Innovative methods and technologies in dow. Pedagogical development. Use of innovative technologies

Sections: Working with preschoolers

Problem: lack of application of modern pedagogical technologies in practice in modern preschool education.

Target: increasing the effectiveness of teaching pupils in accordance with the requirements of the Federal State Educational Standard.

Tasks:

• improve your level of self-education by mastering modern learning technologies;
• apply the acquired knowledge in practice;
• determine the effectiveness of modern pedagogical technologies;
• improve the quality of education of pupils.

Subject of research: modern pedagogical technologies.

Research hypothesis: the training and development of the student's personality will be deeper and more complete if teachers master, effectively implement and continuously use new pedagogical technologies.

Federal State Educational Standard from 1.01.14. entered into force and approved the requirements for the structure of the Program, the conditions for the implementation of the Program and the results of development.

In modern conditions, the child does not act as an “object”, but as a “subject” of education, the child is a valuable person in itself.

The innovation process at the current stage of development of society concerns, first of all, the system preschool education, which is considered the initial step in revealing the potential of the child. This approach places high demands on the system of preschool education and upbringing. There is a search for more effective technologies in preschool education and the use of modern, already proven technologies, as well as psychological and pedagogical approaches to this process.

Pedagogical technologies define new means, forms, methods used in the practice of pedagogy and, of course, they should be focused on the development of the child's personality and his abilities.

So what is “technology”, how does it differ from methodology?

Technology - Greek. the word - means "skill, art" and "the law of science" is the science of skill.

The problem of pedagogical technologies was dealt with by: Selevko, Bespalko, I.P. Volkov, V.M. Monakhov and others.

On the this moment There are several definitions of ped. technologies, we will choose the most developed one for today:

Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education (UNESCO).

In other words, technology is fixed sequential actions that guarantee a given result. It contains an algorithm for solving the tasks set; its use is based on the idea of ​​complete controllability of learning and reproducibility of educational cycles.

Differences from the methodology:

The technology is not of an objective nature, it can be implemented on any subject, regardless of the content. Technology can be implemented any teacher. Technology includes a set of methods, forms, means and techniques.

Today there are more than a hundred educational technologies. They are classified by organizational forms, by subjects, by authors, by approaches to the child, etc.

Among the main reasons for the emergence of new psychological and pedagogical technologies are the following:

The need for a deeper consideration and use of psychophysiological and personal characteristics of trainees;

Awareness of the urgent need to replace the ineffective verbal (verbal) method of transferring knowledge with a system-activity approach;

The possibility of designing the educational process, organizational forms of interaction between the teacher and the child, providing guaranteed learning outcomes.

Why have no innovations of recent years produced the expected effect? There are many reasons for this phenomenon. One of them is purely pedagogical - the low innovative qualification of the teacher, namely the inability to choose the right book and technology, conduct an implementation experiment, diagnose changes. Some teachers are not ready for innovations methodically, others psychologically, and others technologically. In recent years, teachers have been trying to turn their faces to the pupil, introducing student-oriented, humane-personal and other training. But the main trouble is that the very process of cognition loses its attractiveness. The number of preschool children who do not want to go to school is increasing. The positive motivation for learning has decreased, the children no longer have any signs of curiosity, interest, surprise, desire - they do not ask questions at all. There is no connection with school technologies, where the authoritarian system is still strong.

At present, the use of modern educational technologies that ensure the personal development of the child by reducing the share of reproductive activity (reproduction of what remains in memory) in the educational process can be considered as a key condition for improving the quality of education, reducing the workload of children, and more efficient use of time.

requirements for a teacher.

Today, the teacher does not have enough knowledge about existing technologies, he also needs the ability to apply them in practice. The demand for masters of learning is always high. To feel confident, a teacher must master at least three fundamentally different technologies: productive (subject-oriented), sparing (personally-oriented), cooperation technologies.

The same technology can be carried out by different performers more or less conscientiously, exactly according to instructions, or creatively. The results will be different, however, close to some average statistical value characteristic of this technology.

Sometimes a master teacher uses elements of several technologies in his work, applies original methodological techniques. In this case, one should talk about the “author's” technology of this teacher. Every teacher is a creator of technology, even if he deals with borrowing. The creation of technology is impossible without creativity. For a teacher who has learned to work at a technological level, the main guideline will always be the cognitive process in its developing state.

The use of technology in practice.

Modern educational activity is, first of all, the skill of a teacher. The use of elements of different technological approaches in the practice of teaching the subject, their critical analysis can become the basis for the formation of one's own pedagogical style. Any pedagogical technology should be reproducible and be health-saving.

Interactive learning technologies. Recently gaining more importance (interactive museums of the world)

They allow to implement a qualitatively new effective model of building an educational environment. They are aimed at organizing comfortable conditions for the upbringing and development of children, in which interaction, mutual development and mutual enrichment are actively implemented. They teach the ability to share experiences and interact in groups, develop communication, foster tolerance, and contribute to the formation of a social position in the future.

1. Work in pairs. (test pencils)

2. Carousel.

4. Work in small groups.

5. Aquarium.

6. An unfinished offer.(They lived - there were a king and a queen, and then one day ...) along the chain.

7. Brainstorm.

8. Brownian motion.

9. Decision tree.

10. Role (business) game.

11. Workshop.

ICT technology is an interactive technology.

The use of ICT is the result of the implementation of the program "Electronic Russia"

ICT is a generalized concept that describes various methods, methods and algorithms for collecting, storing, processing, presenting and transmitting information.

On the one hand, this is a computer, on the other, communication.

This is the use of television, DVD, CD, radio, tablets, media, computer, telephone, game consoles.

The modern educational process cannot be imagined without the use of multimedia technologies, which provide unique opportunities for the implementation of creative initiatives of the educator and pupil.

From the point of view of the use of ICT in the classroom, it seems appropriate to divide them into four groups. The belonging of a lesson to a particular group determines the technical conditions and the availability of appropriate software for its implementation.

1. Classes of demonstration type - presentation.

2. Classes - quizzes, tests.

The high effectiveness of monitoring programs is determined by the fact that they strengthen the feedback in the teacher-student system. Test programs allow you to quickly evaluate the result of work, accurately identify topics in which there are gaps in knowledge. Today, educators themselves develop and create computer versions of various tests and use them in their classes.

3. Educational computer games.

Educational programs for this age group that exist on the market can be classified as follows:

1. Games for the development of memory, imagination, thinking, etc.

2. "Talking" dictionaries foreign languages with good animation.

3. ART studios, the simplest graphic editors with libraries of drawings.

4. Games-travelling, "rpg".

5. The simplest programs for teaching reading, mathematics, etc.

4.Physical minutes, relaxation exercises, posing a problem after watching the video.

5. Working with parents.

Self-presentation of a teacher, creation of a portfolio of a child and a teacher, use at meetings, as a collection of information on a problem, for home teaching. The teacher can post consultations, exchange photographic materials, advertise, hold disputes on the websites of the preschool educational institution, or in social networks. networks.

6. Use for the professional growth of the educator.

Collection and storage of information, participation in inter-regional and international competitions, collecting material for a portfolio. You can make meth on the DOW website. a piggy bank where teachers can add information available to group members: regulations, file cabinets, development of classes, poems, etc.

The use of ICT technologies in the classroom allows:

• to activate the cognitive activity of students;
• provide a high degree of differentiation of training (almost individualization);
• increase the amount of work done in the classroom;
• improve knowledge control;
• build real skills research activities;
• provide access to various help systems, electronic libraries, other information resources.
• And, as a result of all these components, there is an increase in the quality of students' knowledge.

The use of mnemonics technology in the educational process of preschool educational institutions.

"Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly."
K.D.Ushinsky

MNEMOTECHNIQUE - the art of memorization by forming artificial associations using a system of methods and techniques that ensure effective memorization, preservation and reproduction of information, the purpose of which is the development of not only memory of various types (visual, auditory, motor and tactile), but also thinking, attention, imagination.

We easily include this technology in all types of activities and from my own experience I think that it is more rational to introduce it with children 4-5 years old, since they have accumulated the basic vocabulary. In my work, I use mnemonic tracks, mnemonic tables (diagrams that contain certain information). In speech development classes, they are especially effective and are used as a support system for retelling fairy tales, stories, and for compiling descriptive stories. Also, with the help of mnemonic tables and mnemonic tracks, I introduce children to the world around them in cognitive classes. For example, in the environmental education of children, it helps them to form the concept of “season as a season”, remember the signs of the seasons, learn the principles of compiling descriptive stories for the seasons, describing wild and domestic animals, and various objects. You can depict everything that you see fit to be reflected in this table, but in such a way that it is clear to children.

I use mnemonics techniques widely in mathematics and fine arts classes.

Thanks to the training of children in mnemonic techniques, according to the results of the examination, positive dynamics were noted in children: the volume of visual and verbal memory increased markedly, the distribution and stability of attention improved, and mental activity became more active. Also, children began to realize the auxiliary role of images for keeping verbal material in memory.

The most important principles of mnemonics.

The development of memory is based on two main factors - imagination and association. In order to remember something new, you need to relate this new thing to something, i.e. make an associative connection with some already known factor, calling on your imagination to help. An association is a mental connection between two images. The more diverse and numerous the associations, the more firmly they are fixed in memory. Strange, illogical associations contribute to better memorization.

Basic tricks:

• The formation of semantic phrases from the initial letters of the memorized information
• Rhyming
• Finding bright unusual associations (pictures, phrases) that are connected with memorized information
• patterns
• Familiar numbers

Mnemonic device unloads information, making new material “easily digestible”.

Consider how you can use mnemonics in the classroom. From my own experience I know that information in a poetic form is remembered for a long time.

To memorize forward and backward counting:

6.7.8.9.10 - we need to weigh all the thoughts.

10.9.8.7 - here we are completely adults.

6.5.4.3.2.1 - that's your whole master.

Temporal relations: Morning, afternoon, evening, night - a day away;

Geometric material: beam, wavy, curve, broken line, segment.

Mnemotables for months, greater than, less than, minus, plus signs.

Memorization of numbers, composition of numbers, addition tables. The names of the numbers of the second ten forty, ninety, one hundred are examples in the tables.

Project technology.

It is difficult to imagine the work of a modern educator without the use of design in their work. We have been engaged in project activities for more than a year.

This technology has a number of advantages: the ability to study any topic in depth and get quick practical results. Method project activities especially successfully implemented in work with older preschoolers. This age stage is characterized by more stable attention, observation, the ability to start analysis, synthesis, self-esteem, as well as the desire for joint activities. With younger children, you can also carry out projects, but shorter in time: one day, two, three.

In the project, it is possible to combine the content of education from various fields of knowledge, in addition, great opportunities open up in organizing joint cognitive and search activities for preschoolers, teachers and parents.

The main purpose of the project method is to provide children with the opportunity to independently acquire knowledge in solving practical problems or problems that require the integration of knowledge from various subject areas. As a result, project activity makes it possible to educate a “doer”, and not a “performer”, to develop the volitional qualities of a person, skills of partnership interaction.

Advantages of the project method:

It is one of the methods of developmental education, because. it is based on the development of children's cognitive skills, the ability to independently construct their knowledge, navigate in the information space;

Improves the quality of the educational process;

It serves the development of critical and creative thinking.

Helps to improve the competence of teachers.

Disadvantages: low motivation of educators, parents;

Insufficient level of formation of the skills of research activities among pupils

Algorithm of work on the project: choice of topic, thematic planning, organization of the environment, joint work of the educator with the children.

In the project activity, the subjective position of the child is formed, his individuality is revealed.

Projects are family, personal, collective, group.

Summarizing

Analysis of the essence of pedagogical technologies allows us to draw the following conclusions:

Pedagogical technologies are focused on students and aimed at ensuring the success of assimilation through their own activities;

Pedagogical technologies make it possible to achieve learning goals through personal development; due to the assimilation of its goals and objective control and self-control over the quality of vocational education.

The large-scale changes implemented in the system of Russian education in recent years necessitate the abandonment of standardized methodological practices in favor of new educational technologies, which are characterized by variability in content, consideration of individual characteristics, and a creative and search component. - not a given of time, but a necessity that allows to improve the pedagogical process, contributing to the comprehensive integrated development of preschoolers. At the same time, the introduction of innovative educational technologies in kindergarten is associated with the need to:

• identifying the main areas of educational activities that require the inclusion of an innovative component;
• determining the essence of the technological support of innovative processes and its inclusion in the material and technical equipment of the preschool educational institution;
• systematic design and consistent implementation of qualitatively new organizational and managerial decisions;
• definition of performance evaluation criteria innovative technologies in order to prevent the so-called. pseudo-novelties.

Innovative technologies in preschool educational institutions: methodological basis and essence

One of the key ideas of modern pedagogical science is the need to search for new methods of conducting educational work, fully corresponding to the trends of the time, the cognitive needs of the pupils and the expectations of the parents. Innovations in preschool education are required everywhere, while along with the course towards experimentation and creative understanding of established educational traditions, there is an acute problem of “pseudo-novelty” - the creation of methodological practices and theories characterized by originality of form with mediocre content. In light of this, even educators with many years of experience in practice and talented managers find it difficult to ensure the continuous operation of experimental pedagogical sites and the consistent introduction of innovations into the work of preschool organizations.

Preschool education experts agree that the creation and implementation of innovative ideas in the education system is a prerequisite for the development of modern kindergarten. In the face of changing funding public institutions When “money follows a preschooler”, the inclusion of innovative organizational solutions in the daily routine can significantly increase the prestige of the institution and outline further development directions.

The introduction of innovative technologies in the educational process of preschool educational institutions invariably positively perceived by preschoolers, who, due to psychophysical age features easily change activities. In turn, the majority of the parent community likes the initiative of the teaching staff, and in the context of the need to improve the mechanisms for interaction between the kindergarten and the families of pupils, this moment is also significant.

In order to ensure the consistent implementation of innovative pedagogical solutions that have significant content and are to be introduced into preschool practice, it is important to monitor the compliance of ideas and projects under consideration with a number of requirements. High-quality innovations in preschool educational institutions are distinguished by:

1. Conceptuality - the presence of a reasonable methodological concept, the content of which determines the features of the practical implementation of the method.
2. Consistency - the integrity of innovation, the consistency and interconnectedness of its elements. Hotel innovative solutions, reduced to a common denominator, cannot be considered a formed educational technology of a new generation.
3. Manageability - the ability to change technology components when difficulties arise and conditions change. Compliance of innovation with this requirement guarantees for educators the opportunity to set goals, develop tasks and consistently implement a strategy, taking into account the individual component.
4. Reproducibility - an innovative educational solution is distinguished by the possibility of its repetition at the proper level, regardless of the personal characteristics of the teacher and changes in group educational conditions.

It should be noted that innovative technologies in kindergarten according to GEF should not be limited solely to the educational environment - it is advisable to introduce qualitatively new solutions in the management sphere, personnel activities, the procedure for financing and conducting economic work. But first of all, attention should be focused on those systems of the new generation that make it possible to qualitatively and harmoniously change the traditional process of preschool education. These include the following technologies:

1. Health-saving, aimed at preserving and strengthening the health of preschool children, conscious introduction to a healthy lifestyle.
2. Technologies of project activity - systems practical work, providing for the formulation of a question and an independent search for an answer.
3. Experimental, cognitive-research, which are complex practices of observing individual phenomena, studying the properties of objects, followed by the formulation of general conclusions.
4. Information and communication, implemented by including computer technology, "smart" gadgets in the list of didactic tools.
5. Personality-oriented - techniques for adapting the conditions of the group educational process to the specifics of each child, taking into account the individual manifestations of his personality.
6. Game, designed to preserve and consolidate the main method of knowing the world, characteristic of children up to school age, - through play and creative experimentation, in a fun way

Use of innovative health-saving technologies in kindergarten

In the context of a constant deterioration of the environmental situation and an increase in the rates of acquired chronic diseases, the health of preschool children and the nation as a whole is one of the key priorities of state policy. The introduction of health-saving innovations in preschool educational institutions makes it possible to move from the practice of simple treatment of diseases to effective prevention, consistently providing high level real health of kids and introducing them to a healthy lifestyle. Conceptually, the inclusion of a health-saving component in the educational process is designed to ensure the formation of a conscious attitude of children to health, a general understanding of simple psychophysical processes and factors that affect well-being. Every day, joining preventive practices that combine theoretical and practical components, preschool children learn the principles of self-protection and health promotion, which creates the prerequisites for further pedagogical work on the development of deep valeological competence of citizens.

To innovative health-saving technologies and methods in preschool educational institutions the following forms of organization of educational work can be attributed:

• physical education classes, morning exercises (traditional, sound, breathing), physical education minutes, warm-up after daytime sleep;
• organized outdoor games in a group room and during walks on the street;
• physical education walks, sports activities, health days;
• hardening and preventive procedures.

Groups of innovative health-saving technologies in preschool educational institutions according to GEF (with examples)

Groups of innovative health-saving technologies	Examples	Recommendations for
Health preservation and promotion technologies	Stretching is a set of exercises aimed at strengthening muscle tone through consistent controlled stretching of individual muscle groups. Stretching classes are indicated for children with sluggish posture, muscle weakness, and flat feet.	Age restrictions: with children of middle, senior and preparatory groups. Place: in a group or music room after preliminary airing, with calm musical accompaniment. Duration of classes: no more than 2 lessons per week lasting up to 30 minutes, half an hour after eating.
	Dynamic pauses - are held with preschoolers of different age groups during GCD, teaching gaming activity to prevent fatigue.	Duration - up to 5 minutes.
	Outdoor games - are organized daily with kids of all ages during walks, classes in a group room and a gym.	The content of the games is adjusted taking into account the age characteristics of the pupils. It is allowed to use elements of sports games.
	Finger gymnastics is a targeted developmental program aimed at improving fine motor skills, recommended for all children, especially those with pathologies of speech development.	Organized with children of primary school age and older on an individual or group basis. The timing is at the discretion of the teacher.
	Respiratory gymnastics is a training complex aimed at improving respiratory function, preventing respiratory diseases, and improving cognitive abilities.	Classes are organized after through ventilation of the premises as part of physical education and health work.
	Exercise for the eyes helps to strengthen the muscles of the eyeball, prevent myopia, which is especially important in the context of the systematic (and often uncontrolled) use of gadgets.	It is carried out with pupils, starting from junior group, in free time. The duration of the session is 3-5 minutes.
	Corrective training - is an important part of targeted physical culture and health work, is carried out taking into account the health group and the recommendations of the responsible health worker.	During physical education, individually or in groups, no more than 10 minutes.
	Relaxation is a technique, the use of which helps to train the natural mechanisms of relaxation, reduce anxiety, excitability, and aggression.	Suitable for children of different age groups. Relaxation can be carried out in any room where it is possible to provide musical accompaniment (sounds of nature).
Innovative teaching methods preschoolers healthy lifestyle	Physical education classes provided for by the program content.	Held 2-3 times a week with children: early age (class duration - no more than 10 minutes; junior group (15-20 minutes); middle group (20-25 minutes); senior and preparatory groups(25-30 minutes). With the smallest pupils, one should study in a group room, with children of primary preschool age and older - in a music or sports hall after preliminary airing.
	Problem-playing - leisure types of physical activity included by the teacher in the general educational process. It can be game training, game therapy.	In free time, the duration and procedure for conducting is determined by the responsible teacher, taking into account the age of preschool children.
	Communicative thematic games - conversations on the topic of health, quizzes, contests.	Conducted with older children 4-6 times a month. Communication games are built according to a certain scheme, designed to ensure maximum activity of preschoolers.
	Acupressure is a technique of influencing the active points of the body to activate immune processes.	Massage is performed under the strict supervision of a teacher and a medical worker.
Correctional innovative health saving technologies	Music therapy is an auxiliary part of the complex of physical education, contributing to teaching children to alternate periods of activity with periods of relaxation.	It is recommended to conduct 2-4 targeted classes per month with preschoolers of all age groups, the use of music during recreational and preventive work.
	Fairy tale therapy, color therapy - educational methods aimed at strengthening the emotional intelligence of children, reducing the overall level of anxiety.	Innovative training technologies are implemented with children of the senior and preparatory groups.

Examples of innovative change in the field of health care is learning preschoolers hardening and implementation in the educational process of appropriate procedures. Controlled impact on the body of temperature factors contributes to the activation of natural defense mechanisms, which is especially important in a constantly changing environment. The practice of hardening is not new in preschool educational practice, but its competent rethinking makes it possible to provide a noticeable health effect and achieve the goals. When introducing innovations in this area, care should be taken to implement the following principles:

1. Harmony. Hardening measures should be consistent with regime moments, being their significant component.
2. Systematic - it is necessary to regularly train the body while maintaining a positive attitude of children.
3. Accounting for individual factors and health indicators. If a preschooler categorically does not want to take part in hardening procedures, he should not be forced.
4. Subsequence. The intensity of the temperature effect should increase gradually.

New technologies for project activities in preschool educational institutions

To the number examples of innovation, the most successfully implemented in a preschool educational institution, taking into account the Federal State Educational Standard, include projects - problematic educational tasks, participation in the implementation of which ensures the formation of a wide range of competencies of preschoolers - from expanding knowledge about surrounding objects and phenomena to developing skills for well-coordinated team interaction. In the context of a fast technical progress when there is a depreciation of standard educational techniques, one of the main conditions for successful schooling, for which pupils are prepared in kindergarten, there is a willingness to independently set tasks and solve them. Moreover, participation in project activities has a positive effect on the development of speech, creative abilities, the formation adequate self-esteem, and also stimulates the expansion of the natural cognitive potential of pupils. That is why the inclusion of the project method in the list of frequently used pedagogical technologies is the best option for the high-quality implementation of innovations.

A feature of project activities in a kindergarten is:

1. The need to focus on one educational task. One project - one problem, which should be simple and tangible for pupils of a certain age group (for example, the creation of a mini-museum for which it is necessary to prepare thematic expositions according to given algorithms).
2. Setting the task of the project lies entirely with the educator due to the inability of preschool children to highlight the contradictions in the surrounding picture of the world.
3. The activities of a responsible teacher and pupils are built on the principle of active cooperation. It is recommended to involve representatives of families in the search work - this can be the beginning of the introduction innovations in working with parents in preschool educational institutions. Most mothers and fathers have a positive attitude towards such innovations, which contribute to a high level of involvement of adults in the process of educational work, opening up new opportunities for expanding existing pedagogical experience.
4. Development of the content of projects, taking into account the interest of preschoolers. Imposed ideas will not allow you to achieve high results, while the integration of favorite cartoon characters, elements into the educational process modern technologies will increase cognitive activity kids.

Structurally, educational projects differ not only in subject matter, but also in duration (short and long-term), the number of participants (individual, pair, group, family), the priority method of activity (search, creative, game), which guarantees the preschool teacher a wide choice of opportunities for conducting innovative project activities at the level of a group or kindergarten

Children discover the world through exploration, starting with an unconscious tactile familiarity with the surrounding objects and gradually moving to meaningful experimentation. Application innovative methods learning to achieve a deep understanding of the essence of objects and phenomena by preschoolers, since the knowledge gained in the framework of personal discoveries is the most significant and memorable.

In order to achieve a high level of involvement of children in cognitive research activities, the common methods of which are observations, experiments, work assignments, conversations, experiments with modeling situations, it is recommended to build classes in this area according to the following algorithm:

1. Children sent to educators identify the simplest problem and suggest ways to solve it (for example, does a stone sink in water).
2. The proposed options are collectively tested (during the experiment, several stones are immersed in a container of water).
3. The kids make a conclusion, the results are applied to new data (stones sink in water).

Modern innovative information and computer technologies (ICT) in preschool education

In recent years modern innovative IR technologies occupy a dominant position in preschool education: they are widely used for organizing direct educational and methodical work. Educators who have successfully mastered the basics of computer literacy can open up a wide range of opportunities for pupils, and the matter is not limited to showing presentations and educational videos. In the context of a huge selection of local developmental programs, it is very difficult for parents to choose those that fully meet the age and educational needs of the child. Obtaining a competent opinion on this issue allows you to create optimal conditions for active age development children, creates the prerequisites for establishing productive interaction between the kindergarten and family representatives, increases the prestige of the educator in the eyes of parents.

Special attention deserves the practice of using an interactive whiteboard in a preschool educational institution - a unique educational tool, which, unfortunately, remains inaccessible due to its high cost. The alternative remains the use of a computer, which allows solving exciting educational problems in a playful way and invariably arouses the increased attention of children. Provided that there is short-term access to a PC and little preparatory work is carried out, it is advisable to introduce an innovative component into the traditional educational process by organizing group viewing of training videos, animation that simulates real life situations and allowing to study the properties of individual objects and phenomena, listening to musical works. The main condition for the introduction of ICT in kindergarten is compliance with the computer security regime, the popularization of the basics of which is another area for interaction with parents.

Person-oriented innovative technologies in preschool educational institutions

In the conditions of consistent humanization of pedagogy, increased attention to the personality of the child is a basic postulate, the observance of which is promoted by the introduction of personality-oriented innovative technologies in preschool educational institutions. Individualization of education through a change in the role of a preschooler - from an object of education to an independently thinking, active subject - makes it possible to create a conflict-free environment in the group and the institution as a whole, equally comfortable for both kids and teachers. World practice proves that the psychological safety of a child has a beneficial effect on the level of cognitive activity, initiative, allows you to educate comprehensively developed, tolerant, creative children who demonstrate respect for adults and peers.

Within the framework of innovative student-centered pedagogy, it is advisable to single out the following technologies:

• humane and personal, fully represented by such software developments: "Childhood", "From birth to school", "Rainbow", "From childhood to adolescence";
• technologies of active cooperation, within the framework of which the educational process is built while respecting the equality of the roles of the educator and preschoolers, their equal rights and obligations;
• technologies of free education, which provide for the transfer of the initiative to make a number of decisions to kids. By regularly making choices that affect the characteristics of life, a preschooler learns to be aware of the consequences of his actions and be responsible for the decisions made.

successful examples implementation innovative student-centered technologies in education in preschool educational institutions according to GEF is a change in the content of key regime moments. So, the morning meeting, which most educators perceive only as an organizational moment, can be used as a starting point in the daily routine, which allows you to create the prerequisites for trusting communication and establishing a comfortable microclimate in children's team. The teacher, encouraging children to talk about individual events, impressions, emotional experiences, activates the mechanisms of interpersonal communication, teaches kids to express their attitude to a particular situation, show tolerance, attentiveness towards peers, analyze their own life experience and defend their judgments, which provides a high level of individualization of education.

Innovative gaming technologies in preschool educational institutions according to GEF

The game is the main way to get acquainted with the outside world, therefore according to GEF innovative gaming technologies in preschool educational institutions should remain the basis of educational activity. Organized game activity has a great cognitive potential - among the games, we should highlight those exercises that allow preschoolers to:

• highlight individual features of objects, carry out the simplest classification (“Find the extra”, “Edible-inedible”);
• act in accordance with the given rules, getting acquainted with the principles of social interaction (role-playing games "Hospital", "Shop", "Birthday");
• distinguish fiction from reality (creative games);
• develop communication skills, reaction speed, attentiveness (outdoor games, smart games).

An important component of innovative gaming technology is TRIZ - the theory of inventive problem solving, with the help of which a teacher can present difficult-to-perceive material in a form accessible to students. The methodology of TRIZ pedagogy provides for the possibility effective learning children of any age and has a wide choice of different techniques, which creates optimal conditions for the introduction of innovations in the system of preschool education, taking into account the regional factor.

The use of innovative technologies in preschool educational institutions according to the Federal State Educational Standard on the basis of experimental educational sites

In the context of the need for the consistent introduction of innovative educational technologies in preschool educational institutions, a logical step for preschool organization is to obtain the status of an experimental site, which guarantees ample opportunities for the introduction of innovative organizational, methodological, pedagogical solutions and enhancing interaction with parents. The assignment of the status of a federal innovation platform is carried out according to the following algorithm:

1. Not later than September 1, the preschool educational institution submits an application to the coordinating body for the development of innovative infrastructure in the field of education (hereinafter referred to as the Coordinating body), which is formed by representatives of the Ministry of Education and Science of the Russian Federation, Rosobrnadzor, interested representatives of federal and executive authorities of the constituent entities of the Russian Federation, as agreed - members of specialized scientific and public organizations.
2. Applications are sent to an expert organization (determined on a competitive basis by the Ministry of Education and Science of the Russian Federation), which, based on the analysis of the application, develops a conclusion.
3. The coordinating body receives conclusions no later than December 1 and, on their basis, submits to the Ministry of Education and Science a proposal to assign (or refuse to assign) a preschool education institution the status of an experimental site. In the event of a negative response to the application, the kindergarten has the right to submit a second application no earlier than one year later.
4. At the level of the Ministry of Education and Science, a list of innovative educational sites is approved, after the expiration of the implementation period of which a decision is made to abolish or prolong their activities.

Obtaining the status of an experimental site significantly increases the status of the institution, allows not only to ensure systematic the use of innovative technologies in preschool educational institutions according to GEF but also to attract additional financial resources. At the same time, without proper methodological support, it is difficult to ensure consistent work in the direction, since for some educators the introduction of innovations can become a problem due to the lack of a number of competencies, while for others it will cause difficulties in competently rethinking the existing pedagogical experience. In order to achieve a qualitative, rather than a formal renewal of the procedure for providing educational services and related activities, it is important to introduce innovations in education in a comprehensive manner, which is possible only if educators, methodologists and the administrative staff of the preschool educational institution work together.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Introduction

Conclusion

preschool educational pedagogical innovative

Introduction

The relevance of research. Modern trends in the development of the system of preschool education are expressed in the implementation of the principles of humanistic pedagogy of development, pedagogy of cooperation, in recognizing the priority of a personality-oriented style pedagogical communication, giving the child independence, initiatives in the most different types activities, and, above all, in the game, ensuring the development of the child's own active position and allowing him to realize himself most fully.

Preschool childhood is a period of human development, during which there is an initial acquaintance with the universal values ​​recognized by mankind, the child gaining his "I", the active realization of the need for the manifestation of individuality, as well as the period in which the children's community is formed as the first institution of the child's socialization.

Preschool childhood is characterized by the development of perceptual, mnemonic and elementary thought processes, the mastery of complex manipulations and actions with things, the accumulation of experience in behavior in various life situations. This period is distinguished by the intensive development of speech, which, however, does not exclude the use of earlier, non-verbal expressive forms of behavior: facial expressions, gestures, postures, intonations. This period is characterized by intensive assimilation of culture through play, activity, and communication. At this age, the symbolic beginning in thinking and behavior is clearly expressed. Logical thinking is carried out in the form of mastering specific operations: grouping objects, generalizations, etc. This stage is of decisive importance for the socialization of the child, which takes place not only empirically (through the accumulation of behavioral experience), but also rationally - by mastering the foundations of morality and regulating diverse social ties and relationships on these foundations.

Due to the importance of the emotional factor for the process social development child, special attention should be paid to individual differences in emotional manifestations, emotional experiences (level of sensitivity), emotional expression (severity) and emotional behavior(way of responding). The success of socialization, the formation of personality traits and the intellectual development of the child depend on how this triad manifests itself. Sensual experience of emotion simultaneously motivates a person for certain actions: positive emotions contribute to constructive interaction.

Purpose of the study. Consideration of the main tasks of the preschool educational process.

1. Consider the main tasks of the preschool educational process;

2. To study the innovative content of education and pedagogical technologies in the framework of solving the problems of the preschool educational process;

3. Summarize the studied material.

1. The main tasks of the educational process in preschool educational institutions

The leading goals of the educational process of the preschool educational institution are the creation of favorable conditions for the child to live fully preschool childhood, the formation of the foundations of the basic culture of the individual, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, to learning at school, ensuring the safety of the life of a preschooler.

These goals are realized in the process of various types of children's activities: gaming, communicative, labor, cognitive research, productive, musical and artistic, reading.
To achieve the objectives of the educational process of preschool educational institutions, the following are of paramount importance:

Caring for the health, emotional well-being and timely comprehensive development of each child;

Creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which allows them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;

Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;

Creative organization (creativity) of the educational process;

The variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;

Respect for the results of children's creativity;

The unity of approaches to the upbringing of children in the conditions of a preschool educational institution and the family;

Compliance with the work of kindergarten and elementary school continuity, excluding mental and physical overload in the content of the education of preschool children, ensuring the absence of pressure on subject education.

The solution of the designated goals and objectives of education is possible only with the targeted influence of the teacher on the child from the first days of his stay in a preschool educational institution. From pedagogical excellence of each educator, his culture, love for children depend on the level of general development that the child will achieve, the degree of strength of the acquired moral qualities. Taking care of the health and comprehensive education of children, preschool teachers educational institutions together with the family should strive to make the childhood of every child happy.

So, the solution of the problems of the educational process of preschool educational institutions is aimed at:

Orient teachers to solve the problem of purposeful formation of the gender identity of a child of preschool age through direct interaction with children, as well as when equipping a subject-developing environment;

Create conditions for organizing a variety of gaming activities for pupils through increasing the pedagogical competence of employees on this issue and equipping a subject-developing environment;

Continue work to preserve and strengthen the health of children, provide the necessary correctional and pedagogical assistance to pupils;

To improve the qualifications of teachers through the development of information and communication technologies, the study of new psychological and pedagogical technologies in advanced training courses and targeted courses, through presentations of experience, publications in print media, on electronic resources;

Continue working with parents in order to build constructive partnerships between the family and the kindergarten (including in addressing the issue of gender education for preschoolers), expand partnerships in order to attract additional resources for the development of the institution.

2. Innovative content of education and pedagogical technologies - as the main criterion for solving the problems of the preschool educational process

The concept of "innovation" in? translation from? Latin means "update, innovation or change." This concept first appeared in research in the 19th century and meant the introduction of certain elements of one culture into another. At the beginning of the 20th century, a new field of knowledge arose, innovation - the science of innovations, within which the regularities of technical innovations in the sphere of material production began to be studied.

Pedagogical innovation processes have become the subject of special study in the West since about the 50s and in the last twenty years in our country.

In relation to the pedagogical process, innovation means the introduction of a new goal, content, methods and forms of education and upbringing, the organization of joint activities of the teacher and the student.

Innovations in the Russian educational system have been discussed since the 1980s. It was at this time that the problem of innovation in pedagogy and, accordingly, its conceptual support became the subject of special studies. The terms "innovations in education" and "pedagogical innovations", used as synonyms, were scientifically substantiated and introduced into the categorical apparatus of pedagogy.

Pedagogical innovation is an innovation in pedagogical activity, changes in the content and technology of training and education, with the aim of increasing their effectiveness.

Thus, the innovation process consists in the formation and development of the content and the organization of the new.

In general, the innovation process is understood as a complex activity for the creation (birth, development), development, use and distribution of innovations. In the scientific literature, the concepts of "innovation" and "innovation" are distinguished.

Technology is a detailed way of carrying out this or that activity within the framework of the chosen method.

Pedagogical technology is such a construction of the teacher's activity, in which the actions included in it are presented in a certain sequence and suggest the achievement of a predictable result.

The protection of life and the strengthening of the physical and mental health of children is one of the main tasks of preschool education in accordance with the Model Regulations on Preschool Education. Preschool age is the most important stage in the formation of a child's health. The traditions of the system of preschool education and their development provide positive trends in the protection and promotion of the health of pupils. However, according to the health system, the health status of preschool children is currently declining. And therefore, the search for means and methods for improving the efficiency of health-improving work in preschool educational institutions is becoming relevant and in demand today. Technologies, as an effective system of measures for preventive work with children, aimed at maintaining and strengthening the health of pupils, are called "health-saving technologies".

Health-saving pedagogical technologies.

Health-saving technology is a system of measures that includes the interconnection and interaction of all factors of the educational environment aimed at preserving the health of a child at all stages of his education and development.

Types of health-saving technologies in preschool educational institutions

Types of health-saving technologies in preschool education - classification of health-saving technologies by the dominance of goals and tasks to be solved, as well as the leading means of health saving and health enrichment of subjects pedagogical process in kindergarten.

In this regard, one can single out the following types health-saving technologies in preschool education:

Medico-prophylactic;

Physical culture and recreation;

Technologies for ensuring the socio-psychological well-being of the child;

Health saving and health enrichment of teachers of preschool education;

Health saving educational technologies in kindergarten;

Technologies of valeological education of parents.

Medical and preventive technologies in preschool education technologies that ensure the preservation and enhancement of children's health under the guidance of the medical staff of the preschool educational institution in accordance with medical requirements and standards, using medical devices. These include the following technologies: organizing monitoring of the health of preschool children and developing recommendations for optimizing children's health; organization and control of nutrition for children of early and preschool age, physical development preschoolers, hardening; organization of preventive measures in kindergarten; organization of control and assistance in ensuring the requirements of SanPiNs; organization of a health-saving environment in preschool educational institutions.

Physical culture and health technologies in preschool education - technologies aimed at the physical development and strengthening of the child's health: the development of physical qualities, physical activity and the formation of physical culture of preschoolers, hardening, breathing exercises, massage and self-massage, prevention of flat feet and the formation of correct posture, health procedures in water environment (pool) and simulators, cultivating the habit of daily physical activity and health care, etc. The implementation of these technologies, as a rule, is carried out by specialists in physical education and preschool educators in the conditions of specially organized forms of recreational work. Separate methods of these technologies are widely used by teachers of preschool education in different forms organization of the pedagogical process: in the classroom and walks, during regime moments and in the free activities of children, during pedagogical interaction an adult with a child, etc.

Technologies for the socio-psychological well-being of a child are technologies that ensure the mental and social health of a preschool child. The main task of these technologies is to ensure the emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family, ensuring the social and emotional well-being of the preschooler. The implementation of these technologies is carried out by a psychologist through specially organized meetings with children, as well as by a teacher and preschool education specialists in the current pedagogical process of a preschool educational institution. This type of technology can be attributed to the technology of psychological and psychological and pedagogical support for the development of the child in the pedagogical process of the preschool educational institution.

Health saving and health enrichment technologies for preschool teachers - technologies aimed at developing a health culture of kindergarten teachers, including a culture of professional health, developing the need for a healthy lifestyle.

Health-saving educational technologies in kindergarten are, first of all, technologies for nurturing a valeological culture or a culture of health for preschool children. The purpose of these technologies is the formation of a conscious attitude of the child to the health and life of a person, the accumulation of knowledge about health and the development of the ability to protect, maintain and preserve it, the acquisition of valeological competence, which allows the preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior, tasks related to provision of elementary medical, psychological self-help and assistance. In preschool pedagogy, the most significant types of technologies include the technologies of personality-oriented education and training of preschoolers. The leading principle of such technologies is taking into account the personal characteristics of the child, the individual logic of his development, taking into account children's interests and preferences in the content and types of activities in the course of education and training. The construction of the pedagogical process with a focus on the personality of the child naturally contributes to his prosperous existence, and hence health.

Technologies of valeological education of parents are technologies aimed at ensuring the valeological education of the parents of pupils of preschool educational institutions, their acquisition of valeological competence. Valeological education of parents should be considered as a continuous process of valeological education of all family members.

Possibilities of using health-saving technologies in preschool educational institutions.

Rationale for the choice of using health-saving pedagogical technologies in a particular preschool educational institution.

At present, the analysis of thematic literature shows many health-saving technologies that take place. Preschool educational institutions most often use health-saving technologies in the following areas (further we will talk about pedagogical health-saving technologies):

1. Technologies for maintaining and stimulating health.

2. Technologies for teaching a healthy lifestyle.

3. Corrective technologies.

Pedagogical health-saving technologies

Technologies for maintaining and stimulating health Technologies for teaching a healthy lifestyle.

Corrective technologies:

Dynamic pauses;

Movable and sport games;

Relaxation;

Gymnastics (finger, for the eyes, breathing, etc.);

Gymnastics dynamic, corrective, orthopedic;

Physical education;

Problem-play: game trainings, game therapy;

Communication games;

A series of classes "Health Lessons";

Point self-massage;

Technologies of musical impact;

Fairy tale therapy;

Color exposure technologies;

Psychogymnastics.

The efforts of preschool workers today, more than ever, are aimed at improving the health of a preschool child, cultivating a healthy lifestyle. It is no coincidence that these tasks are the priority ones in the program of modernization of Russian education.

The choice of health-saving pedagogical technologies in a particular preschool educational institution depends on:

Type of preschool institution;

Specific conditions of a preschool educational institution;

Organizations of a health-saving environment;

From the program on which teachers work;

Length of stay of children in preschool;

From indicators of children's health;

Professional competence of teachers.

Technologies for maintaining and stimulating health.

Dynamic pauses - during classes, 2-5 minutes, as children get tired. Recommended for all children as a prevention of fatigue. May include elements of gymnastics for the eyes, breathing exercises and others, depending on the type of activity. Responsible executor: educators. Mobile and sports games - as part of physical education, on a walk, in a group room - low, medium and high degrees of mobility. Daily for all age groups. Games are selected in accordance with the age of the child, the place and time of its holding.

Responsible executor: head of physical education, educators.

Relaxation - in any suitable room, depending on the condition of the children and goals, the teacher determines the intensity of the technology. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninoff), sounds of nature. Responsible executor: head of physical education, educators, psychologist.

Finger gymnastics - from a younger age individually or with a subgroup daily. Recommended for all children, especially those with speech problems. It is carried out at any convenient time interval (at any convenient time). Responsible executor: educators, psychologist.

Gymnastics for the eyes - daily for 3-5 minutes. at any free time, depending on the intensity of the visual load from a young age. It is recommended to use visual material, showing the teacher. Responsible executor: all teachers

Respiratory gymnastics - in various forms of physical culture and health work. Provide ventilation of the room, the teacher instructs the children on the mandatory hygiene of the nasal cavity before the procedure. Responsible executor: all teachers.

Dynamic gymnastics - daily after daytime sleep, 5-10 minutes. Responsible executor: educators.

Corrective gymnastics - in various forms of physical culture and health work. The form of conducting depends on the task and the contingent of children. Responsible executor: head of physical education, educator.

Orthopedic gymnastics - in various forms of physical culture and health work. It is recommended for children with flat feet and as a prevention of diseases of the supporting arch of the foot. Responsible executor: head of physical education, educator.

Technologies for teaching a healthy lifestyle:

Physical education - 2-3 times a week in the sports or music halls. Early age- in a group room, 10 min. Younger age - 15-20 min., average age- 20-25 min., older age - 25-30 min. Before class, it is necessary to ventilate the room well. Responsible executor: head of physical education, educator.

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

Classes from the series "Health Lessons" - 1 time per week for 30 minutes. from older age. They can be included in the curriculum as a cognitive development. Responsible executor: educators, psychologist.

Self-massage. Depending on the goals set by the teacher, sessions or in various forms of physical culture and health work It is necessary to explain to the child the seriousness of the procedure and give children basic knowledge of how not to harm their body.

Acupressure. It is held on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age. It is carried out strictly according to a special technique. Recommended for children with frequent colds and respiratory diseases. Visual material (special modules) is used. Responsible executor: educators, art. nurse, head of physical education.

Correctional technologies

Technologies of musical impact - in various forms of physical culture and health work; or separate classes 2-4 times a month, depending on your goals. Used as an aid as part of other technologies; to relieve tension, increase emotional mood, etc. Responsible executor: all teachers

Fairy tale therapy - 2-4 lessons per month for 30 minutes. from older age. Classes are used for psychological therapeutic and developmental work. A fairy tale can be told by an adult, or it can be a group storytelling, where the narrator is not one person, but a group of children, and the rest of the children repeat the necessary movements after the narrators. Responsible executor: educators, psychologist.

Psycho-gymnastics - 1-2 times a week from older age for 25-30 minutes. It is aimed at the development and correction of various aspects of the child's psyche.

Responsible executor: educators, psychologist.

The health-saving technologies used in the complex eventually form a stable motivation for the child to healthy lifestyle life.

The use of health-saving pedagogical technologies in the work of preschool educational institutions will increase the effectiveness of the educational process, form value orientations among teachers and parents aimed at preserving and strengthening the health of pupils. If conditions are created for the possibility of adjusting technologies, depending on the specific conditions and specialization of the preschool educational institution, if, based on statistical monitoring of children's health, the necessary adjustments are made to the intensity of technological impacts, an individual approach to each child is provided, then positive motivations will be formed among teachers preschool educational institution and parents of children.

Conclusion

Modern Russian education is a continuous system of successive levels of education, each of which has state, non-state, municipal educational institutions of various types and types. The educational system combines preschool, general secondary, specialized secondary, university, postgraduate, additional education.

Preschool education is the first stage of the system continuing education in Russia. The cardinal socio-economic and political changes that took place in our country in the late 80s - early 90s of the 20th century affected almost all aspects of public life, including preschool education. The obvious shortcomings of the system of preschool education that has developed in the USSR and its apparent inconsistency with the new ideological socio-economic realities led to the development of a new concept of preschool education (authors V.V. Davydov and V.A. Petrovsky), which was approved by the State Committee for public education USSR in 1989. In this concept, for the first time, a serious analysis of the negative aspects of modern preschool education was given and the main guidelines for its development were outlined.

It should be emphasized that in its positive part the concept was focused on overcoming the main shortcomings of the existing state system. The authoritarian educational and disciplinary model of the pedagogical process in kindergartens was pointed out as the main drawback of the preschool education system, in which the teacher led and controlled the child's actions in accordance with the given program, and the children were obliged to obey the requirements of the program and the teacher. As an alternative to authoritarian pedagogy, the new concept proposed a student-centered approach to preschool education. With this approach, the child is not an object of education, but a full participant in the pedagogical process.

The new concept defined the following as the key goals and objectives of preschool education:

1. Protection and strengthening of children's health (both physical and mental). The priority of this task is associated with the characteristics of the period of early childhood, the physiological immaturity and vulnerability of the child, his susceptibility to various diseases.

2. Humanization of the goals and principles of educational work with children. This task involves a reorientation from an educational and disciplinary to a personality-oriented model of interaction with children, which is aimed at developing the child's individuality, revealing his abilities, and fostering a sense of security and self-confidence.

3. Recognition of the uniqueness of preschool childhood as a priority and unique period in a person's life. Based on this, all work in the kindergarten should be aimed not at preparing the child for school, but at providing conditions for the children to fully “live” this unique period. Caring for the emotional well-being of each child, developing activities that are valuable for the child (primarily role-playing games), developing the child’s creativity and imagination are the most important tasks than giving children any specific knowledge.

4. The transition from the Zunov paradigm of education to a focus on the development of the child's abilities. The entire previous education system was aimed mainly at the transfer of knowledge, skills and abilities (ZUN). The task of preschool education is, first of all, the development of the main neoplasms of preschool age - creative activity, independence, arbitrariness, self-awareness, etc. mental development every child.

5. Education of the foundations of the basis of personal culture, which includes an orientation towards universal values ​​(beauty, goodness, truth), means of life (ideas about reality, ways of actively interacting with the world, manifestation of an emotional and evaluative attitude to what is happening. Transfer of values ​​and means of active relation to the world can only be carried out by taking into account the age of children.

Today, Russian preschool educational institutions in their activities are guided by the Model Regulation on a preschool educational institution, adopted in 1995. According to the Model Regulation, preschool institutions are designed to solve a set of tasks:

Protect the life and health of children;

To ensure their intellectual, personal and physical development;

Attach to universal values;

Interact with the family for the full development of the child.

The set of relevant tasks can be determined based on the type of preschool institution.

List of used literature

1. Atutov P. R. Technology and modern education// Pedagogy. 1996. No. 2.

2. Amonashvili Sh. A. Personal and humane basis of the pedagogical process. Minsk, 1990. 254 p.

3. Alekseev N. I. Methodology of the content and learning process // Questions of Philosophy. 1995. No. 11. S. 15-16.

4. Bespalko V. P. Components of pedagogical technologies. Moscow: Pedagogy, 1989. 192 p.

5. Bondarevskaya E. V. Humanistic paradigm of personality-oriented education // Pedagogy. 1997. No. 4. S. 11-17.

6. Bordovsky G. A., Izvozchikov V. A. New learning technologies. Questions of terminology // Pedagogy. 1993. No. 6.

7. Bibler B.C. School of "dialogue of cultures" // Soviet Pedagogy. 1988. No. 11.

8. Valitskaya A.L. Modern education strategies // Pedagogy. 1997. No. 2.

9. Gessen S.I. Fundamentals of Pedagogy. M., 1995 (Introduction).

10. Zinchenko V.P., Morgunov E.B. A developing person. M., 1994 (Ch. 6).

11. Kalgren F. Education for freedom / Per. with him. M., 1992.

12. Thinking of the teacher (personal mechanisms and conceptual apparatus) / Ed. Kulyutkina Yu.N. and Sukhobskaya G.S. M., 1990.

13. Philosophical and psychological problems of education development. M., 1981 (Ch. 3, 4).

14. Jung K.G. Conflicts of the child's soul. M., 1995 (Ch. "On the formation of personality").

Hosted on Allbest.ru

Similar Documents

Analysis of the educational process of a preschool educational institution (DOE) at the present stage, areas of activity that increase its effectiveness. Creation of conditions for strengthening the health of children, interaction with the family. Personnel policy of the DOW.

term paper, added 03/16/2012


History of preschool education in Russia until 1917. Types and main tasks of a preschool educational institution. Rights, relationships and obligations of participants in the educational process. Management of a preschool institution, its property and funds.

term paper, added 06/12/2009


The place of health-saving technologies in the educational environment of a preschool educational institution. General issues of managing the process of health saving in a preschool educational institution "Child Development Center - Kindergarten No. 6 "Rodnichok".

term paper, added 09/02/2014


The study of the causes of emotional distress in preschoolers. Determination of the system of pedagogical conditions for the favorable development of children in a preschool educational institution. The orientation of the child adequate ways and means of communication.

thesis, added 04/30/2014


thesis, added 03/22/2013


Factors of occurrence of dangerous situations. Safety in a preschool educational institution. Requirements for the organization of security in the conditions of preschool educational institutions. Analysis of the experience of providing a safe space in kindergarten. Organization of the subject-developing environment.

term paper, added 12/16/2014


Analysis state of the art additional education in Russian Federation. Improving the organization of additional educational services on the example of the Municipal preschool educational institution Kindergarten No. 35 of Chelyabinsk.

thesis, added 02/06/2013


The development of preschool children in the conditions of the subject-spatial environment of a preschool educational institution as the main pedagogical problem. Development of a design project for the interior of a playroom in a preschool educational institution.

term paper, added 04/25/2012


Scheme of the innovation process. Roles, places and functions of specialists in primary vocational education. Innovative approaches to the organization of the educational process in the context of the integration of educational institutions. Improving the quality of personnel training.

abstract, added 12/07/2010


Innovative pedagogical technologies. Psychological features of adolescence. Modern ideas about the methods and objects of analytical activity. Analysis of the situation in the field of education in Russia. The concept and logic of the educational module.

The task of preschool teachers is to choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the goal of personality development. Modern pedagogical technologies in preschool education are aimed at implementing state standards preschool education.

Technology is a set of techniques used in any business, skill, art ( dictionary). Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is the organizational and methodological tools of the pedagogical process. (B.T. Likhachev)

Modern educational technologies health-saving technologies; technologies of project activity; research technology; information and communication technologies; personality-oriented technologies; portfolio technology of a preschooler and educator; gaming technology; TRIZ technology, etc.

Classification of health-saving technologies that ensure the preservation and enhancement of children's health under the guidance of medical personnel in accordance with medical requirements and standards, using medical means of organizing health monitoring of preschoolers, monitoring children's nutrition, preventive measures, and a health-saving environment in preschool educational institutions. Medical and preventive technologies aimed at the physical development and strengthening of the health of the child for the development of physical qualities, hardening, breathing exercises, etc.

Ensuring the mental and social health of the child and aimed at ensuring emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family; technologies of psychological and pedagogical support for the development of the child in the pedagogical process of the preschool educational institution. Collateral socio-psychological well-being of the child aimed at developing a culture of health of teachers, including a culture of professional health, at developing the need for a healthy lifestyle; preservation and stimulation of health (technology for the use of outdoor and sports games, gymnastics (for the eyes, breathing, etc.), rhythmoplasty, dynamic pauses, relaxation. Health savings and health enrichment of teachers

Raising a culture of health for preschoolers, personality-oriented education and training. Educational technologies for the use of physical education, communicative games, a system of classes from the series "Football Lessons", problem-playing (game training, game therapy), self-massage); correctional (art therapy, technology of musical influence, fairy tale therapy, psycho-gymnastics, etc.) Teaching a healthy lifestyle, which is understood as a system set and the order of functioning of all personal instrumental and methodological means used to achieve pedagogical goals. Pedagogical technology of an active sensory-developing environment

Classification of educational projects: children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment); Game aimed at studying problems related to the environment and social life; Excursion

During the development of which children learn to convey their impressions and feelings in oral, written, vocal (song), artistic (picture), musical (playing the piano) forms. Narrative, aimed at creating a specific useful product: making a birdhouse, arranging flower beds. constructive

Project types are research, information, creative, game, adventure, practice-oriented. According to the dominant method, they include the child and his family, the child and nature, the child and the man-made world, the child, society and its cultural values. By the nature of the content, the customer, expert, performer, participant from the inception of an idea to the receipt of a result. By the nature of the child's participation in the project

It is carried out within one age group, in contact with another age group, within the preschool educational institution, in contact with the family, cultural institutions, public organizations(open project). By the nature of contacts, individual, pair, group, frontal. By the number of participants, short-term, medium-term, long-term. By duration

Technology of research activity The purpose of research activity in kindergarten is to form the basic key competencies in preschoolers, the ability for a research type of thinking. It should be noted that the use of design technologies cannot exist without the use of TRIZ technology (technology for solving inventive problems). Therefore, when organizing work on a creative project, students are offered a problematic task that can be solved by researching something or conducting experiments.

Methods and techniques for organizing experimental research activities: heuristic conversations; posing and solving problems of a problem nature; observations; modeling (creating models about changes in inanimate nature); experiences; fixing the results: observations, experiments, experiments, labor activity; "immersion" in the colors, sounds, smells and images of nature; imitating the voices and sounds of nature; use of the artistic word; didactic games, game training and creatively developing situations; work assignments, actions.

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

The informatization of society sets the task for preschool teachers: to keep up with the times, to become a guide for the child to the world of new technologies, a mentor in choosing computer programs, to form the foundations of the information culture of his personality, to improve the professional level of teachers and the competence of parents. The solution of these problems is not possible without updating and revising all areas of the kindergarten in the context of informatization.

The advantages of the computer Presenting information on the computer screen in a playful way is of great interest to children; carries a figurative type of information understandable to preschoolers; movements, sound, animation for a long time attracts the attention of the child; has a stimulus for the cognitive activity of children; provides an opportunity for individualization of training; in the process of their activities at the computer, the preschooler gains self-confidence; allows you to simulate life situations that cannot be seen in everyday life.

ICT in the work of a modern teacher 1. Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentation). 2. Selection of additional educational material for classes, familiarity with the scenarios of holidays and other events. 3. Exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad. 4. Registration of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future. 5. Creation of presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent meetings.

Personality-oriented technology Personality-oriented technologies put the personality of the child at the center of the entire system of preschool education, ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions for its development, and the realization of existing natural potentials. Student-centered technology is implemented in a developing environment that meets the requirements of the content of new educational programs.

There are attempts to create conditions person-oriented interactions with children in a developing space, allowing the child to show his own activity, to realize himself most fully. However, the current situation in preschool institutions does not always allow us to say that teachers have fully begun to implement the ideas of personality-oriented technologies, namely, providing children with opportunities for self-realization in the game, the mode of life is overloaded with various activities, there is little time left for the game.

Directions of personality-oriented technologies Humane-personal technologies, distinguished by their humanistic essence, psychological and therapeutic focus on helping a child with poor health, during the period of adaptation to the conditions of a preschool institution. The technology of cooperation implements the principle of democratization of preschool education, equality in relations between the teacher and the child, partnership in the system of relationships "Adult - Child".

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

Technological approach, i.e. new pedagogical technologies guarantee the achievements of the preschooler. Personally-oriented technologies oppose the authoritarian, impersonal and soulless approach to the child in traditional technology - an atmosphere of love, care, cooperation, create conditions for the creativity of the individual.

Portfolio technology of a preschooler Portfolio is a piggy bank of a child's personal achievements in various activities, his successes, positive emotions, the opportunity to relive the pleasant moments of his life once again, this is a kind of development route for the child. Thus, a portfolio (a folder of the child's personal achievements) allows for an individual approach to each child and is given upon graduation from kindergarten as a gift to the child himself and his family.

Gaming technology It is built as a holistic education, covering a certain part of the educational process and united by a common content, plot, character. It includes sequentially: games and exercises that form the ability to highlight the main, characteristics objects, compare, contrast them; groups of games for the generalization of objects according to certain characteristics; groups of games, during which preschoolers develop the ability to distinguish real phenomena from unreal ones; groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.

Technology "TRIZ" (theory of inventive problem solving) The purpose of using this technology in kindergarten is: on the one hand, to develop such qualities of thinking as flexibility, mobility, consistency, dialectic; on the other hand, search activity, striving for novelty; speech and creativity. The main task of using TRIZ technology in preschool age is to instill in the child the joy of creative discoveries.

The main criterion in working with children is intelligibility and simplicity in the presentation of material and in the formulation of a seemingly complex situation. It is not necessary to force the introduction of TRIZ without children understanding the main provisions using the simplest examples. Fairy tales, game, everyday situations - this is the environment through which the child learns to apply Triz solutions to the problems that confront him. As contradictions are found, he himself will strive for the ideal result, using numerous resources. Only TRIZ elements (tools) can be used in the work if the teacher has not mastered the TRIZ technology sufficiently.

Innovative technologies in the educational process of preschool educational institutions

in accordance with GEF DO

Mastering new technologies in preschool education by teachers is the key to successful development of the child's personality.

Modern pedagogical technologies in preschool education are aimed at the implementation of the Federal State Educational Standard, and in communicating with children, an adult adheres to the position: “Not next to him, not above him, but together!”. The goal of the teacher is to help develop the child as a person.

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

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

Modern educational technologies include :

health-saving technologies;

design technology

research technology

technology portfolio of preschooler and educator

gaming technology

TRIZ technology, etc.

In my work I use the following technologies:

personality-oriented technologies;

gaming technology;

information and communication technologies;

health-saving technologies.

Person-Centered Technology

In my work, I rely on student-centered technologies, technology of cooperation, which put the personality of the child at the center of the entire system of preschool education, ensuring comfortable conditions in the family and preschool institution. It also contributes to educational program(“From Birth to School”), according to which our kindergarten operates.

Personally-oriented technologies oppose the authoritarian approach to the child in traditional technology - an atmosphere of love, care, cooperation, create conditions for the creativity of the individual.

Gaming technology

Outdoor games and game movements - natural satellites child's life, which have a great educational power, forming the physical and personal qualities of the child.

We apply and , both in physical education classes, and in all regime moments; we use folk outdoor games in breathing exercises, health aerobics, yoga in a playful way, folklore when conducting game massage, hardening procedures, in morning exercises and in independent children's activities.

Valeological knowledge, massage, teach the child to be conscious of their health; morning exercises, running, physical education, aerobics, - daily physical activity contribute to the development of speech, physical qualities, the formation of patriotic feelings; we also use the folk game as a means of pedagogical correction of children's behavior; watching presentations and videos introduces a preschooler to a holistic picture of the world.

As part of the design technology and activity approach, I developed projects

1. "Non-traditional use of classical health-saving technologies in physical education and health improvement of preschool children."

Participation in the city competition of innovative projects in the field of preschool education, 2007, 1st place.

Participation in the regional competition for the Grant of the Governor of the Orenburg region, 2008, winner.

2. "Integration of motor and cognitive activity in physical education classes in preschool educational institutions"

Participation in the city competition of innovative projects in the field of preschool education, 2015, 2nd place.

Participation in the regional competition for the Grant of the Governor of the Orenburg region, 2016, winner.

Summarized experience on topics

The system of physical culture and health work in the preschool educational institution.

Integration of motor and cognitive activity in physical education classes in preschool educational institutions.

Information and Communication Technologies

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

Computer advantages:

The information that appears on the computer screen in a playful way is of great interest to children;

carries a figurative type of information understandable to preschoolers;

movements, sound, animation for a long time attracts the attention of the child;

has a stimulus for the cognitive activity of children;

provides an opportunity for individualization of training;

in the process of working at a computer, a preschooler gains self-confidence;

allows you to simulate life situations that cannot be seen in everyday life.

ICT in my work:

1. Selection of illustrative material for events and for design (scanning, Internet, printer, presentation).

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

3. Creation of presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent meetings.

4. A selection of audio and video materials for physical education and educational activities, editing audio and video materials, creating videos for classes, holidays and entertainment.

5. Showing videos, presentations, interactive games at events.

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

7. Registration of documentation, reports, diagnostics. The computer allows you not to write reports and analyzes every time, but it is enough to type the scheme once and then only make the necessary changes.

8. Installing the necessary programs for working and editing the material.

9. Work on a personal site, processing documents for uploading to the site.

The use of ICT makes it possible to significantly diversify educational activities with children and ways of interacting with parents. I use electronic presentations and videos in all activities, physical education, during sports and musical holidays at parent meetings.

In physical education classes, I use presentations on the topics “Educational films”, “Gymnastics for the eyes”, “Sports”, “Lifestyle”, “Healthy lifestyle”, “Yoga”, “Olympic games”. A media collection of presentations and educational videos for preschoolers has been created, which is constantly updated.

Health saving technologies

I consider taking into account the individual level of preparedness of children as the main basis for my upbringing and educational activities. Twice a year I conduct diagnostic tests in the form of control motor tasks, which are offered to children in a playful and competitive form.

Assessment of the level of individual preparedness involves the implementation of diagnostic tasks:

1. Running 30 meters from the start (determination of speed qualities).

2. Long jump from a place (determination of speed-strength qualities).

3. Flexibility (the test characterizes the mobility of all parts of the musculoskeletal system, the elasticity of muscles and ligaments).

4. Throwing a bag of sand with the right and left hands at a distance (determining the speed-strength qualities of the child).

5. High jump with a running start (only for older preschoolers, determination of speed-strength qualities).

The analysis of the data obtained allows me to correct further work, including the appropriate tasks for the development of flexibility, speed and speed-strength qualities of preschoolers both in general and individually.

Preschoolers attend my physical education classes with pleasure and joy. I firmly believe that a happy child is a healthy child, so taking care of children's health is one of the main tasks in my work. Therefore, I widely use health-saving technologies in my activities, the purpose of which is to provide the child with the opportunity to maintain health, to develop the necessary knowledge, skills, and habits for a healthy lifestyle.

These include

technologies for maintaining and stimulating health:

health running, , ,

dynamic pauses; plot and plotless outdoor games,

folk outdoor games, sports games; relaxation;

finger gymnastics; ;

breathing exercises; elements of yoga and oriental gymnastics,

health-improving aerobics, corrective gymnastics;

wellness procedures in the aquatic environment.

technologies for teaching a healthy lifestyle:

physical education, ,

communicative games, classes from the series "Health", , acupressure self massage.

As a means of correcting behavior, I use psycho gymnastics and folk outdoor games (“Snail”, “Snake”, “Silent”)

I combine all technologies with the technology of musical impact.

The use of these health-improving technologies in the game version contributes to the fact that learning and recovery occur with ease, exercises and health-improving techniques remain in the child's memory for a long time.

Each of these technologies has a health-improving focus, and health-saving activities form a strong motivation for a healthy lifestyle in a preschooler.

The use of health-saving pedagogical technologies in the work of preschool educational institutions increases the effectiveness of the educational process, forms value orientations in children and parents aimed at preserving and strengthening the health of pupils.

I try to apply effective forms of work to improve children's health using both traditional and non-traditional methods, and ways to improve children's health:

Traditional: frontal and subgroup, complex and integrated classes, individual work.

non-traditional : quiz classes, competition classes, leisure activities, entertainment, story-playing classes, physical education and cognitive classes using ICT, health weeks, sports days, tourist walks (mini-hikes), sports and music holidays and leisure activities with parents, health jogging on a walk.

I choose the forms of organization of the educational process taking into account the age and individual characteristics of children.

In our kindergarten, conditions have been created for the physical development and rehabilitation of children, which includes: corners of physical activity in groups, an equipped sports hall, a sports ground for outdoor physical education.

Our children visit the pool once a week. When teaching swimming, I use the following exercises:

I strive to ensure that exercises and games in the water bring pleasure and joy, encourage children to be independent and strive to swim well. A systematic visit to the pool contributes to the positive dynamics in the improvement of children.

The main thing in my work is to develop in children a reasonable attitude towards their body, the habit of a healthy lifestyle, instill the necessary hygiene skills, be able to determine what is useful and what is harmful to their health.

To date, I have developed a system of recreational activities:

1) long-term planning for physical education using health-improving methods for all age groups;

2) a system of breathing exercises in a playful way by age;

3) a series of recreational aerobics complexes in a game form;

4) a series of physical education classes on the theme of kindergarten;

5) the method of applying play massage in the preschool educational institution during the day;

6) methodology for applying yoga exercises and oriental gymnastics in preschool educational institutions;

7) game complexes of exercises for the prevention of violations of posture and foot;

8) a series of awakening gymnastics complexes;

9) a package of diagnostics of physical fitness of preschoolers;

10) a series of family sports holidays and events (in the gym, on the sports ground)

Thus, the ongoing sports and recreation activities using innovative technologies have a beneficial effect on the physical and emotional development of a preschooler. Thanks to the systematic and systematic work, children have an idea of ​​what is useful and what is dangerous for health, about precautions in various situations, and a desire to preserve the health of their own and loved ones has been developed.

I can say with confidence that not a single, even the best fitness and health model will be able to give full results if it is not implemented in collaboration with the family.

Work with the families of pupils includes thematic meetings (“The importance of physical education in the life of a family”, “How to temper a child correctly?”, “It’s great to be healthy”, consultations on healthy lifestyles, holding events with parents (“Health Day”, “Funny Starts”, physical education and educational leisure and holidays, Day open doors). At the beginning of each school year I organize surveys and interviews to study the needs of parents for advice.

By establishing mutual understanding with the parents of each pupil and using non-traditional forms of cooperation with families, it was possible to create an atmosphere of partnership and common interests.

Kindergarten pupils are active and eager for additional sports activities in the sections of the city. This contributes to the development of basic physical qualities and volitional qualities personality, the formation of elementary skills of a healthy lifestyle. Our pupils attend sections in football, swimming, hockey, wrestling, figure skating, sports aerobics, and were awarded certificates for prizes and participation. We take an active part in the city Spartakiad among preschoolers, we win prizes in the team event.

The health-saving and educational technologies used in the complex eventually form a stable motivation for a healthy lifestyle in the child.

I am sure that my work will not be in vain, and all my pupils will grow up to be worthy, purposeful, healthy and happy people.