Pedagogical technologies used in dow. Modern educational technologies in the implementation of the Federal State Educational Standard at the level of preschool education. Technology of problem-based learning in kindergarten

18.04.2020

Educational technologies in the preschool educational institution according to the Federal State Educational Standard are the methodological tools necessary for the harmonious development of the child's personality and the implementation of the federal educational standard. The article contains key educational technologies tested by preschool teachers.

A consistent rethinking of the traditional practices of domestic pedagogy in matters of preschool education is implemented by a set of methods. New educational technologies in preschool educational institutions that contribute to the upbringing of active, independent-thinking, motivated children, fully prepared for schooling, ensure the implementation of the basic concepts of federal state standards, and also contribute to the achievement of a number of other priority tasks:

implementation of the transition from the object-subject interaction of the teacher with pupils to the subject-subject, based on active joint interaction;
increasing the cognitive activities of preschoolers, striving to solve intellectual and creative tasks during the situation of searching and discovering knowledge, performing projects, demonstrating high results;
consistent transfer of educational initiative from the educator to the children;
education of reflection skills;
taking into account individual development indicators, which helps to increase the effectiveness of the educational process.

Introduction of new state standards preschool education became the starting point in the issue of revising the established functions of the educator, who is no longer responsible for the transmission and instillation of knowledge, but the organization of directed cognitive activity of children, ensuring an intellectual and emotional response. The use of educational technologies according to the approved Federal State Educational Standard DO 2019/20- a complex of innovative techniques, methods and forms educational work.

According to B.T. Likhachev, pedagogical technology is a set of psychological and pedagogical attitudes that determine the choice of educational means, i.e. in fact, it is the main organizational and methodological tools of the educational complex. The use of pedagogical technologies, the number of which has exceeded a hundred in the conditions of a modern kindergarten, helps to revise the traditional order of organizing educational practice, accompanied by a consistent update of the conceptual base, didactic tools and ways of collective interaction in order to create optimal conditions for the development of preschoolers.

In practice, pedagogical technology is a scenario development, the practical implementation of which has a number of features and difficulties. To ensure the effectiveness of the educational process, its compliance with regulatory requirements and psychological comfort for all participants, care must be taken that the selected educational technologies in preschool educational institutions met the following criteria:

Conceptuality, which provides for a close connection with scientific development, which determines the rationale for the chosen means of achieving educational goals.
Consistency, manifested through compliance with the characteristics of the system due to integrity, the presence of the logic of the process, the consistent relationship of its components.
Manageability based on the possibility of diagnostic goal-setting, designing the process of education, correcting the results by varying pedagogical methods and forms of work.
Efficiency. This criterion implies that educational technology should be characterized by productivity, meet the goals and objectives, available human and material and technical resources, the needs of preschoolers, and not be included in the educational process for the sake of a “tick”.
Reproducibility, ensuring the dissemination of advanced pedagogical experience. Effective pedagogical technology can be considered methodological development, which can be applied by different teachers regardless of their experience, professional and personality traits, age, in various kindergartens.

As for the structure modern educational technologies in preschool educational institutions according to GEF, it has three components:

The concept is the main psychological and pedagogical idea and scientific base.
Content educational material.
The procedural component is a set of methods and forms of work of the educator, his activities to manage the educational process and its consistent adjustment.

Thus, it is obvious: regardless of the type and subject matter pedagogical development can claim the role of educational technology only if it meets the above requirements, has a characteristic structure and, most importantly, can be used on the basis of other preschool educational institutions.

Modern educational technologies in preschool educational institutions according to GEF

Health saving technologies

One of the priority tasks of preschool education is the preservation and promotion of children's health in the course of care and supervision activities, and health-saving educational technologies in kindergarten according to the Federal State Educational Standard fully correspond to the implementation of this task. The principles of targeted health saving are based on a multilevel impact on the psychophysiological, bioenergetic, emotional condition the child, the formation of his needs and skills in maintaining a healthy lifestyle.

The choice of health-saving technologies that should be used in the conditions of a modern kindergarten must be done deliberately, taking into account the type of preschool educational institution, the features of its functioning, the age and duration of stay of pupils, the program content, the health indicators of the children's contingent, the level of professionalism of the teaching staff.

Types of health-saving educational technologies in preschool educational institutions according to GEF	Goal and tasks	List of technologies
Medical and preventive	Preservation and strengthening of the health of preschool children under the guidance of medical staff, with the implementation of sanitary and hygienic requirements and standards.	Organization of health monitoring of pupils. Preventive actions. Designing a health-saving environment in kindergarten.
Physical culture and health	Comprehensive physiological development of children.	hardening. Different types of gymnastics, including eye, finger, breathing.
Technologies for ensuring socio-psychological well-being	Formation of psychological stability and emotional well-being of children, in particular in situations of active social interaction with peers and adults.	Technologies of psychological and pedagogical support of the educational process.
Health enrichment technologies for teachers	These new educational technologies in kindergarten according to GEF aimed at improving the culture of professional health of educators, increasing motivation to lead a healthy lifestyle, maintain psycho-emotional well-being.	Participation in gymnastic classes, sports games. Organization of dynamic pauses, relaxation sessions. Providing psychological support.
Directly educational	A full range of personality-oriented education, taking into account the individual and age factors.	Formation and correction of habits that contribute to the preservation and promotion of health in the course of the educational process.
Healthy lifestyle education	Creation of conditions for a conscious choice of a healthy lifestyle.	Communication games. Formation of primary knowledge about various sports. Problem- gaming technology(game training, game therapy).
Technology of an active sensory-developing environment	Designing an educational space that promotes active health saving.	A set of instrumental and methodological means selected taking into account the set pedagogical goals and objectives.

Separately, I would like to highlight new educational technologies in preschool educational institutions correctional orientation, the use of which is due to the deterioration of the general indicators of children's health preschool age and the introduction of inclusion. The use of organizational methods of this type can reduce the likelihood of the spread of systemic, chronic and acute infectious diseases, and reduce the risks of an epidemic. Correctional technologies include:

Complexes of exercises aimed at the point removal of physical stress, the formation of local immunity - eye, respiratory, finger gymnastics, prevention of scoliosis and flat feet.
Art therapy, fairy tale therapy, psycho-gymnastics, technology of musical influence and other methods aimed at creating a favorable psycho-emotional mood.
Gradual hardening of pupils.
Systematic explanatory work with parents on the organization of rational nutrition of children, the formation of healthy habits, familiarization with a healthy lifestyle.

Technologies of project activity

In the context of the revision of traditional pedagogical practices, one of the key educational technologies in preschool educational institutions according to GEF has become a project activity that most fully reflects the essence of the system-activity approach - the transfer of cognitive initiative from the teacher to preschoolers. Work on projects contributes to the formation of independence, initiative, responsibility, self-confidence among pupils, and also allows educators to find the best ways of pedagogical influence, providing targeted corrective assistance.

Among the educational children's projects, there are game, excursion, narrative, based on the use of various forms of creativity and constructive, involving the conduct of production work. Projects are also classified according to the following criteria:

According to the dominant method (informational, creative, research, search).
By the nature of the content (nature, social values, family, man-made world).
By the role of preschoolers in the project (participant, performer, expert).
According to the characteristics of contacts (within a group or kindergarten, as well as in contact with families, public organizations and cultural institutions).
By the number of participants (individual, group, frontal project).
By duration (short, medium and long term).

Research Technology

A feature of the organization of the educational process after the introduction of the Federal State Educational Standard remains the formation of a number of basic competencies among preschoolers, therefore, among new what really matters is the research activity. To ensure consistent and comprehensive development, it is advisable for preschoolers to participate in solving problematic tasks, namely:

conducting directed search activities;
participating in heuristic conversations;
creation of exhibition models, expositions for mini-museums;
conducting observations and experiments in wildlife and special conditions with mandatory recording and discussion of the results;
acquaintance with the sound, color and figurative diversity of the surrounding world;
implementation of production work.

Among the most productive options educational technologies in preschool educational institutions of a research nature, I would like to single out experimentation with a change in the state of various substances (water, sand), the study of the properties of man-made and non-man-made materials, the living conditions of plants, birds and animals. Preschoolers show significant interest in collecting stickers, inserts, images of objects, impromptu “journeys” around the map, which represent different parts of the world, places of residence of different peoples, exotic animals, cultural symbols, as well as “traveling along the river of time” to study the everyday features of the past , history of the native country.

Information and Communication Technologies

Among new educational technologies used according to the Federal State Educational Standard in preschool educational institutions, a special place is occupied by information and communication (ICT), which is due to the importance of timely mastering the basics of digital literacy for preschoolers. Earlier, but controlled acquaintance with the world of digital technologies in the course of working with computers, multimedia boards, tablets, allows you to expand the opportunities for active knowledge of the world, significantly diversify the educational process. In light of this, new goals appear for the educator - to keep up with the times in order to become a mentor for kids in the technological world, to help parents realize the importance of organizing the use of smartphones and PCs by children with didactic benefit and compliance with sanitary and hygienic recommendations.

The software content used in the kindergarten in the implementation of the ICT complex must meet a number of requirements:

Carry a cognitive load, taking into account the age of the pupils.
To be characterized by entertaining, easy for independent perception.
Contribute to the formation of a wide range of knowledge and skills.

Inclusion of information and communication educational technologies in preschool educational institutions in the educational complex is carried out through the use of computer training programs that contribute to the development of memory, logical thinking and imagination, the development of the sound-letter structure of speech and mathematical knowledge. Demonstration of blocks of knowledge on the screen in a form accessible to preschoolers - multimedia, game - helps to attract attention, increases the level of educational motivation, creates excellent opportunities for individualization of education, instilling independence and self-confidence.

It is extremely important to ensure that the introduction of ICT is not limited to the useless display of bright pictures, but becomes one of the best ways to present educational material. To do this, educators must have the proper level methodological training, which allows you to confidently select illustrative material for classes and create presentations, draw up group and reporting documentation in electronic form, acquire the skills to search for innovative pedagogical experience presented in the framework of the articles by excellent students and experts in the field of preschool education.

Learner-Centered Technology

This teaching practice It is difficult to call technology in the usual sense, since it is aimed at a complete rethinking of the traditions of raising a child, whose interests are put at the head of the educational process. The use of educational technologies in preschool educational institutions according to GEF, characterized by a personality-oriented orientation, provides for the creation of a comfortable psychological microclimate in the kindergarten and the family, safe conditions for the development of the baby, the realization of his natural talents. The relevance of technology is due high level psychophysical stress on preschoolers in the framework of early development and preparation for school, when there is a high probability of losing the chance to fully live childhood as an important age period, which is enshrined in the UN Convention on the Rights of the Child.

Among the personality-oriented educational technologies, priority are humane-personal ones, which are based on the idea of helping preschoolers with poor health indicators, as well as in difficult periods - during adaptation to kindergarten, in case of conflicts in the family. For the implementation of comprehensive pedagogical assistance in preschool institutions, psychological stress rooms are equipped (rooms with upholstered furniture, lots of plants, toys and a relaxing atmosphere), aftercare rooms, music and sports rooms for individual lessons, rooms for productive activities, group privacy corners.

New educational technology in kindergarten according to GEF- cooperation technology - determines the need to build a productive interaction between the teacher and preschoolers on a democratic basis. In matters of discovering knowledge, consolidating skills, playing activity, making manuals, conducting experimental and creative activity adults and children act together, while the teacher cannot force pupils to perform actions by giving direct instructions, except in cases of a threat to life and health.

I would like to note that most of the software developments of recent years (“Childhood”, “From Childhood to Adolescence”, “Rainbow”, “From Birth to School”) are distinguished by the active inclusion of a student-oriented component. Thus, if a kindergarten has made a choice in favor of innovative educational programs, educators can confidently oppose the authoritarian and impersonal principle of building the educational process with a new pedagogical approach that takes into account the global goals and focus of preschool education, the requirements of the Federal State Educational Standard, the wishes of parents and, most importantly, the needs of the child conditioned by the state of psychophysical health, individual indicators of development, natural talents and interests.

Technology "Portfolio of a preschooler"

Interesting and highly productive educational technology used in preschool educational institutions according to GEF, is the compilation of a portfolio of a preschooler - a piggy bank of personal achievements, designed to fix age-related changes, a visual demonstration of practical skills in various activities. Drawing up and subsequent use of a portfolio evokes positive emotions, allows you to once again experience a surge of joy from big and small achievements, if necessary, evaluate the full path of the child's development.

Leading methodologists offer several options for the portfolio structure, which we will consider in more detail.

Preschool Portfolio Options	List and content of sections
Implementation methodology educational technology portfolio in the preschool educational institution according to the Federal State Educational Standard according to I. Rudenko. It provides for the consistent filling of the portfolio, as far as possible and the appearance of achievements.	"Let's get to know each other" - full name child, age, group, photo, personal preference. "I'm growing" - indicators of physiological development in dynamics. "Portrait of my child" - the story of parents about the baby. “I dream…” - quotes from a child about the future, choosing a profession and life path, aspirations and desires. “That's what I can do” - samples of creativity (drawings, photos of crafts, poems). "My Achievements" - certificates, diplomas, certificates of merit, results of competitions. "Advise me" - a list of recommendations on the nearest areas of development of preschoolers, developed by educators, teachers additional education and other professionals working with the baby. "Ask, parents!" - a list of questions addressed by mom and dad to preschool specialists.
The portfolio of a preschooler according to the method of L. Orlova provides for the creation of a development that is interesting for parents - it can be compiled in kindergarten or at home.	Title page indicating the name and surname of the preschooler, date of birth, day of beginning and end of the portfolio, as well as prints of the child's hand or foot, on top of which new ones can be applied as they grow. The Meet Me section has several parts. Includes photos of a baby of different years - from infancy to the current age, information about the date and place of birth, parents' story about choosing a name, family surname, traditions, and other interesting data - a zodiac sign, a talisman animal, developmental features. "I'm growing" - a section that reflects the dynamics of growth from the first year of life with the reflection of anthropometric data. "My Family" - stories about family members, funny stories, photos and illustrations. “I will help in any way I can” - a list of skills and household chores of a preschooler with photographs. "The World Around Me" - information about getting to know the surrounding reality, excursions, travels, the circle of formed interests. "Seasonal inspiration" - photographs from matinees, seasonal holidays with the presentation of fairy tales, poems, summary theatrical performances in which the child participated.
A variant of the portfolio structure according to V. Dmitrieva, E. Egorova	Educational technology portfolio in preschool education according to GEF in this case, it is implemented by filling in the following sections: "Parents say" - information about the baby, its features and achievements, which are noted by parents. “Educators are talking” - teachers, observing the activities, communication skills, social interaction and the use of various information by preschoolers, make their own conclusions, which they add to this information block. “The preschooler talks about himself” - the kid demonstrates his certificates, awards, crafts and drawings, stories about his friends and himself.
The structure of the portfolio of a preschooler according to L.I. Adamenko	“What a good child” - a listing of the personal characteristics of the pupil, feedback from educators about him and an essay from parents, characteristics from friends and psychological and pedagogical characteristics, thank-you sheets to the child for his actions. “What a skillful child” - the results of a survey of parents, information about the skills and abilities of a preschooler, feedback from educators about him, including leaders of sections and circles that the child attended, an assessment of cognitive activity. "What a successful child" - creative work, certificates, certificates, laudable sheets of the baby, reviews of mom and dad.

Regardless of which of the options for the portfolio structure is chosen, work in the direction will allow the teacher to establish effective interaction with the parents of pupils, implement an individual approach to educational activities, create conditions for providing comprehensive psychological and pedagogical assistance to families and prepare an excellent gift for children at graduation.

Technology "Portfolio of the teacher"

For many years, the traditions of domestic preschool pedagogy determined the level of preparedness of personnel, and in last years this trend is especially pronounced. To ensure successful the use of educational technologies in preschool educational institutions, the educator must be active, motivated, consciously plan options and ways of his development, master traditional and innovative methods of conducting educational work and psychological pedagogical diagnostics, be ready to independently design the process of teaching children, taking into account their interests, needs and individual development indicators, subsequent reflection and adjustment of actions.

A portfolio, which is an excellent option for self-presentation, will help keep track of the results and achievements demonstrated by a preschool teacher in various activities. This document, which can be used for certification, it is advisable to include the following sections:

General information - full name, year of birth, education, data on work and teaching experience, completion of advanced training courses, documented (copies of diplomas), a list of the most significant awards, diplomas, letters of thanks.
The results of professional activity, reflecting the dynamics of development over a certain period. These can be analytical summaries demonstrating the level of mastering of program material by preschoolers, a list of skills and competencies of pupils, data on the success of graduates of the reporting group for the first year of schooling.
Scientific and methodical work. This section should provide a list used educational technologies according to GEF in preschool educational institutions, the results of activities as part of the method association, in conducting seminars and master classes, author's software developments, reports, articles, speeches at conferences.
Creation of a subject-developing environment: schemes, sketches, photographs, plans for reorganization.
Interaction with parents of preschoolers - work plan, event scenarios.

Provided that the portfolio is compiled correctly, it will become a tool for the educator to conduct an in-depth analysis of professional activities. This development will help to qualitatively rethink the existing experience, evaluate it impartially and outline new ways for further development and growth.

Gaming technology

At preschool age, the main way of knowing the world for a child is a game that allows you to form primary knowledge about the properties of objects and phenomena and consistently expand them, master the principles of social interaction, and find ways to express natural talents. gaming educational technology in the preschool educational institution allows you to qualitatively diversify the educational process, help students master the priority or most complex components of the program content, increase the level of cognitive motivation, create an atmosphere of fruitful cooperation.

Game pedagogy provides for the coverage of a part of the educational complex through the sequential inclusion of exercises and games aimed at classifying properties, generalizing data, training physical qualities, developing creativity. When organizing the education of preschoolers in the game, the didactic rather than the entertainment component should prevail, which necessitates careful preliminary preparation of scenario developments and subject content. Game technology provides psycho-emotional development of children, so it allows you to establish productive interaction with kids who have age-related pathologies or are at risk.

TRIZ technology

Instilling in a child independence, high cognitive activity, readiness to search for answers to questions of interest is a priority task of education in accordance with new educational standards. TRIZ (theory of solution inventive problems) developed by T.S. Altshuller, is new educational technology according to GEF in preschool educational institutions, which managed to prove itself as a way to develop the flexibility of thinking and creativity in preschoolers.

The inclusion of TRIZ in the educational complex allows instilling in the child the joy of discovering something new - knowledge and skills. To do this, within the framework of the zone of proximal development, relying on the already formed conceptual base, on the example of real situations, kids make big and small discoveries, forming self-confidence and basic leadership skills. independent work. TRIZ technology requires a lot of experience from the teacher, therefore, in kindergartens, the practice of using separate tools of the methodology is widespread, which also contributes to the achievement high results effectiveness of educational work.

Thus, the implementation of the technological approach in education makes it possible to diversify the nature of the educational process, taking into account the educational needs of preschoolers, while the teacher needs a confident knowledge of the theoretical component, a willingness to creatively rethink the basic organizational models, taking into account the specifics of the functioning of a particular kindergarten, and the desire to share advanced pedagogical experience. .

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Modern educational technologies in preschool educational institutions

Modern pedagogical technologies in preschool education are aimed at the implementation of state standards of preschool education.

A fundamentally important aspect in pedagogical technology is the position of the child in the upbringing and educational process, the attitude of adults towards the child. An adult, in communicating with children, adheres to the position: “Not next to him, not above him, but together!”. Its purpose is to contribute to the development of the child as a person.

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

Basic requirements (criteria) of pedagogical technology:

Conceptuality

· Consistency

Manageability

· Efficiency

Reproducibility

Conceptuality- reliance on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.

Consistency- the technology must have all the features of the system:

process logic,

The interconnection of its parts

Integrity.

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

Efficiency - modern pedagogical technologies that exist in specific conditions must be effective in terms of results and optimal in terms of costs, guarantee the achievement of a certain standard of education.

Reproducibility - the possibility of using (repetition, reproduction) of educational technology in educational institutions, i.e. technology as a pedagogical tool must be guaranteed to be effective in the hands of any teacher using it, regardless of his experience, length of service, age and personal characteristics.

Structure of educational technology

The structure of educational technology consists of three parts:

· The conceptual part is the scientific basis of the technology, i.e. psychological and pedagogical ideas that are laid in its foundation.

Procedural part - a set of forms and methods learning activities children, methods and forms of work of the teacher, the activities of the teacher in managing the process of assimilation of the material, diagnostics of the learning process.

So obviously: if a certain system claims to be technologies, it must meet all the requirements listed above.

The interaction of all subjects of the open educational space (children, employees, parents) of the preschool educational institution is carried out on the basis of modern educational technologies.

Modern educational technologies include:

health-saving technologies;

technologies of project activity

· technology research activities

information and communication technologies;

· personality-oriented technologies;

Portfolio technology for preschoolers and educators

game technology

TRIZ technology, etc.

· Health-saving technologies

Aim health-saving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills and habits for a healthy lifestyle.

Health-saving pedagogical technologies include all aspects of the impact of a teacher on a child's health different levels- informational, psychological, bioenergy.

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

on the type of preschool institution,

from the length of stay of children in it,

from the program on which teachers work,

specific conditions of the preschool educational institution,

the professional competence of the teacher,

indicators of children's health.

Allocate (in relation to preschool educational institutions) the following classification of health-saving technologies:

1. medical and preventive(providing the preservation and enhancement of children's health under the guidance of medical personnel in accordance with medical requirements and standards, using medical means - technologies for organizing the monitoring of the health of preschoolers, monitoring children's nutrition, preventive measures, a health-saving environment in preschool educational institutions);

2. physical culture and recreation(aimed at the physical development and strengthening of the health of the child - technologies for the development of physical qualities, hardening, breathing exercises, etc.);

3. ensuring the socio-psychological well-being of the child(providing 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 for psychological and pedagogical support of the development of the child in the pedagogical process of the preschool educational institution);

4. health saving and health enrichment of teachers(aimed at developing the health culture of teachers, including the culture of professional health, at developing the need for a healthy lifestyle; maintaining and stimulating health (technology for using mobile and sports games, gymnastics (for the eyes, breathing, etc.), rhythmoplasty, dynamic pauses , relaxation);

5. educational(education of a culture of health of preschool children, personality-oriented education and training);

6. healthy lifestyle education(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.)

7. Health-saving pedagogical technologies should also include pedagogical technology of an active sensory-developing environment, which is understood as with a dark totality and order of functioning of all personal instrumental and methodological means used to achieve pedagogical goals.

2. Technologies of project activity

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

Teachers who actively use project technology in the upbringing and education of preschoolers unanimously note that the life activity organized according to it in kindergarten allows you to get to know pupils better, to penetrate into inner world child.

Classification of educational projects:

· "gaming" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment);

· "excursion", aimed at studying problems related to the surrounding nature and social life;

· "narrative" during the development of which children learn to convey their impressions and feelings in oral, written, vocal art (picture), musical (playing the piano) forms;

· "constructive" aimed at creating a specific useful product: knocking together a birdhouse, arranging flower beds.

Project types:

1. by dominant method:

2. research,

3. information,

4. creative,

5. gaming,

6. adventure,

7. practice-oriented.

1. according to the nature of the content:

8. include the child and his family,

9. child and nature,

10. the child and the man-made world,

11. child, society and its cultural values.

1. by the nature of the child's participation in the project:

12. customer,

13. expert,

14. performer,

15. participant from the conception of an idea to the result.

1. according to the nature of contacts:

16. carried out within the same age group,

17. in contact with another age group,

18. inside the preschool,

19. in contact with family,

20. cultural institutions,

21. public organizations (open project).

1. by number of participants:

22. individual,

23. doubles,

24. group,

25. frontal.

1. by duration:

26. short term,

27. medium duration,

28. long term.

3. Research technology

The purpose of research activities in kindergarten- to form in preschoolers the main key competencies, the ability to research type thinking.

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

Methods and techniques for organizing experimental research

activities:

heuristic conversations;

Raising and solving problems of a problem nature;

observations;

Modeling (creating models about changes in inanimate nature);

Fixing the results: observations, experiments, experiments, labor activity;

- "immersion" in the colors, sounds, smells and images of nature;

Use of artistic word;

Didactic games, game educational and creatively developing

situations;

Job assignments, actions.

1. Experiments (experimentation)

o State and transformation of matter.

o Movement of air, water.

o Soil and mineral properties.

o Plant life conditions.

2. Collecting (classification work)

3. Types of plants.

4. Types of animals.

5. Types of building structures.

6. Types of transport.

7. Types of professions.

1. Map travel

Sides of the world.

Terrain reliefs.

Natural landscapes and their inhabitants.

Parts of the world, their natural and cultural "marks" - symbols.

0. Journey along the "river of time"

The past and present of humanity (historical time) in the "marks" of material civilization (for example, Egypt - the pyramids).

History of housing and improvement.

4. Information and communication technologies

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

Informatization of society puts before preschool teachers tasks:

· to keep up with the times,

become a guide for the child in the world of new technologies,

a mentor in the selection of computer programs,

to form the basis 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.

Requirements for computer programs DOE:

Research character

Easy for children to practice on their own

Developing a wide range of skills and attitudes

Age matching

· Mindfulness.

Program classification:

Development of imagination, thinking, memory

· Talking dictionaries foreign languages

The simplest graphic editors

travel games

Teaching reading, math

Use of multimedia presentations

Computer advantages:

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

carries a figurative type of information understandable to preschoolers;

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

It 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 model life situations that cannot be seen in everyday life.

Errors when using information and communication technologies:

Insufficient methodological preparedness of the teacher

Incorrect definition of the didactic role and place of ICT in the classroom

Unscheduled, random use of ICT

Demonstration overload.

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, acquaintance 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 pedagogical competence parents in the process parent meetings.

1. Personally - oriented technology

Student-centered 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, the implementation 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 for personality-oriented interactions with children in a developing space that allows 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.

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

· 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.

It is good to implement this technology in new preschool institutions where there are rooms for psychological unloading - this is upholstered furniture, a lot of plants that decorate the room, toys that promote individual games, equipment for individual lessons. Music and sports halls, aftercare rooms (after illness), a room for the ecological development of a preschooler and productive activities, where children can choose an activity of interest. All this contributes to comprehensive respect and love for the child, faith in creative forces, there is no coercion. As a rule, in such preschool institutions, children are calm, compliant, not in conflict.

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

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

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

Identification of the pace of development allows the educator to support each child at his level of development.

Thus, the specificity of the technological approach is that the educational process must guarantee the achievement of the goals. In accordance with this, in the technological approach to learning, the following are distinguished:

setting goals and their maximum refinement (education and training with a focus on achieving results;

· Preparation teaching aids(demonstration and distributing) in accordance with learning goals and tasks;

assessment of the current development of a preschooler, correction of deviations aimed at achieving goals;

final assessment of the result - the level of development 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.

6.Technology portfolio of a preschooler

A portfolio is a piggy bank of a child's personal achievements in a variety of ways. different types activities, his successes, positive emotions, the opportunity to once again experience the pleasant moments of his life, this is a kind of route for the development of the child.

There are a number of portfolio features:

diagnostic (fixes changes and growth over a certain period of time),

The process of creating a portfolio is a kind of pedagogical technology. There are a lot of portfolio options. The content of the sections is filled in gradually, in accordance with the capabilities and achievements of the preschooler. I. Rudenko

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

Section 2 "I'm growing!". Anthropometric data is entered into the section (in artistic and graphic design): “Here I am!”, “How I grow up”, “I grew up”, “I am big”.

Section 3 "Portrait of my child." The section contains essays of parents about their baby.

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

Section 5 "Here's what I can do." The section contains samples of the child's creativity (drawings, stories, homemade books).

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

Section 7 "Advise me ...". The section provides recommendations to parents by the educator and all specialists working with the child.

Section 8 "Ask, parents!". In the section, parents formulate their questions to the specialists of the preschool educational institution.

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

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

Section 2 "I'm Growing" includes inserts "Growth dynamics", which provides information about the growth of the child from the first year of life, and "My achievements for the year", which indicates how many centimeters the child has grown, what he has learned last year, for example, count to five, somersault, etc.

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

Section 4 "I will help in any way I can" contains photographs of the child, in which he is shown doing homework.

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

Section 6 "Inspiration of winter (spring, summer, autumn)". The section contains children's works (drawings, fairy tales, poems, photographs from matinees, records of poems that the child told at the matinee, etc.)

V. Dmitrieva, E. Egorova also offer a specific portfolio structure:

Section 1 Parent Information, in which there is a heading "Let's get to know each other", which includes information about the child, his achievements, which were noted by the parents themselves.

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

Section 3 "Information of the child about himself" contains information received from the child himself (drawings, games that the child himself came up with, stories about himself, about friends, awards, diplomas, certificates).

L. I. Adamenko offers the following portfolio structure:

block "What a good child", which contains information about personal qualities ah child and includes: an essay by the parents about the child; reflections of educators about the child; the child's answers to questions during the informal conversation "Tell me about yourself"; answers of friends, other children to the request to tell about the child; self-esteem of the child (the results of the "Ladder" test); psychological and pedagogical characteristics of the child; "basket of wishes", which includes gratitude to the child - for kindness, generosity, a good deed; letters of thanks to parents - for raising a child;

block "What a skillful child" contains information about what the child can do, what he knows, and includes: parents' answers to questionnaires; reviews of educators about the child; children's stories about a child; stories of teachers to whom the child goes to circles and sections; assessment of the child's participation in actions; the psychologist's characterization of the child's cognitive interests; diplomas in nominations - for curiosity, skills, initiative, independence;

block "What a successful child" contains information about the creative abilities of the child and includes: parental feedback about the child; the child's story about his successes; creative works (drawings, poems, projects); diplomas; illustrations of success, etc.

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

7. Technology "Portfolio of the teacher"

modern education needs a new type of teacher:

creative thinking,

· Owning modern technologies of education,

methods of psychological and pedagogical diagnostics,

ways of independent construction of the pedagogical process in the conditions of specific practical activities,

The ability to predict your end result.

Every teacher should have a record of success, which reflects all the joyful, interesting and worthy things that happen in the life of a teacher. A teacher's portfolio can become such a dossier.

The portfolio allows taking into account the results achieved by the teacher in various types of activities (educational, educational, creative, social, communicative), and is an alternative form of assessing the professionalism and performance of the teacher.

To create a comprehensive portfolio, it is advisable to enter the following sections:

Section 1 "General information about the teacher"

This section allows you to judge the process of individual personal development of the teacher (last name, first name, patronymic, year of birth);

education (what and when he graduated, the specialty received and qualifications according to the diploma);

work and teaching experience, work experience in this educational institution;

· advanced training (name of the structure where the courses were taken, year, month, subject matter of the courses);

· copies of documents confirming the availability of academic and honorary titles and degrees;

the most significant government awards, certificates, letters of thanks;

diplomas of various competitions;

Other documents at the discretion of the teacher.

Section 2 "Results of pedagogical activity" .

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

· materials with the results of mastering the implemented program by children;

materials that characterize the level of development of ideas and skills of children, the level of development of personal qualities;

· comparative analysis the activities of the teacher for three years based on the results of pedagogical diagnostics, the results of the participation of pupils in various competitions and olympiads;

analysis of the learning outcomes of pupils in the first grade, etc.

Section 3 " Scientific and methodological activity»

materials that describe the technologies used by the teacher in activities with children, justify their choice;

materials characterizing the work in a methodical association, a creative group;

materials confirming participation in professional and creative pedagogical competitions;

in weeks of teaching;

in holding seminars, round tables, master classes;

· creative reports, abstracts, reports, articles and other documents.

Section 4 "Subject-developing environment"

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

plans for organizing a subject-developing environment;

sketches, photographs, etc.

Section 5 "Working with parents"

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

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

8. Gaming technology

It is built as a holistic formation, covering a certain part educational process and united by a common content, plot, character. It includes in sequence:

games and exercises that form the ability to identify the main, characteristics objects, compare, contrast them;

groups of games for generalization of subjects according to certain signs;

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.

The compilation of game technologies from individual games and elements is the concern of each educator.

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

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

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

9. Technology "TRIZ"

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

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

The purpose of using this technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, consistency, dialectics; on the other hand, search activity, striving for novelty; speech and creativity.

The main task of using TRIZ technology at 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.

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

The first stage is the determination of the positive and negative properties of the quality of an object or phenomenon that do not cause persistent associations in children.

The second stage is the determination of the positive and negative properties of an object or phenomenon as a whole.

· Only after the child understands what adults want from him, one should proceed to the consideration of objects and phenomena that cause persistent associations.

Often, the teacher is already conducting trizovye classes, without even suspecting it. After all, precisely, the emancipation of thinking and the ability to go to the end in solving the task at hand is the essence of creative pedagogy.

Conclusion: A technological approach, that is, new pedagogical technologies, guarantees the achievements of a preschooler and further guarantees their successful schooling.

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, it will always be the main guideline cognitive process in its developing state. Everything is in our hands, so they can not be omitted.

Modern educational technologies in preschool educational institutions

Currently, pedagogical teams of preschool educational institutions are intensively introducing into their work innovative technologies. Therefore, the main task of preschool teachers- to choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the goal of personal development.

Modern pedagogical technologies in preschool education are aimed at the implementation of state standards of preschool education.

Today we will talk about pedagogical technologies and their effective use in a preschool institution. First, let's remember what the term "technology" itself means.

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).

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Conceptuality

Consistency

Controllability

Efficiency

Reproducibility

Conceptuality - reliance on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.

Consistency - the technology must have all the features of the system:

process logic,

The interconnection of its parts

Integrity.

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

Structure of educational technology

The structure of educational technology consists ofthree parts :

Conceptual part is the scientific basis of the technology, i.e. psychological and pedagogical ideas that are laid in its foundation.

Content - these are general, specific goals and the content of the educational material.

Procedural part - a set of forms and methods of educational activities of children, methods and forms of work of a teacher, activities of a teacher in managing the process of assimilation of material, diagnostics of the learning process.

So obviously: if a certain system claims to betechnologies , it must meet all the requirements listed above.

The interaction of all subjects of the open educational space (children, employees, parents) of the preschool educational institution is carried out on the basis of modern educational technologies.

Modern educational technologies include :

health-saving technologies;

design technology

research technology

information and communication technologies;

personality-oriented technologies;

technology portfolio of preschooler and educator

gaming technology

TRIZ technology, etc.

Health saving technologies

Aim health-saving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills and habits for a healthy lifestyle.

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

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

on the type of preschool institution,

on the length of stay of children in it,

from the program under which teachers work,

specific conditions of the preschool educational institution,

professional competence teacher,

indicators of children's health.

Allocate (in relation to preschool educational institutions) the following classification of health-saving technologies:

medical and preventive ( ensuring the preservation and enhancement of children's health under the guidance of medical personnel in accordance with medical requirements and standards, using medical devices - technologies for organizing the monitoring of the health of preschoolers, monitoring the nutrition of children, preventive measures, a health-saving environment in preschool educational institutions);

physical culture and recreation (aimed at the physical development and strengthening of the health of the child - technologies for the development of physical qualities, hardening, breathing exercises and etc.);

ensuring the socio-psychological well-being of the child (providing 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 for psychological and pedagogical support of the development of the child in the pedagogical process of the preschool educational institution);

health saving and health enrichment of teachers (aimed at developing the health culture of teachers, including the culture of professional health, at developing the need for a healthy lifestyle; maintaining and stimulating health (technology for using mobile and sports games, gymnastics (for the eyes, breathing, etc.), rhythmoplasty, dynamic pauses , relaxation);

educational (education of a culture of health of preschool children, personality-oriented education and training);

healthy lifestyle education (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.)

Health-saving pedagogical technologies includepedagogical technology of an active sensory-developing environment, which is understood asWith a dark totality and order of functioning of all personal instrumental and methodological means used to achieve pedagogical goals.

2. Technologies of project activity

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

Teachers who actively use project technology in the upbringing and education of preschoolers unanimously note that the life activity organized according to it in kindergarten allows you to get to know the pupils better, to penetrate the inner world of the child.

Classification of educational projects:

"gaming" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment);

"excursion", aimed at studying problems related to the surrounding nature and social life;

"narrative" during the development of which children learn to convey their impressions and feelings in oral, written, vocal art (picture), musical (playing the piano) forms;

"constructive" aimed at creating a specific useful product: knocking together a birdhouse, arranging flower beds.

Project types:

by dominant method:

research,

information,

creative,

gaming,

adventure,

practice-oriented.

according to the nature of the content:

include the child and his family,

child and nature

child and man-made world,

child, society and its cultural values.

by the nature of the child's participation in the project:

customer,

expert,

executor,

participant from the inception of an idea to the achievement of a result.

according to the nature of contacts:

carried out within the same age group,

in contact with another age group,

inside the dow

in contact with family

cultural institutions,

public organizations (open project).

by number of participants:

individual,

double,

group,

frontal.

by duration:

short,

average duration,

long term.

3. Research technology

The purpose of research activities in kindergarten - to form in preschoolers the main key competencies, the ability for a research type of thinking.

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

Methods and techniques for organizing experimental research

activities:

heuristic conversations;

Raising and solving 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;

Use of artistic word;

Didactic games, game educational and creatively developing

situations;

Job assignments, actions.

The content of cognitive research activities

Experiments (experimentation)

State and transformation of matter.

The movement of air, water.

Soil and mineral properties.

plant life conditions.

Collecting (classification work)

Types of plants.

Types of animals.

Types of building structures.

Types of transport.

Types of professions.

Map travel

Sides of the world.

Terrain reliefs.

Natural landscapes and their inhabitants.

Parts of the world, their natural and cultural "marks" - symbols.

Journey along the "river of time"

The past and present of humanity (historical time) in the "marks" of material civilization (for example, Egypt - the pyramids).

History of housing and improvement.

4. Information and Communication Technologies

The world in which 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.).

Informatization of society puts before preschool teacherstasks:

to keep up with the times,

become a guide for the child to the world of new technologies,

a mentor in the selection of computer programs,

to form the foundations of the information culture of his personality,

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.

Requirements for computer programs DOE:

Exploratory nature

Ease for self-study of children

Developing a Wide Range of Skills and Perceptions

Age Compliance

Amusement.

Program classification:

Development of imagination, thinking, memory

Speaking dictionaries of foreign languages

The simplest graphic editors

Travel Games

Learning to read, math

Using multimedia presentations

Computer advantages:

presenting information on a computer screen in a playful way is of great interest to children;

carries a figurative type of information understandable to preschoolers;

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

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.

Errors when using information and communication technologies:

Insufficient methodological preparedness of the teacher

Incorrect definition of the didactic role and place of ICT in the classroom

Unscheduled, accidental use of ICT

Demonstration overload.

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, acquaintance with the scenarios of holidays and other events.

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

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.

Person-Centered Technology

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 for personality-oriented interactions with children in a developing space that allows the child to show his own activity, to realize himself most fully.

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

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.

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

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

The essence of the technological upbringing and educational process is constructed on the basis of the 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.

Identification of the pace of development allows the educator to support each child at his level of development.

setting goals and their maximum refinement (education and training with a focus on achieving results;

preparation of teaching aids (demonstration and handout) in accordance with the educational goals and objectives;

assessment of the current development of a preschooler, correction of deviations aimed at achieving goals;

the final assessment of the result is the level of development of the preschooler.

6.Technology portfolio of a preschooler

Portfolio - this is a piggy bank of the child's personal achievements in various activities, his successes, positive emotions, the opportunity to once again relive the pleasant moments of his life, this is a kind of route for the development of the child.

There are a number of portfolio features:

diagnostic (fixes changes and growth over a certain period of time),

meaningful (discloses the whole range of work performed),

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

Section 2 "I'm growing!". Anthropometric data is entered into the section (in artistic and graphic design): “Here I am!”, “How I grow up”, “I grew up”, “I am big”.

Section 3 "Portrait of my child." The section contains essays of parents about their baby.

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

Section 5 "Here's what I can do." The section contains samples of the child's creativity (drawings, stories, homemade books).

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

Section 7 "Advise me ...". The section provides recommendations to parents by the educator and all specialists working with the child.

Section 8 "Ask, parents!". In the section, parents formulate their questions to the specialists of the preschool educational institution.

P the portfolio can be filled out both in kindergarten and at home and can be presented as a mini-presentation at the child's birthday.

7. Technology "Portfolio of the teacher"

Modern education needs a new type of teacher:

creative thinking,

owning modern technologies of education,

methods of psychological and pedagogical diagnostics,

ways of independent construction of the pedagogical process in the conditions of specific practical activities,

the ability to predict your end result.

Every teacher should have a record of success, which reflects all the joyful, interesting and worthy things that happen in the life of a teacher. A teacher's portfolio can become such a dossier.

To create a comprehensive portfolio, it is advisable to enter the following sections:

Section 1 "General information about the teacher"

This section allows you to judge the process of individual personal development of the teacher (last name, first name, patronymic, year of birth);

education (what and when he graduated, the specialty received and diploma qualification);

work and teaching experience, work experience in this educational institution;

advanced training (name of the structure where the courses were taken, year, month, subject matter of the courses);

copies of documents confirming the availability of academic and honorary titles and degrees;

the most significant government awards, diplomas, letters of thanks;

diplomas of various competitions;

other documents at the discretion of the teacher.

Section 2 "Results of pedagogical activity" .

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

materials with the results of mastering the program being implemented by children;

materials characterizing the level of development of ideas and skills of children, the level of development of personal qualities;

a comparative analysis of the teacher's activities for three years based on the results of pedagogical diagnostics, the results of the participation of pupils in various competitions and olympiads;

analysis of the learning outcomes of pupils in the first grade, etc.

Section 3 "Scientific and methodological activities"

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

materials that describe the technologies used by the teacher in activities with children, justify their choice;

materials characterizing the work in a methodological association, a creative group;

materials confirming participation in professional and creative pedagogical competitions;

in weeks of teaching;

in holding seminars, round tables, master classes;

creative reports, abstracts, reports, articles and other documents.

Section 4 "Subject-developing environment"

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

plans for organizing a subject-developing environment;

sketches, photographs, etc.

Section 5 "Working with parents"

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

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

8. Gaming technology

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

games and exercises that form the ability to identify the main, characteristic features of 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.

The compilation of game technologies from individual games and elements is the concern of each educator.

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

Game technologies are closely connected with all aspects of the educational and educational work of the kindergarten and the solution of its main tasks. Some modern educational programs suggest using the folk game as a means of pedagogical correction of children's behavior.

9. Technology "TRIZ"

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

The main task of using TRIZ technology at preschool age is to instill in the child the joy of creative discoveries.

Only TRIZ elements (tools) can be used in the work if the teacher has not mastered the TRIZ technology sufficiently.

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

The first stage is the determination of the positive and negative properties of the quality of an object or phenomenon that do not cause persistent associations in children.

The second stage is the determination of the positive and negative properties of an object or phenomenon as a whole.

Only after the child understands what adults want from him, one should proceed to the consideration of objects and phenomena that cause persistent associations.

Conclusion: A technological approach, that is, new pedagogical technologies, guarantees the achievements of a preschooler and further guarantees their successful schooling.

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. Everything is in our hands, so they can not be omitted.

A person cannot truly improve unless he helps others to improve.

Create yourself. As there are no children without imagination, so there is no teacher without creative impulses.

Educational technologies in preschool educational institutions according to GEF

Modern educational technologies in preschool educational institutions according to the Federal State Educational Standard implement the basic concept state standard- education of a comprehensively developed personality, in which adults are assigned the role of an assistant, not a leader. Pedagogical technologies are designed to stimulate preschool children: cognitive activity and the desire to solve intellectual and creative problems, achieving success in this; sociability with both peers and adults; awareness of one's abilities, actions and feelings; reflection skills. Educational technologies in the preschool educational institution according to the Federal State Educational Standard The functions of the educator are undergoing changes, now he organizes practical action, emotional response and intellectual search for children, in the context of which he needs to master new educational technologies in the preschool educational institution according to the Federal State Educational Standard. The educator needs to solve educational problems during the implementation of regime moments and planned lessons. Pedtechnology is a combination of techniques and pedagogical attitudes, methodological tools used in educational activities. Pedagogical technologies define a set of methods, forms and techniques of teaching, and are characterized by: conceptuality - having a scientific and socio-pedagogical justification; consistency - the technology is distinguished by the integrity and logic of action, the interaction of all stages and components; manageability - with their help, planning, goal setting are carried out, results are evaluated, methods and means are adjusted; efficiency - the results of the application of pedagogical technologies should be commensurate with the costs that guarantee the achievement of the goal; repeatability - it is important that every educator, regardless of professional experience and specialty, can reproduce the technology, making it an effective work tool. The key to the successful development of the personality of a preschooler is the use of effective pedagogical technologies. Approved technologies are made up of the following components: Concept - scientific and methodological basis; Content - the purpose and essence of the educational material; Process - a set of methods and forms of activity of the teacher and students, focused on the development of educational material. Modern educational technologies in preschool educational institutions according to the Federal State Educational Standard Health-saving technologies In total, there are about a hundred pedagogical technologies, among which health-saving technologies occupy a special place, ensuring the implementation of the Federal State Educational Standards requirement for preschoolers to master the principles of safe life and a healthy lifestyle through bioenergetic, psychological and information impact. Features of the implementation of health-saving technologies are directly related to the amount of time that children spend in kindergarten, the conditions and program of preschool educational institutions, the competence of educators and the health of pupils. Health-saving, in turn, are divided into subcategories: preventive - a medical worker monitors the nutrition of children, their health status, applies preventive measures to prevent epidemics, promote a responsible attitude to one's health; socio-psychological support and comfort - a guarantee of social and psycho-physiological well-being of preschoolers, psychological comfort during interaction with teachers and students; wellness - strengthening the health of babies, developing their physical skills through gymnastics, hardening, regular exercise and sports; maintaining teachers' health - promoting a responsible attitude to professional health, following the principles of a healthy lifestyle, performing physical exercises and gymnastics; educational - educate children in a culture of health; introduction to a healthy lifestyle - play activities, classes physical culture, art and fairy tale therapy, various trainings; sensory-developing environment - a set of methods and tools that are in demand for the implementation of educational goals. Of key importance are correctional technologies that are relevant for correcting children's behavior, stimulating the development of the emotional-volitional sphere, and psychological gymnastics. Sports and health work is carried out to teach pupils to breathe properly, prevent flat feet and scoliosis, and frequent colds. For this, the following are used: Complexes of breathing exercises and additional attributes that provide integration educational areas and positive emotional state of children. Together with the nurse, sessions of the gradual hardening of children, educational work with parents are held. Exercises to maintain posture and prevent flat feet are introduced at regime moments, supplemented by the use of massage mats, health paths and special simulators. Advanced preschool educational institutions use the technique of game stretching, which effectively activates the protective functions of the child's body, promotes psychoenergetic self-regulation, stretching the articular-ligamentous apparatus and muscles, which guarantees a general healing effect. Technologies of project activity While working on projects, pupils master the principles of effective interaction with adults and peers, enrich their own social experience. The use of educational technologies in a preschool educational institution according to the Federal State Educational Standard, in particular, a project one, allows educators to get to know children better, assess their abilities and inner world. Children's projects in preschool educational institutions are different: narrative - children broadcast emotions and impressions in the form of a story, playing music, visual arts; gaming - theatrical, group entertainment, folk dances and games; constructive - represent the creation of socially useful things, for example, caring for flower beds, sewing clothes for dolls, arranging birdhouses; excursions - acquaintance with the surrounding world and nature. Children's projects are divided into adventure, creative, research, information, practical. They are implemented independently, together with a teacher or family members, within a group or preschool educational institution. The timing of projects depends on their types (short-term, medium-term or long-term). Technology of research activity Not all educational technologies used in preschool educational institutions according to GEF are as common as research, the purpose of which is to stimulate thought processes and the acquisition of basic competencies by children. Research activity in kindergarten is impossible without solving inventive problems (TRIZ), because when working on a research project, it is impossible to avoid experiments. As part of the implementation of research activities, children: conduct experiments, observations, model; study the world around us in all the variety of colors, images and sounds; participate in heuristic conversations, creative and didactic games; evaluate and demonstrate the results of experiments, experiments, own observations and manual labor; pose and find answers to problematic questions; learn to imitate the sounds of nature and master the artistic word; perform work activities. The most popular forms of work are: Experimentation - preschoolers get acquainted with substances and their states, practice changing the living conditions of plants, evaluate the properties of minerals, soil, water and air. Collecting - learn to classify professions, types of animals, fish, birds and plants, architectural structures, land and sea transport. Journey - kids get acquainted with the principle of using a map, cardinal points, the concept of time, future, past and present. Information and communication technologies Preschool education is part of a continuous educational process, and therefore puts forward special requirements for the development of information technologies. Innovative educational technologies in preschool educational institutions according to the Federal State Educational Standard for studying the operation of a tablet, computer and interactive whiteboard introduce children to the world of technology, teach mobility, arouse interest in technological progress, and also have a positive effect on the competence of parents and the professional skills of teachers. As part of informatization, IR technologies use computer programs that are entertaining in nature, contributing to common development competencies of pupils, are research in nature and correspond to the age of children. The programs used in IR education for children are divided into: basic graphic editors; services for the development of thought processes, memorization and imagination; speaking and interactive dictionaries of foreign languages; teaching counting and reading. All this makes it possible to use a figurative type of information accessible to children, demonstrating it in a form that is exciting and interesting for preschoolers. The computer allows you to individualize learning, it stimulates cognition, gives children self-confidence. Teachers actively use ICT, selecting illustrative material necessary for classes, scanning and printing it, studying specialized resources and websites. They exchange pedagogical experience with colleagues from Russia and neighboring countries. The computer makes it quicker and easier for them to complete group reports and documentation, and the PC-based presentations make the activities fun for children and adults (when it comes to meetings and conversations with parents). However, the educator, before using IR technologies, should properly prepare methodically, determine the didactic role of classes, conduct them systematically, and not haphazardly, and not overload the attention of children with a voluminous visual range. Student-centered technology This technology puts the child, for whom safe and comfortable conditions for the development and realization of natural abilities are important, at the center of preschool educational system. In most kindergartens, there are still difficulties with the implementation of the concept of student-centered interaction, which are associated with the congestion of the daily routine with regime moments. Individualization of education highlights several assistive technologies: Humanistic - have a psychological and therapeutic orientation, thanks to which children with poor health successfully adapt to the kindergarten environment. It is implemented with the help of rooms for psychological relief, in a sports and music hall, a room for productive activities, in which children independently and voluntarily choose their occupation. Collaborative - a democratic approach, according to which children and teachers interact on an equal footing or as partners, together choose directions for creativity. This concept dominates modern educational programs , according to which educators create differentiated tasks in conditions of individualized learning, determines the pace of development. The person-oriented approach contrasts with the classical authoritarian approach, creating favorable conditions for development and creativity. Preschooler Portfolio Technology Preschooler's Portfolio collects the child's key achievements in all activities so that toddlers can relive situations of success. Through this technology, educators demonstrate the skills and abilities of the child (rating function), the entire amount of work performed in kindergarten (content), the educational progress of the pupil over a certain period of time (diagnostic). Leading methodologists offer several options for portfolio structure. L.I.Adamenko V.Dmitrieva, E.Egorova “A good preschooler” - it lists the personal characteristics of the pupil, the reviews of the educators about him and the essay from the parents, the characteristics from friends and the psychological and pedagogical characteristics, the sheets of gratitude to the child for his actions. “Skillful preschooler” - the results of a survey of parents, information about the skills and abilities of a preschooler, feedback from educators about him, including leaders of sections and circles that the child attended, an assessment of cognitive activity. “Successful preschooler” - creative works, certificates, diplomas, laudatory sheets of the baby, reviews of parents are filed. "Parents say" - information about the baby, its features and achievements, which are noted by parents. “Educators are talking” - teachers, observing the activities, communication skills, social interaction and the use of various information by preschoolers, make their own conclusions, which they add to this information block. “The preschooler talks about himself” - the kid demonstrates his certificates, awards, crafts and drawings, stories about his friends and himself. According to the suggestion of L. Orlova, the portfolio of a pupil of a preschool educational institution should be less formal and more significant for the baby and his family, therefore, at the time of filling out the album, you can attach an image of the child’s foot or palm to compare with the foot and palm at the time of release. The portfolio structure includes six sections: "Introduction" - pictures of the child taken in different years, basic information about the date and place of birth, famous namesakes, the meaning of the baby's name, the tradition of celebrating his birthday. "I'm growing" - reflects the dynamics of growth and the acquisition of useful skills and abilities. "My family" - information about the main family members (age, profession, hobby). “I help as much as I can” - a description or photographs of a baby doing homework. " The world» - reports on cognitive walks or excursions of the baby. "Inspiration from nature" - creative works using waste or natural material, photographs from cultural events, video recordings). Having a portfolio of a child, it is easier for the educator to develop an individual approach to him, and upon release, this album can be a pleasant gift for the baby and his parents. Teacher Portfolio Technology A modern educator should be better, more active and more proactive than those who worked ten years ago. new type teacher involves the possession of modern pedagogical technologies, the skills of predicting and designing the educational process, and diagnostic techniques. The educator portfolio is a way to reflect achievements and demonstrate teaching excellence. The educator portfolio contains five main information blocks: general information- it contains basic biographical information, information about education, experience, qualifications of a teacher, diplomas, copies of documents on awarding degrees and titles. Results of professional activity - reflects the dynamics of the educational work of the educator and may include documents confirming the degree of mastery of the program by children, acquired skills, and the results of the educational activities of graduates of preschool educational institutions in the first grade. Scientific and methodological work - contains documents confirming the professionalism of the educator (a list of used educational technologies according to the Federal State Educational Standard in kindergarten, work in a methodological or creative group, participation in competitions pedagogical excellence , master classes, conferences), including author's methodological developments and programs. Subject-developing environment - photographs and layouts of the organization of the subject-developing environment in the group's premises and on the site. Interaction with parents - plans and reports on the results of work with family members of pupils. Game technologies Entertaining games simplify the learning process. It is important that the system of gaming activities be carefully thought out taking into account the knowledge and skills of children, their age. The technology combines a complex of games that form the ability to characterize, generalize and systematize objects, distinguish between real and fantasy, develop ingenuity, reaction speed, phonemic hearing, and mental processes. Game technologies are interconnected with the educational, developmental, educational, didactic and socializing tasks of the kindergarten. They are most effective at preschool age, since at this time the play activity is the leading one in children. Among all modern educational technologies in the preschool educational institution according to the Federal State Educational Standard, three of the most popular methods are distinguished in the gaming category: B.P. Nikitin's educational games rely on the use of squares, maps, plans, cubes, Montessori inserts and other materials through which preschoolers perform tasks, the information they need and gain useful skills. Logic blocks by Zoltan Gyenes is an exciting game for children from 3 to 10 years old, using a set of 48 geometric shapes of different shapes, colors, thicknesses and sizes, developing analytical skills and logical thinking, allowing you to perform basic object actions. "Fairy tale labyrinths" by V. Voskobovich are innovative educational games aimed at children of all ages, stimulating creativity, memory, attention and thinking, practicing speech, fine motor skills, counting skills and other knowledge. Game technologies develop creativity and imagination, observation and attentiveness in preschool children, stimulate the desire to learn new things, give basic ideas about the world around them, and contribute to the harmonious development of logical thinking and emotional-figurative perception. They involve systematic work with increasing complexity, which takes place in an atmosphere of freedom and creativity. Technology "TRIZ" The technology of solving inventive problems or TRIZ appeared thanks to T.S. Altshuller, who proposed forms of work that stimulate the mental processes in children. Technology develops systematic and flexible thinking in children, encourages them to be creative and search active. During the implementation of TRIZ, children should feel positive emotions from creative discoveries. The material should be presented in a simple and accessible form for children, so that when faced with contradictions or difficulties, preschoolers strive to find the right answer, while using all possible resources. The educator should not only contribute to the implementation of the “I am learning” model instead of “I am being taught”, stimulating the cognitive activity of the kids, but also be willing to adapt and adjust the content of education in accordance with changes in the cognitive interests of children. That is why each teacher has the right to create their own technologies that will ensure the harmonious development and successful development of the program by preschoolers, it is enough to apply a technological approach and a creative impulse. You can learn more about educational technologies in kindergarten in the articles: 1. TRIZ technology in preschool educational institutions according to GEF 2. Technologies in preschool educational institutions according to GEF 3. Distance learning technologies (DOT) 4. The use of modern educational technologies in teaching schoolchildren primary school

Anna Kondratieva
Modern educational technologies in preschool educational institutions

« Modern pedagogical technologies in preschool educational institutions» .

Today we will talk about pedagogical technologies and their effective use in a preschool institution. The term itself « technology» - from Greek it is art, skill, skill, a set of techniques and methods of obtaining, processing and processing of raw materials, materials. At present, the concept has firmly entered the pedagogical lexicon "pedagogical technology» . 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).

There is a classification of pedagogical technologies.

After the introduction of the GEF DO in the system of preschool education educational process; decide educational educational activities education; build educational

Today any preschool in accordance with the principle of variability, the right to choose their own model education and design the pedagogical process on the basis of adequate ideas and technologies. The basis of the activity of all subjects of the pedagogical process is the model “I am learning myself, not being taught”, That's why contemporary the educator needs to master a whole arsenal of pedagogical technologies to stimulate the cognitive activity of the child. In addition, the teacher must be ready to respond flexibly to emerging changes in the content. education, adapt it to the emerging and constantly changing cognitive interests of children.

The development of new teachers by teachers is the key to the successful development of the child's personality.

Pedagogical technology- this is such a construction of the activity of the educator, in which the actions included in it are presented in a certain sequence and suggest the achievement of the predicted result. Modern pedagogical research show that the main problem of preschool education - loss of vitality, the attractiveness of the process of cognition. The number of preschool children who do not want to go to school is increasing; the positive motivation for classes has decreased, the performance of children is falling.

Based on the foregoing, there is a need to use a range of innovative educational technologies. In their professional activities, teachers of our preschool educational institution use the following technologies:

1. Technology developmental education (D. B. Elkonina V. V. Davydova, aimed at developing the individual cognitive abilities of each child, at knowing oneself as a person, at self-determination and self-realization in the learning process;

2. Gaming technology in preschool:

3. Pedagogy of cooperation (K. D. Ushinsky, N. P. Pirogov, L. N. Tolstoy) ;

4. TRIZ technology(G. S. Altshuller, A. M. Strauning, aimed at the development of creative abilities;

5. Information and communication technologies;

6. Health-saving technologies(N. N. Efimenko) to improve the health of children;

7. When interacting with children, a personality-oriented approach is used (I. S. Yakimanskaya).

8. Technology problem learning (J. Dewey)

9. Technology project activities (L. S. Kiseleva, T. A. Danilina)

The teachers of our preschool educational institution comprehensively solve the problems of the physical, intellectual, emotional and personal development of the child, preparing him for school, actively introducing the most effective health saving technologies. Today we will focus on some of them.

"Health-saving technology in preschool»

The period of preschool childhood is the most important in the formation of personal qualities, the formation of the foundations of physical, mental, intellectual and social health.

Our preschool educational institution has developed a set of measures aimed at timely providing each child with adequate conditions for the age for the development and formation of a full-fledged personality, the preservation and promotion of health, the formation of a healthy lifestyle.

Federal government requirements determined the content and conditions of the organization educational process for the formation of a common culture, the development of physical, intellectual and personal qualities of preschoolers, ensuring their social success, the preservation and strengthening of health, and also highlighted the content of psychological and pedagogical work on the development of children educational areas. All these tasks teachers need to solve in an integrated way, ensuring the versatile development of children, taking into account their age and individual features. Such integration is possible only under the condition of a real connection into a single whole of the processes of education, upbringing and development. In this regard, the integrated inclusion of health-saving technologies in the educational space of preschool educational institutions.

Under health-saving technologies is understood as a set of pedagogical, psychological and medical measures aimed at preserving and strengthening the health of children, the formation of a conscious and valuable attitude towards their health.

In our kindergarten, teachers and specialists use the following in their work with children: technologies:

- Technologies conservation and promotion health:

dynamic pauses, outdoor and sports games, relaxation, finger gymnastics, eye gymnastics, respiratory gymnastics, invigorating gymnastics, corrective gymnastics

- Technologies for teaching a healthy lifestyle: Physical education rhythmic, biological Feedback(BOS).problem-game, communicative games, conversations from the series "Health", point self-massage,

Corrective technologies: technologies development of the emotional-volitional sphere, behavior correction, psycho-gymnastics.

The tasks of each of these groups are related to the general tasks of the health caregiver. education in our kindergarten.

Important place to use technologies maintaining and stimulating health in our preschool educational institution is given to teaching preschoolers to breathe properly.

In our institution, specialists and teachers have introduced methods into the system of physical culture and health-improving work that allow teaching children the correct nasal breathing: paradoxical gymnastics by A. N. Strelnikova, sound breathing by M. L. Lazarev, breathing training according to the method of biological feedback A. A. Smetankina.

The various attributes used in the performance of breathing exercises also provide integration in the development of preschoolers. The importance of using unconventional material: snowflakes, ribbons, bright tubes, turntables, etc. cannot be overestimated, because a preschool child is characterized by visual figurative thinking. When using paraphernalia, children get a lot of impressions. This has a beneficial effect on their emotional mood, as well as on the whole organism as a whole in educational and educational and physical culture and health-improving process. The respiratory gymnastics complexes developed by the teachers of the institution are included in all types of activities of children in the daily routine.

Much attention is paid to stopotherapy-prevention of flat feet and maintaining posture. The use of various non-traditional equipment allows you to instill interest in performing these exercises. To achieve a positive result, the exercises are included in all regime moments. The use of health tracks, massage mats, gathering machines and much more increase the effectiveness of such exercises.

In connection with the growth of hypodynamia among children, the issue of inclusion in health work game stretching techniques.

Applied game stretching technique (or, in other words, stretching) It is aimed at activating the protective forces of the children's body, mastering the skills of perfect control of one's body and psychoenergetic self-regulation, at the development and release of the creative and health-improving possibilities of the subconscious.

The technique of game stretching is based on static stretching of the muscles of the body and the articular-ligamentous apparatus of the arms, legs, spine, which helps to prevent postural disorders and correct it, which has a deep healing effect on the entire body.

Movement is life

It's time for computers

It has become more difficult to live actively.

And children are like old people

Carry backpacks to school.

Movement is life and beauty,

Healthy mind and purpose clear:

Run away from laziness and disease,

Sports are healthier than all.

How to teach to be healthy

And love physical education?

Just do something yourself

And give everything to the kids.

In the eyes of sparkle and sonorous laughter -

How many joys for all.

Jump, run, throw at the target -

Everyone wants to be smart.

Comes the conclusion without a doubt:

"Health is life,

Life is movement!

"The use of game pedagogical technologies in the work of a kindergarten teacher. "

Currently in educational process, the idea of self-development of the personality, its readiness for independent activity, comes to the fore. The functions of the teacher are changing. Now he is the organizer of intellectual search, emotional experience and practical action. To do this, it is necessary to master new pedagogical technologies, forming the active role of the student.

Pedagogical technologies must develop curiosity - the basis of cognitive activity; ability to independently solve creative (mental, artistic) and other tasks that allow you to be successful in different types activities: creative imagination as a direction of intellectual and personal development; communication skills - the ability to communicate with adults and peers; the ability to reflect - as one of the main personal qualities; understanding and self-awareness (actions, behavior, speech, feelings, states, abilities).

After the introduction of FGT into the system of preschool education the educator should be engaged in the development of the child, based on the complex-thematic principle of construction educational process; decide educational tasks not only within the immediate educational activities, but also during regime moments in accordance with the specifics of preschool education; build educational processes on age-appropriate forms of work with children.

Teachers mastering new technologies in preschool education- pledge successful solution problems, development of the personality of the child.

The purpose of gaming technologies is the solution of the series tasks: didactic, developing, educating, socializing.

Gaming technologies are widely used in preschool age, since the game is the leading activity during this period. In the development of preschool children, developing games are used. technology B. P. Nikitin, V. V. Voskobovich, Kuzener, Gyenesh.

Technology of educational games B. P. Nikitina.

The game activity program consists of a set of educational games. In his books, he offers educational games with cubes, bricks, Montessori frames and inserts, plans and maps, squares, sets "Guess", etc. Tasks are given to the child in various form: in the form of a model, a flat isometric drawing, a drawing, etc., and so way introduce him to different ways transfer of information.

Are there enough games and toys in our group? Quite: soft, plastic, with attributes of role-playing games; various designers, pyramids, fasteners and lacing; didactic and educational games, games, games, games. Many and different, all of them are aimed only at ensuring that the little man grows and develops.

So it's all right: each child finds for himself a worthy occupation. But manifold games does not exclude the fact that each toy and game performs a limited number of functions (most often 2 - 3).

But there is one game that should be discussed in more detail, and precisely because of its universality and simplicity at the same time - this is a complex containing a set of geometric shapes, each of which can be characterized by four properties: color, shape, size and thickness - and in a complete set, all these four features fully describe a specific figure. A thin, large, red circle is only one, there is no other like it.

These are Gyenes logic blocks.

Logic blocks were invented by the Hungarian mathematician and psychologist Zoltan Gyenes. Games with Gyenes blocks are accessible, on a visual basis, they introduce children to the shape, color and size of objects, with mathematical representations. I have been using them in my work for 7 years already, I released a group of children in whose education I used logical blocks and their standards.

What are Gyenes blocks?

Gyenes Blocks is a universal educational game.

Gyenesh logic blocks are a set of 48 geometric figures:

a) four forms (circles, triangles, squares, rectangles);

b) three colors (red, blue and yellow pieces);

c) two sizes (large and small figures);

d) two types of thickness (thick and thin figures).

The most interesting thing is that there is not a single identical figure in the set. Each geometric figure is characterized by four signs: shape, color, size, thickness.

What do Gyenes blocks develop?

Blocks develop logical and analytical thinking(analysis, comparison, classification, generalization, creativity, as well as perception, memory, attention and imagination. Playing with Gyenes blocks, the child performs various substantive actions (groups by attribute, lays out rows according to a given algorithm).

At what age can you play with blocks?

Gyenes blocks are designed for children from three to 10 years old. In practice, you can give blocks to children from 2. years. Using the album for the little ones.

To begin with, I introduce children to blocks. I lay out the set in front of them and let the children play with details: to touch, sort out, hold in hands.

1. Find all shapes of the same color (not the same color as this one) (show, for example, a yellow figure). Then you can ask the child to show all the blocks of a triangular shape. (or all large figures, etc.).

2. Give the bear all the blue figures, the bunny - yellow, and the mouse - red; then we distribute the figures by size, shape, thickness.

3. What color (shape, size, thickness) is this figure?

4. Several figures are laid out in front of the child that need to be remembered, and then one of the figures disappears or is replaced by a new one, or two figures are swapped. The child should notice the changes.

5. All figures are put into a bag. Ask the child to touch all the round blocks. (all big or all fat). It is also possible to characterize all the figures according to one or more features. Or he names the shape, size or thickness without taking it out of the bag.

6. Lay out three shapes. The child needs to guess which of them is superfluous and by what principle (by color, shape, size or thickness).

7. Find the same figures in color, but not the same in shape or the same in shape, but not the same in color.

8. Continue the chain, alternating blocks by bloom: red, yellow, red, yellow (can be altered in shape, size and thickness).

9. We lay out the chain so that there are no figures of the same shape and color nearby (by color and size; by size and shape, by thickness and color, etc.). You can also lay out the figures so that each differs from each other in color, shape, size

10. We lay out the chain so that there are figures of the same size but different in shape, etc. Or we lay out the chain so that there are figures of the same color and size, but of different shapes (same size but different color).

I brought only a minimum of games with these blocks, in fact, there are very many games a large number of. I use blocks both in the classroom and in individual work with kids.

V. Voskobovich and his "Fairy Labyrinths".

Vyacheslav Voskobovich is an inventor who came up with more than 50 benefits for the development of the mental and creative abilities of a child. During the perestroika, looking for some educational toys for his two children in stores and not finding anything suitable, he decided to invent and make a game himself. He beat and pounded everything by hand. He did not copy someone else's, and therefore his new games aroused such interest. The first developments of Voskobovich were constructive in nature - it was a search for some kind of zest. Realizing that tasks and exercises are not as interesting for children as a game, he approached the matter creatively and combined his ideas with game moments.

His games teach to model, correlate the whole with its part, develop thinking, memory, attention, and creativity. Vyacheslav Vadimovich not only contributed to alternative pedagogy, but created new era developing games. Now a large number of children's institutions have been created that work on its basis. technologies.

What distinguishes Voskobovich's games from all the others?

Voskobovich's educational games have a number of features:

1. Wide age range of game participants.

With the same game, children of 3 and 7 years old, and schoolchildren, can play, because a system of constantly becoming more complex developmental questions and cognitive tasks joins the simple physical manipulation.

2. Multifunctionality of games.

Can solve a large number educational tasks Unbeknownst to himself, the baby masters numbers and letters, remembers color and shape, learns to count, navigate in space, trains fine motor skills, improves speech, attention, memory, imagination.

3. Variability of game tasks and exercises.

Each game has a large number of varied game tasks and exercises aimed at solving one educational task.

4. The creativity of each game.

Educational games provide an opportunity to invent and translate what was conceived into reality for both children and adults.

Technology resolves the following tasks:

The development of the child's cognitive interest, desire and need to learn new things.

Development of observation, research approach to phenomena and objects of the surrounding reality.

Development imagination, creativity of thinking (the ability to think flexibly, think in an original way, see an ordinary object from a new angle of view).

Harmonious, balanced development in children emotionally - figurative and logical principles.

Formation of basic ideas (about the world around, mathematical, speech skills.

Building a pedagogical process that contributes to the intellectual and creative development of children in the game.

By solved educational problems, all Voskobovich games can be conditionally divided into 3 groups:

Games aimed at logical and mathematical development.

The purpose of these games is to develop mental operations, and game actions - manipulation of numbers, geometric shapes, properties of objects.

Games with letters, sounds, syllables and words.

In these games, the child solves logical problems with letters, composes syllables and words, and is engaged in word creation.

Universal game learning tools. They can be material for games and didactic aids. Game teaching aids create comfortable conditions for the work of the teacher and give pleasure to children.

To organize games, you can use the fairy tales-methods of the Purple Forest or adapt well-known fairy tales. Tasks are set not by an adult, but by a fairy-tale character. The plot may include one game or a combination of several familiar games. Voskobovich's games can be used in joint, independent activities, as well as integrated with other activities. The learning task is set in the form of a game. In the situation of a developing game, there is an internal need to acquire new knowledge and methods of action.

In educational games (this is their main feature) manages to combine one of the basic principles of learning - from simple to complex - with a very important principle of creative activity independently according to abilities, when a child can rise to "ceiling" their possibilities.

Educational technologies I have been using it in my work for a long time, I released a group of children, in whose training I used logical blocks and their standards, developing the games of B.P. Nikitin, V.V. Voskobovich. Educational games do not tolerate coercion and create an atmosphere of free and joyful creativity.

"Music therapy in kindergarten."

Today there is a sharp increase in the number of children with various forms of disorders of the psycho-emotional sphere. Closing themselves on TVs, computers, children communicate less with adults, peers, and it is communication that enriches the sensual sphere.

Having studied the methodological literature, we concluded that communication with music is also very necessary for children.

Music therapy is one of the most promising areas in the life of preschool educational institutions. It contributes to the correction of the psychophysical health of children in the course of their life, makes it possible to use music as a means of harmonizing the state of the child, relieving stress, fatigue, and increasing emotional tone.

In our kindergarten we listen to music all day long. This does not mean that it sounds continuously. Music is listened to dosed depending on the time of day, type of activity, mood.

In the morning we turn on sunny, major classical music, good songs with good lyrics.

For relaxation, stress relief, pleasant immersion in daytime sleep - calm melodic classical and modern relaxing music, sounds of nature, the sound of the sea.

Children subconsciously calm down and relax.

Quiet gentle light joyful music helps awakening.

It is easier and calmer for children to move from a state of complete rest to vigorous activity.

Distinguish active (motor improvisations to the appropriate character of the music) and passive (listening to a soothing melody or as background music)

Hearing right selected music with the performance of psycho-gymnastic studies increases the immunity of children, reduces tension and irritability, headache, restores calm breathing, promotes healing, improves well-being, and lifts the mood.

How to reduce feelings of anxiety and insecurity?

Major melodies, below average tempo will help you with this. Ethnic compositions and classic: Chopin "Mazurka", Strauss "Waltzes", Rubinstein "Melodies".

How to reduce nervous excitement?

Hyperactive children often benefit from listening to calm, quiet music for a long time. Bach "Contata 2", Beethoven "Moonlight Sonata", etc.

Do you want peace?

Flute sounds, violin and piano playing have a relaxing effect. The sounds of nature have a calming effect.

Classic: works by Vivaldi, Schubert "Ave Maria", Brahms "Lullaby".

To reduce aggressiveness and disobedience.

Classic: Bach "Italian Concerto", Mozart "Symphony No. 40", Haydn "Farewell Symphony"

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