation of a composition.
• Picturesque - graphic. This creative zone is presented in the form of shifted tables in the shape of an oval (this makes it easier for the teacher to move and control the creative process). At the workplace there is always a set of brushes, felt-tip pens, colored pencils and gouache and watercolor paints, stands for brushes, sanguine, charcoal, oil and regular pastels, wax crayons, ink, gel pens, pokes and stamps, and foam sponges are added as needed. At these tables a graphic or pictorial image is performed.
• Applique. There are also tables moved into an oval, on which there is always a set of felt-tip pens, markers, scissors, oilcloths and napkins for glue, plates for glue and trays for scraps of paper. Children make applique from paper, cardboard, fabric.
• Free creativity zone. On separate tables there are coloring books, plain white paper, paper for applique and origami, glue sticks, a set of brushes, markers, colored pencils, scissors and everything for applique, templates and stencils. The child who finishes work before the rest of the children can choose an activity to his liking.
• Ecological. In this area there are two aquariums with turtles and fish, and many flowers. Decorating the walls helps the child plunge into the natural world. Children can observe the flora and fauna of the ECO zone. And also there the beginning of the lesson or its end can take place.
• Gaming. The play area includes: soft toys, board and didactic games (art). This area creates comfortable conditions for the child to relax.
• The literary zone is represented by the presence of children's books by famous writers, fairy tales, as well as children's original books created over the long period of existence of the art studio. The child can take a book to read or look at the illustration on his own. This area can also become part of the lesson.
• Zone of decorative and applied arts. Here you can find authentic items of Russian folk crafts and works made by children. The originals are used as visual material, and children's works are used as exhibition material.
• The exhibition area is located in the corridor, in the foyer of the kindergarten, and in the music room. Exhibitions are held here: thematic, by genre of painting, by season. Adjacent to the art studio is a mini-Tretyakov Gallery, where reproductions of Russian artists are collected. It hosts conversations, introduction to creativity and learning to tell a story based on a picture.

Children work in one of the zones for 5-10 minutes, and then move to others independently or with the help of a teacher. They can move around the entire art studio, talk quietly, use various materials and equipment, they do not sit and wait for their comrades at the end of work, but independently choose the type of activity for their free time. During the lesson, music specially selected according to the topic is played, for example, when painting, folk tunes are played, when painting a landscape, classical music is played, etc.

The lesson begins with an introductory part in the information and sketch area of ​​the studio, where children can freely sit on the sofa or around the teacher. It can be carried out as a dramatization game or a role-playing game. Surprise moments are often used. All this motivates the child to be creative.

The working part of the lesson consists of several stages and takes place in various creative zones. For example, it starts in the picturesque area (the background is drawn), and then we move to the application area, where the children create a composition. Or, on the contrary, in the applique zone - some element is glued, and then it is supplemented with a graphic or pictorial plot.

At each lesson, in each individual work of the child, problems are solved and technical techniques, logical and aesthetic completeness are developed, which allows the drawing or craft to be used as an exhibit of an exhibition. Children often create collective artistic compositions with their own hands, which serve as decoration for classrooms and playrooms at preschool institutions, as well as in various public spaces (children's clinics, libraries).

Educational tasks are solved effectively and are a harmonious combination of methods for speech development, familiarization with nature and the surrounding objective world, teaching basic mathematical concepts, and music education.

The effectiveness of using a system of visual algorithm techniques within the framework of integrated learning technology.

During the school year, I conduct certification of the development of the educational program, which consists of: diagnostic material at the beginning and end of the school year, assessment of the products of creative activity, participation of children in exhibitions and competitions (Appendix No. 2).

Experience with this system of visual algorithm techniques allows us to draw conclusions about the effectiveness of integrated learning, which boil down to the following:

• forms an integrated approach to various subjects in the program;
• improves the quality of knowledge and skills of students;
• broadens children's horizons, promotes the development of students' creative abilities, and helps them gain a deeper understanding and assimilation of program material.

Conclusion: the visual algorithm helps to widely examine nature and introduce it into plot drawing. This method helps to think creatively and reason out loud, actively participate in the active process, evaluate the work of peers, and give reasons for your assessment. Fine art classes, conducted in an art studio using the visual algorithm method, contribute to the emancipation of the child, his formation as an individual capable of having his own opinion and point of view. Thanks to this arrangement of classes, children do not feel tired for a long time, the skills are learned better and are deeper.

Used Books:

1. Alekseevskaya N.A. Naughty pencil. – M: “List” , 1998. – 144 p.
2. Belkina V.N., Vasilyeva N.N., Elkina N.V. Preschooler: learning and development. To educators and parents. – Yaroslavl: “Academy of Development” , “Academy K˚” , 1998. – 256 p.
3. Vetrova T.N. TRIZ in activity. – Nab. Chelny. 2007. – 80 p.
4. Galanov A.S., Kornilova S.N., Kulikova S.L.. Classes with preschoolers according to Dubrovskaya N.V. An invitation to creativity. – St. Petersburg: “Childhood Press” , 2004. – 128 p.
5. Doronova T.N. Visual activity and aesthetic development of preschool children: a methodological manual for teachers of preschool educational institutions. – M. Education, 2006. – 192 p.
6. Casanova R.G., Sayganova T.I., Sedova E.M. Drawing with preschool children: Non-traditional techniques, planning, lesson notes. – M: Sphere , 2004 – 128 p.
7. Koldina D.N. “Modeling and drawing with children 2-3 years old” , M, publishing house “Mosaika-Sintez” , 2007.

fine arts. – M: Sphere , 2000. – 80 p. 10. Kolechenko A.K. Encyclopedia of educational technologies: a manual for teachers. - St. Petersburg: KARO, 2001.

8. “Methodological recommendations for the program of education and training in kindergarten” , edited by M.A. Vasilyeva.

9. Yudina G., Vinogradova L.S., Karunova L.A. Sample educational program for preschool education "Discoveries" .