What is technology in dow according to federal state standards. Pedagogical technologies used in preschool educational institutions. Innovative technologies in dow according to federal state standards

Efremova Oksana Grigorievna
Job title: senior teacher
Educational institution: MDOU "Kindergarten No. 1 "Thumbelina"
Locality: Stavropol Territory, city of Novoaleksandrovsk
Name of material: Pedagogical briefing summary
Subject: "Modern educational technologies in preschool educational institutions aimed at implementing the Federal State Educational Standard for preschool education"
Publication date: 12/13/2015

Text part of the publication

MDOU "Kindergarten No. 1 "Thumbelina" Pedagogical briefing
«

Modern educational

technologies in preschool educational institutions aimed

for the implementation of the Federal State Educational Standard for preschool

education

»
Prepared by senior teacher: Efremova O.G.
Currently, teaching staff of preschool educational institutions are intensively introducing innovative technologies into their work. Therefore, the main task of preschool teachers is to choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the goal of personal development. Modern pedagogical technologies in preschool education are aimed at implementing state standards for preschool education. A fundamentally important aspect in pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child. When communicating with children, an adult adheres to the position: “Not next to him, not above him, but together!” Its goal is to promote the development of the child as an individual. Today we will talk about educational technologies and their effective use in preschool institutions. 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 arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit of the pedagogical process (B.T. Likhachev). Today there are more than a hundred educational technologies. Basic requirements (criteria) of pedagogical technology:
Modern educational technologies include
:  health-saving technologies;  technologies of project activities; technology of research activities; information and communication technologies;  person-oriented technologies;  portfolio technology for preschoolers and teachers; gaming technology; technology “TRIZ”; technologies for subject development environment 1.
Health-saving technologies
The goal of health-saving technologies is to provide the child with the opportunity to maintain health, to develop in him the necessary knowledge, skills and habits for a healthy lifestyle.
Health-saving pedagogical technologies include all aspects of the teacher’s influence on the child’s health at different levels - informational, psychological, bioenergetic. In modern conditions, human development is impossible without building a system for the formation of his health. The choice of health-saving pedagogical technologies depends on:  the type of preschool institution,  the length of stay of children in it,  the program under which teachers work,  the specific conditions of the preschool educational institution,  the professional competence of the teacher,  children’s health indicators.
The following classification is distinguished (in relation to preschool educational institutions):

health-saving technologies:

All health-saving technologies can be divided into 4 groups:

Technologies for preserving and promoting health.
 dynamic pauses (sets of physical minutes, which may include breathing, finger, articulation gymnastics, eye gymnastics, etc.)  outdoor and sports games  contrast track, exercise equipment  stretching  rhythmoplasty  relaxation 
Technologies for teaching a healthy lifestyle.
 morning exercises  physical education classes  swimming pool  acupressure (self-massage)  sports entertainment, holidays  Health Day  Media (situational small games - role-playing imitation game)  Play training and play therapy  Classes from the “Health” series
Corrective technologies
 behavior correction technology  art therapy  music influence technologies  fairy tale therapy  color influence technology
 psycho-gymnastics  phonetic rhythms A teacher who guards the child’s health, fostering a culture of health for the child and parents, must first of all be healthy, have valeological knowledge, not overworked, must be able to objectively assess his own strengths and weaknesses related to professional activities, draw up plan for the necessary self-correction and begin to implement it. To ensure enriched physical development and health improvement of children in kindergarten, non-traditional work methods are used. Each group should be equipped with “Health Corners”. They are equipped with both traditional aids (massage mats, massagers, sports equipment, etc.) and non-standard equipment made by the hands of teachers:
1
“Dry aquarium”, which helps relieve tension, fatigue, and relax the muscles of the shoulder girdle
2
.Walking on a mat of traffic jams where the feet are massaged
3
.To develop speech breathing and increase lung volume, we use traditional and non-traditional equipment (sultans, turntables)
4
It is well known that on the palms of the hands there are many points, by massaging which you can influence various points of the body. To do this, we use various massagers, including homemade ones.
5
Rope mats with knots are used to massage the feet and develop coordination of movements.
6
.Walking on paths made of metal corks barefoot.
7
.Every day after sleep, do health-improving gymnastics barefoot to music. The structure of the health regimes of each group should include a range of medical and restorative techniques, techniques, methods: - facial warm-ups - eye gymnastics (helping to relieve static tension in the eye muscles, blood circulation) - finger gymnastics (trains fine motor skills, stimulates speech, spatial thinking , attention, blood circulation, imagination, reaction speed) - breathing exercises (promotes the development and strengthening of the chest) - acupressure - games, exercises for the prevention and correction of flat feet and posture. Health-saving activities ultimately form a strong motivation in the child for a healthy lifestyle and full and uncomplicated development.
The set goals are successfully implemented in practice.
-
Dynamic pauses
which are carried out by the teacher during classes, 2-5 minutes, as the children get tired. May include elements
gymnastics for the eyes, breathing exercises and others, depending on the type of activity. With the help of proper breathing, you can avoid sinusitis, asthma, neuroses, get rid of headaches, runny nose, colds, digestive and sleep disorders, and quickly restore performance after mental and physical fatigue. For proper breathing, you must follow the following rules: you need to breathe only through your nose evenly and rhythmically; try to fill your lungs with air as much as possible when inhaling and exhale as deeply as possible; If the slightest discomfort appears, stop doing breathing exercises. -You need to do breathing exercises in a well-ventilated room, in a calm environment. Master the complex gradually, adding one exercise every week. -Systematic use of physical education minutes leads to an improvement in psycho-emotional state, a change in attitude towards oneself and one’s health. You can suggest doing a physical. a moment for one of the children. -
Outdoor and sports games.
Conducted by educators and the head of physical education. As part of physical education, during a walk, in a group room - sedentary games. -
Relaxation.
Conducted by teachers, the head of physical education, a psychologist in any suitable room. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninov), sounds of nature. -
Finger gymnastics.
It is carried out from a young age individually or with a subgroup daily by a teacher or speech therapist. Recommended for all children, especially those with speech problems. It is carried out at any convenient time, as well as during classes. -
Gymnastics for the eyes.
Every day for 3-5 minutes. in any free time and during classes to relieve visual stress in children. -
Breathing exercises.
In various forms of physical education and health work, in physical education. minutes during classes and after sleep: during gymnastics. -
Gymnastics is invigorating.
Every day after nap, 5-10 min. The form of implementation is different: exercises on beds, extensive washing; walking on ribbed planks. Conducted by a teacher. -
Corrective and orthopedic gymnastics.
In various forms of physical education and health work. Conducted by educators and the head of physical education. -
Physical education classes.
They are carried out in a well-ventilated room 2-3 times a week, in the gym. Younger age - 15-20 minutes, middle age - 20-25 minutes, older age - 25-30 minutes. Conducted by educators and the head of physical education.
-Problem-game situations.
It is carried out in free time, possibly in the afternoon. The time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized unnoticed by
children, through the inclusion of the teacher in the process of play activities. The possibility of purposefully forming the foundations of mental self-regulation in children 5 years of age is achieved through active, role-playing games, and physical education sessions.
-Communicative games according to the course “Knowing myself” by M.V. Karepanova and

E.V. Kharlampova.
Once a week for 30 minutes. from an older age. They include conversations, sketches and games of varying degrees of mobility, drawing classes that help children adapt to the group. Conducted by a psychologist.
-Classes from the “Health” series on life safety for children and parents as

cognitive development.
Once a week for 30 minutes. from Art. age in the afternoon. Conducted by teachers.
-Self-massage.
In various forms of physical education and health work or during physical exercises, in order to prevent colds. Conducted by teachers. -
Psycho-gymnastics.
Once a week from older age for 25-30 minutes. Conducted by a psychologist. -
Technology of influence through fairy tales
A fairy tale is a mirror that reflects the real world through the prism of personal perception. It contains, perhaps, everything that does not happen in life.
.
In fairytale therapy classes, children learn to create verbal images. They remember old images and come up with new ones, children increase their figurative repertoire, and the child’s inner world becomes more interesting and richer. This is a true chance to understand and accept yourself and the world, increase self-esteem and change in the desired direction. Since feelings can be not only positive, but also negative, children’s images are not only joyful, but also frightening. One of the important goals of these classes is to transform negative images into positive ones so that the child’s world is beautiful and joyful. A calm state of the nervous system returns the child to health. The story can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children. -
Technologies of musical influence.
In various forms of physical education and recreational work. They are used to relieve tension, increase emotional mood, etc. Conducted by educators and music director. Additionally, you can use hardening methods: - rinsing the throat and mouth with solutions of herbs (eucalyptus, sage, chamomile, calendula, etc.), which have an antiseptic effect on the mucous membrane of the respiratory tract, or with a solution of sea salt, carried out daily after lunch for 2 weeks one by one. - washing with cold water after a nap. - barefoot walking in combination with air baths is carried out during physical education classes and after a nap.
-A healthy lifestyle includes adequate physical activity, balanced nutrition, personal hygiene, a healthy psychological climate in the family, at school, in kindergarten, the absence of bad habits, and careful attention to one’s health.
- Stretching.
Not earlier than in 30 minutes. after meals, 2 times a week for 30 minutes. from middle age in physical education or music halls or in a group room, in a well-ventilated area. Recommended for children with sluggish posture and flat feet. Beware of disproportionate load on muscles Head of Physical Education
- Rhythmoplasty
. Not earlier than in 30 minutes. after meals, 2 times a week for 30 minutes. from middle age Pay attention to the artistic value, the amount of physical activity and its proportionality to the age of the child. Head of physical education, music director.
- Acupressure.
It is carried out on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age. It is carried out strictly according to a special technique. Indicated for children with frequent colds and diseases of the ENT organs. Visual material is used. Educators, Art. nurse, head of physical education. -
Artherapy
. Sessions of 10-12 lessons for 30-35 minutes. from the middle group. Classes are conducted in subgroups of 10-13 people, the program has diagnostic tools and involves training protocols. Teachers, psychologist.
- Color influence technology.
As a special lesson 2-4 times a month depending on the tasks. It is necessary to pay special attention to the color scheme of the interiors of preschool educational institutions. Correctly selected colors relieve tension and increase the child’s emotional state. Conducted by educators and psychologist.
- Phonetic rhythm.
2 times a week from a young age, no earlier than every 30 minutes. after eating. In the physical education or music halls. Jr. age - 15 min., older age - 30 min. Classes are recommended for children with hearing problems or for preventive purposes. The goal of the classes is phonetic literate speech without movements. Teachers, head of physical education, speech therapist.
- Behavior correction technologies.
Sessions of 10-12 lessons for 25-30 minutes. from an older age. They are carried out using special methods in small groups of 6-8 people. Groups are made up of more than one characteristic - children with
different problems are dealt with in one group. Classes are conducted in a playful manner and have diagnostic tools and training protocols. Conducted by educators and psychologists.
What health-saving educational technologies are used in

working with parents?
- consultations, recommendations and conversations with parents about disease prevention, personal hygiene, the benefits of additional walks and activities in various sports sections, to highlight these issues at parent meetings; moving folders; personal example of a teacher, non-traditional forms of working with parents, practical demonstrations (workshops); survey; joint events: sports festivals, health days; reminders, booklets from the series “Finger gymnastics”, “How to properly harden a child?”, open days; training parents in techniques and methods for children's health (trainings, workshops); publication of a preschool educational institution newspaper and other forms of work.
To create pedagogical conditions for a health-saving process

education and development of children
in a preschool institution, are: organizing various types of children’s activities in a playful way; construction of the educational process in the form of a cultural model; organization of cultural creativity for preschool children; equipping children's activities with equipment, toys, games, play exercises and aids
All this
the work is carried out comprehensively, throughout the day and with the participation of medical and pedagogical workers: educator, teacher-speech therapist, teacher-psychologist, physical education instructor, music director. The main educators of the child are the parents. The child’s mood and state of physical comfort depend on how the child’s daily routine is properly organized and how much attention parents pay to the child’s health. The healthy lifestyle of a child, to which he is taught in an educational institution, can either find daily support at home, and then be consolidated, or not be found, and then the information received will be unnecessary and burdensome for the child. Taking care of health is one of the most important tasks of every person. Among all earthly blessings, health is a valuable gift given to man by nature, which cannot be replaced by anything, but people do not take care of health as much as necessary. But it is important to understand that caring for the health of our children today is the full-fledged labor potential of our country in the near future.
All of us, parents, doctors, teachers, want our children to study well, become stronger year after year, grow up and enter a big life as people who are not only knowledgeable, but also healthy. After all, health is a priceless gift.
2. Technologies of project activities

Target:
Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction. Teachers who actively use project technology in the upbringing and teaching of preschoolers unanimously note that life activities organized according to it in kindergarten allow them to get to know the students better and penetrate into the child’s inner world.
Classification of educational projects:

"game"
- children's activities, participation in group activities (games, folk dances, dramatizations, various types of entertainment); 
"excursion"
aimed at studying problems related to the surrounding nature and social life; 
"narrative"
in the development of which children learn to convey their impressions and feelings in oral, written, vocal artistic (painting), musical (playing the piano) forms; 
"constructive"
aimed at creating a specific useful product: making a birdhouse, arranging flower beds.
Project types:
1. according to the dominant method:  research,  informational,  creative,  gaming,  adventure,  practice-oriented. 2. by the nature of the content:  include the child and his family,  the child and nature,  the child and the man-made world,  the child, society and its cultural values. 3. by the nature of the child’s participation in the project:  customer,  expert,  performer,  participant from the inception of the idea to the receipt of the result. 4. by the nature of contacts:  carried out within the same age group,
 in contact with another age group,  within a preschool educational institution,  in contact with family,  cultural institutions,  public organizations (open project). 5. by number of participants:  individual,  pair,  group,  frontal. 6. by duration:  short-term,  medium-duration,  long-term.
3. Research technology

The purpose of research activities in kindergarten
- to form in preschoolers basic key competencies and the ability for an investigative type of thinking. It should be noted that the use of design and research technologies cannot exist without the use of TRIZ technology (technology for solving inventive problems). Therefore, when organizing or conducting experiments.
Methods and techniques for organizing experimental research

activities:
- heuristic conversations; - raising and solving problematic issues; - observations; - modeling (creating models about changes in inanimate nature); - experiments; - recording the results: observations, experiences, experiments, work activities; - “immersion” in the colors, sounds, smells and images of nature; - imitation of voices and sounds of nature; - use of artistic words; - didactic games, game-based educational and creative development situations; - work assignments, actions.
Contents of educational and research activities
1.
Experiments (experimentation)
 State and transformation of matter.  Movement of air, water.  Soil and mineral properties.
 Living conditions of plants. 2.
Collecting (classification work)
 Types of plants.  Types of animals.  Types of building structures.  Types of transport.  Types of professions. 3.
Travel on the map
 Cardinal directions.  Terrain reliefs.  Natural landscapes and their inhabitants.  Parts of the world, their natural and cultural “marks” - symbols. 4.
Journey along the “river of time”
 The past and present of humanity (historical time) in the “marks” of material civilization (for example, Egypt - the pyramids).  History of housing and improvement.
4. Information and communication technologies
The world in which a modern child develops is fundamentally different from the world in which his parents grew up. This places qualitatively new demands on preschool education as the first link of lifelong education: education using modern information technologies (computer, interactive whiteboard, tablet, etc.). Informatization of society poses challenges for preschool teachers
tasks:
 keep up with the times,  become a guide for the child to the world of new technologies,  a mentor in choosing computer programs,  form the foundations of the information culture of his personality,  improve the professional level of teachers and the competence of parents. Solving these problems is not possible without updating and revising all areas of the kindergarten’s work in the context of informatization.
Requirements for computer programs of preschool educational institutions:
 Investigative nature  Easy for children to study independently  Development of a wide range of skills and understandings  Age appropriate  Entertaining.
Classification of programs:
 Development of imagination, thinking, memory  Speaking dictionaries of foreign languages ​​ The simplest graphic editors
 Travel games  Teaching reading, mathematics  Using multimedia presentations
Computer advantages:
 presenting information on a computer screen in a playful way arouses great interest in children;  carries a figurative type of information that is understandable to preschoolers;  movements, sound, animation attract the child’s attention for a long time;  has a stimulus for children's cognitive activity;  provides the opportunity to individualize training;  in the process of his 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 tools

technologies:
 Insufficient methodological preparedness of the teacher  Incorrect definition of the didactic role and place of ICT in the classroom  Unplanned, random use of ICT  Class overload with demonstrations.
ICT in the work of a modern teacher:
1. Selection of illustrative material for classes and for the design of stands, groups, offices (scanning, Internet, printer, presentation). 2. Selection of additional educational material for classes, familiarization with scenarios for holidays and other events. 3. Exchange of experience, acquaintance with periodicals, the developments of other teachers in Russia and abroad. 4. Preparation of group documentation and reports. The computer will allow you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes. 5. Creating presentations in the Power Point program to improve the effectiveness of educational classes with children and the pedagogical competence of parents in the process of holding parent-teacher meetings.
5.Personally-oriented technology
Personality-oriented technologies place the child’s personality at the center of the entire preschool education system, ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions for its development, and the realization of existing natural potentials. Personality-oriented technology is implemented in a developmental environment that meets the requirements of the content of new educational programs.
There are attempts to create conditions for personality-oriented interactions with children in a developmental space that allows the child to show his own activity and realize himself most fully. However, the current situation in preschool institutions does not always allow us to say that teachers have fully begun to implement the ideas of personality-oriented technologies, namely, providing children with the opportunity for self-realization in the game, the lifestyle is overloaded with various activities, and there is little time left for play. Within the framework of person-oriented technologies, independent directions are distinguished: humane-personal technologies, distinguished by their humanistic essence, psychological and therapeutic focus on providing assistance to a child with poor health, during the period of adaptation to the conditions of a preschool institution. This technology can be well implemented in new preschool institutions (for example: kindergarten No. 2), where there are rooms for psychological relief - upholstered furniture, a lot of plants that decorate the room, toys that promote individual games, equipment for individual lessons. Music and physical education rooms, aftercare rooms (after illness), a room for the environmental development of preschoolers and productive activities, where children can choose an activity of interest. All this contributes to comprehensive respect and love for the child, faith in creative forces, there is no coercion here. As a rule, in such preschool institutions, children are calm, compliant, and do not have conflicts.  Collaboration technology implements the principle of democratization of preschool education, equality in the relationship between teacher and child, partnership in the “Adult-child” relationship system. The teacher and children create conditions for a developing environment, make manuals, toys, and gifts for the holidays. Together they determine a variety of creative activities (games, work, concerts, holidays, entertainment). Pedagogical technologies based on humanization and democratization of pedagogical relations with procedural orientation, priority of personal relationships, individual approach, democratic management and a strong humanistic orientation of the content. The new educational programs “Rainbow”, “From childhood to adolescence”, “Childhood”, “From birth to school” have this approach. The essence of the technological educational process is constructed on the basis of given initial settings: social order (parents, society), educational guidelines, goals and content of education. These initial guidelines should specify modern approaches to assessing the achievements of preschoolers, as well as create conditions for individual and differentiated tasks.
Identifying the pace of development allows the teacher to support each child at his or her level of development. Thus, the specificity of the technological approach is that the educational process must guarantee the achievement of its goals. In accordance with this, the technological approach to teaching highlights:  setting goals and their maximum clarification (upbringing and training with a focus on achieving results;  preparing teaching aids (demonstration and handout) in accordance with educational goals and objectives;  assessing 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 contrast the authoritarian, impersonal and soulless approach to the child in traditional technology - an atmosphere of love, care, cooperation, and create conditions for the creativity of the individual.
6.Portfolio technology for preschoolers

Portfolio
- this is a collection 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 unique route for the child’s development. There are a number of portfolio functions:  diagnostic (records changes and growth over a certain period of time),  meaningful (reveals the entire range of work performed),  rating (shows the range of skills of the child), etc. The process of creating a portfolio is a kind of pedagogical technology. There are a lot of portfolio options. The content of the sections is filled out gradually, in accordance with the capabilities and achievements of the preschooler.
I. Rudenko

Section 1 "Let's get to know each other."
The section contains a photograph of the child, indicating his last and first name, group number; you can enter the heading “I love...” (“I like...”, “I love it when...”), in which the child’s answers will be recorded.
Section 2 “I’m growing!”
The section includes anthropometric data (in artistic and graphic design): “That’s what I am!”, “How I’m growing,” “I’ve grown up,” “I’m big.”
Section 3 “Portrait of my child.”
This section contains essays by parents about their baby.

Section 4 “I dream...”.
The section records the statements of the child himself when asked to continue the phrases: “I dream of...”, “I would like to be...”, “I’m waiting for...”, “I see myself...”, “ I want to see myself...", "My favorite things..."; answers to the questions: “Who and what will I be like when I grow up?”, “What do I like to think about?”
Section 5 “This is what I can do.”
The section contains samples of the child’s creativity (drawings, stories, homemade books).
Section 6 “My achievements”.
The section records certificates and diplomas (from various organizations: kindergarten, media holding competitions).
Section 7 “Advise me...”
The section provides recommendations to parents by the teacher and all specialists working with the child.
Section 8 “Ask, parents!”
In this section, parents formulate their questions to preschool specialists.
L. Orlova offers this portfolio option, content

which will primarily be of interest to parents
, the portfolio can be filled out both in kindergarten and at home and can be presented as a mini-presentation at a child’s birthday party. The author proposes the following portfolio structure. The title page, which contains information about the child (last name, first name, patronymic, date of birth), records the start and end date of maintaining the portfolio, an image of the child’s palm at the start of maintaining the portfolio, and an image of the palm at the end of maintaining the portfolio.
Section 1 "Get to know me"
contains inserts “Admire me”, where portraits of the child taken in different years on his birthday are sequentially pasted, and “About me”, which contains information about the time and place of birth of the child, the meaning of the child’s name, the date of celebration of his name day, a short story from the parents about why this name was chosen, where the surname came from, information about famous namesakes and famous namesakes, personal information of the child (zodiac sign, horoscopes, talismans, etc.).
Section 2 “I’m growing”
includes inserts “Growth Dynamics”, which provides information about the child’s growth from the first year of life, and “My achievements for the year”, which indicates how many centimeters the child has grown, what he has learned over the past year, for example, counting to five, tumbling, etc.
Section 3 “My Family”.
The content of this section includes short stories about family members (in addition to personal data, you can mention profession, character traits, favorite activities, features of spending time with family members).
Section 4 “I will help as much as I can”
contains photographs of the child in which he is depicted doing homework.
Section 5 “The world around us.”
This section includes small creative works of the child on excursions and educational walks.
Section 6 “Winter (spring, summer, autumn) inspiration.”
The section contains children's works (drawings, fairy tales, poems, photographs from
matinees, recordings of poems that the child recited at the matinee, etc.)
V. Dmitrieva, E. Egorova also offer a certain

portfolio structure:

Section 1 "Parental Information"
in which there is a section “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 for teachers”
contains information about teachers' observations of a child during his stay in kindergarten in four key areas: social contacts, communicative activities, independent use of various sources of information and activity as such.
Section 3 “Child’s information about himself”
contains information received from the child himself (drawings, games that the child himself invented, stories about himself, about friends, awards, diplomas, certificates).
L. I. Adamenko offers the following portfolio structure:

block “Which child is good”,
which contains information about the child’s personal qualities and includes: an essay by the parents about the child; teachers' thoughts about the child; the child’s answers to questions during the informal conversation “Tell me about yourself”; responses from friends and other children to a request to tell about the child; child’s self-esteem (results of the “Ladder” test); psychological and pedagogical characteristics of the child; “basket of wishes”, the contents of which include gratitude to the child - for kindness, generosity, good deed; letters of gratitude to parents - for raising a child;
block “What a skillful child”
contains information about what the child can do, what he knows, and includes: parents’ answers to questionnaire questions; feedback from teachers about the child; children's stories about the child; stories from teachers to whom the child goes to clubs and sections; assessment of a child’s participation in actions; the psychologist's characteristics of the child's cognitive interests; diplomas in nominations - for curiosity, skills, initiative, independence;
block “Which child is successful”
contains information about the child’s creative abilities and includes: parental feedback about the child; a child’s story about his successes; creative works (drawings, poems, projects); diplomas; illustrations of success, etc. Thus, a portfolio (a folder of a child’s personal achievements) allows for an individual approach to each child and is presented upon graduation from kindergarten as a gift to the child and his family
7. Technology "Teacher's Portfolio"
Modern education needs a new type of teacher:  creatively thinking,  proficient in modern educational technologies,  methods of psychological and pedagogical diagnostics,
 ways of independently constructing the pedagogical process in the conditions of specific practical activities,  the ability to predict one’s final result. Every teacher should have a record of success, which reflects everything joyful, interesting and worthy that happens in the life of a teacher. A teacher’s portfolio can become such a dossier. A portfolio allows you to take into account the results achieved by a teacher in various types of activities (educational, educational, creative, social, communicative), and is an alternative form of assessing the professionalism and performance of a teacher.
To create a comprehensive portfolio, it is advisable to 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 did you graduate, specialty received and diploma qualification);  labor and teaching experience, work experience in a given educational institution;  advanced training (name of the structure where the courses were taken, year, month, course topics);  copies of documents confirming the availability of academic and honorary titles and degrees;  the most significant government awards, diplomas, letters of gratitude;  diplomas of various competitions;  other documents at the discretion of the teacher.
Section 2 “Results of teaching activities”
. The content of this section forms an idea of ​​the dynamics of the results of a teacher’s activities over a certain period. The section may include:  materials with the results of children’s mastery of the implemented program;  materials characterizing the level of development of children’s ideas and skills, the level of development of personal qualities;  comparative analysis of a teacher’s activities over three years based on the results of pedagogical diagnostics, the results of students’ participation in various competitions and olympiads;  analysis of the learning results of pupils in the first grade, etc.
Section 3 “Scientific and methodological activities”
The content of this section contains materials that indicate the professionalism of the teacher. These can be:  materials that describe the technologies used by the teacher in activities with children and justify their choice;
 materials characterizing work in a methodological association, creative group;  materials confirming participation in professional and creative pedagogical competitions;  in weeks of teaching;  conducting seminars, round tables, master classes;  original programs, methodological developments;  creative reports, abstracts, reports, articles and other documents.
Section 4 “Subject development environment”
Contains information about the organization of a subject-development environment in groups and classrooms:  plans for organizing a subject-development environment;  sketches, photographs, etc.
Section 5 “Working with parents”
Contains information about working with parents of students (work plans; event scenarios, etc.). Thus, the portfolio will allow the teacher himself to analyze and present significant professional results and achievements, and will ensure monitoring of his professional growth.
8. Gaming technology
It is built as a holistic education, covering a certain part of the educational process and united by common content, plot, and character. It includes sequentially:  games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them;  groups of games to generalize objects according to certain characteristics;  groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena;  groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic hearing, ingenuity, etc. Compiling gaming technologies from individual games and elements is the concern of every educator. Learning in the form of a game can and should be interesting, entertaining, but not entertaining. To implement this approach, it is necessary that educational technologies developed for teaching preschoolers contain a clearly defined and step-by-step described system of gaming tasks and various games so that, using this system, the teacher can be confident that as a result he will receive a guaranteed level of learning a child of one or another subject content. Of course, this level of the child’s achievements must be diagnosed, and the technology used by the teacher must provide this diagnosis with appropriate materials.
In activities with the help of gaming technologies, children develop mental processes. Gaming technologies are closely related to all aspects of the educational work of a kindergarten and the solution of its main tasks. Some modern educational programs propose using folk games as a means of pedagogical correction of children's behavior.
9. TRIZ technology
Technology for solving inventive problems
the main objective
, which TRIZ teachers set for themselves is: - formation of creative thinking in children, i.e. education of a creative personality prepared for stable solution of non-standard problems in various fields of activity. The TRIZ methodology can be called a school of creative personality, since its motto is creativity in everything: in posing a question, in methods of solving it, in presenting material TRIZ (the theory of solving inventive problems), which was created by the scientist-inventor T.S. Altshuller. The teacher uses non-traditional forms of work that put the child in the position of a thinking person. TRIZ technology adapted for preschool age will allow you to educate and train a child under the motto “Creativity in everything!” Preschool age is unique, because as a child is formed, so will his life, which is why it is important not to miss this period to reveal the creative potential of each child. The purpose of using this technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, systematicity, dialecticity; on the other hand, search activity, the desire for novelty; speech and creative imagination. The main goal of using TRIZ technology in preschool age is to instill in the child the joy of creative discovery. The main criterion in working with children is clarity and simplicity in the presentation of material and in the formulation of a seemingly complex situation. You should not force the implementation of TRIZ without children understanding the basic principles using simple examples. Fairy tales, playful, everyday situations - this is the environment through which a child will learn to apply TRIZ solutions to the problems he faces. As he finds contradictions, he himself will strive for an ideal result, using numerous resources. You can use only TRIZ elements (tools) in your work if the teacher has not sufficiently mastered TRIZ technology. A scheme has been developed using a method for identifying contradictions:
 The first stage is the determination of the positive and negative properties of the quality of any object or phenomenon that do not cause strong associations in children.  The second stage is the determination of the positive and negative properties of an object or phenomenon as a whole.  Only after the child understands what adults want from him should he move on to considering objects and phenomena that evoke strong associations. Often, the teacher is already conducting TRI classes without even knowing it. After all, it is precisely liberated thinking and the ability to go to the end in solving a given task that is the essence of creative pedagogy.
10. Integrated learning technology
An integrated lesson differs from a traditional lesson in the use of interdisciplinary connections, which provide only occasional inclusion of material from other subjects. Integration - combine knowledge from different educational fields on an equal basis, complementing each other. At the same time, several development problems are solved. In the form of integrated classes, it is better to conduct generalizing classes, presentations of topics, and final classes. The most effective methods and techniques in an integrated lesson: - comparative analysis, comparison, search, heuristic activity. - problematic questions, stimulation, manifestation of discoveries, tasks like “prove”, “explain”.
Approximate structure:
- introductory part: a problematic situation is created that stimulates the activity of children to find a solution (for example, what will happen if there is no water on the planet?);
- main part
: new tasks based on the content of various areas, based on clarity; enrichment and activation of vocabulary;
- final part
: children are offered any practical work (didactic game, drawing); Each lesson is taught by 2 or more teachers.
Methodology of preparation and implementation:
- selection of areas - taking into account program requirements; - basic direction; -identify the basic principle of building a lesson system; -think through developmental tasks; -use a variety of activities; -take into account the peculiarities of the formation of the development of various types of thinking; -use of more attributes and visual material;
-use methods and techniques of a productive nature; -take into account a person-oriented approach; More appropriate integration of the areas of Cognition and Physical Education; “Cognition: mathematics and artistic creativity”; “Music and Cognition”, “Artistic Creativity and Music”; “Communication and art. creation"
11. Technologies for creating a subject-development environment
The environment in which the child is located largely determines the pace and nature of his development and is therefore considered by many teachers and psychologists as a factor in personal development. The task of teachers in kindergarten is the ability to model a sociocultural, spatial-subject developmental environment that would allow the child to express, develop abilities, learn ways to figuratively recreate the world and the language of art, realize cognitive-aesthetic and cultural-communicative needs in free choice. Modeling the subject environment also creates conditions for interaction, cooperation, and mutual learning of children. The construction of a subject-development environment is the external conditions of the pedagogical process, which makes it possible to organize the child’s independent activities aimed at his self-development under the supervision of an adult. The environment must perform educational, developmental, nurturing, stimulating, organizational, and communicative functions. But the most important thing is that it should work to develop the child’s independence and initiative.
Conclusion:
The technological approach, that is, new pedagogical technologies guarantee the achievements of preschoolers and subsequently guarantee their successful learning at school. Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state. Everything is in our hands, so they can not be omitted.
Good luck to everyone!!!

Modern educational technologies, health-saving technologies; technology of developmental education; technology of project activities; information and communication technologies; person-oriented technologies; correction technology; gaming technology, etc.

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

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, familiarization with scenarios for holidays and other events. 3. Exchange of experience, acquaintance with periodicals, the developments of other teachers in Russia and abroad. 4. Preparation of group documentation and reports. The computer will allow you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes. 5. Creating presentations in the Power Point program to improve the effectiveness of educational classes with children and the pedagogical competence of parents in the process of holding parent-teacher meetings. Using a multimedia projector in classes, at teacher councils, and educational institutions.

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

Gaming technology Gaming technologies are closely related to all aspects of the educational work of a kindergarten and the solution of its main tasks. Pedagogical technology for organizing director's games for children Pedagogical technology for organizing role-playing games

Health-saving technologies The goal of health-saving technologies is to provide the child with the opportunity to maintain health, to develop in him the necessary knowledge, skills and habits for a healthy lifestyle. Health-saving pedagogical technologies include all aspects of the teacher’s influence on the child’s health at different informational, psychological, and bio-energetic levels.

Pedagogical technologies based on humanization and democratization of pedagogical relations with procedural orientation, priority of personal relationships, individual approach, democratic management and a strong humanistic orientation of the content. The new educational programs “Childhood”, “From Birth to School”, “Rainbow”, “From Childhood to Adolescence” have this approach. The essence of the technological educational process is constructed on the basis of given initial settings: social order (parents, society), educational guidelines, goals and content of education. These initial guidelines should specify modern approaches to assessing the achievements of preschoolers, as well as create conditions for individual and differentiated tasks.

The technological approach, that is, new pedagogical technologies guarantee the achievements of preschoolers and subsequently guarantee their successful learning at school. Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state. Everything is in our hands, so they can not be omitted.

Sections: Working with preschoolers

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

Target: increasing the efficiency of training students in accordance with the requirements of the Federal State Educational Standard.

Tasks:

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

Subject of research: modern pedagogical technologies.

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

Federal State Educational Standard since January 1, 2014 came into force and approved the requirements for the structure of the Program, the conditions for the implementation of the Program and the results of development.

In modern conditions, the child acts not as an “object”, but as a “subject” of education; the child is a valuable person in his own right.

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

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

So what is “technology”, what is its difference from methodology?

Technology – Greek. the word means “skill, art” and “law of science” - this is the science of mastery.

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

At the moment, there are several definitions of ped. technology, we will choose the most advanced one for today:

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

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

Differences from the method:

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

Today there are more than a hundred educational technologies. They are classified by organizational forms, by subject, by author, by approach to the child, etc.

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

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

Awareness of the urgent need to replace the ineffective verbal (verbal) method of knowledge transfer with a systemic activity approach;

The ability to design the educational process, organizational forms of interaction between teacher and child, ensuring guaranteed learning results.

Why have none of the innovations in recent years produced the expected effect? There are many reasons for this phenomenon. One of them is purely pedagogical - low innovative qualifications of the teacher, namely the inability to choose the right book and technology, conduct an implementation experiment, and diagnose changes. Some teachers are not ready for innovation methodologically, others – psychologically, and still others – technologically. In recent years, teachers have been trying to turn their face to the student, introducing student-centered, humane-personal and other education. But the main problem is that the process of cognition itself is losing its attractiveness. The number of preschool children who do not want to go to school is increasing. Positive motivation for learning has decreased, children no longer show signs of curiosity, interest, surprise, desire - they don’t ask questions at all. There is no connection with school technology, where the authoritarian system is still strong.

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

Requirements for a teacher.

Today, a teacher does not have enough knowledge about existing technologies; he also needs the ability to apply them in practical activities. The demand for teaching masters is always high. To feel confident, a teacher must master at least three fundamentally different technologies: productive (subject-oriented), gentle (personally-oriented), and collaboration technology.

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

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

Using technology in practice.

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

Interactive learning technologies. Recently they have become more important (interactive museums of the world)

They make it possible to implement a qualitatively new effective model for constructing an educational environment. They are aimed at organizing comfortable conditions for the upbringing and development of children, in which interaction, mutual development and mutual enrichment are actively realized. They teach the ability to exchange experiences and interact in groups, develop communication, cultivate tolerance, and contribute to the formation of a social position in the future.

1. Work in pairs. (pencil test)

2. Carousel.

4. Work in small groups.

5. Aquarium.

6. Unfinished sentence.(Once upon a time there were a king and a queen, and then one day...) in a chain.

7. Brainstorming.

8. Brownian motion.

9. Decision tree.

10. Role-playing (business) game.

11. Workshop.

ICT technology is an interactive technology.

The use of ICT is the result of the implementation of the “Electronic Russia” program

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

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

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

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

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

1. Demonstration type classes - presentation.

2. Classes – quizzes, tests.

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

3. Educational computer games.

Educational programs existing on the market for this age can be classified as follows:

1. Games for developing memory, imagination, thinking, etc.

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

3. ART studios, simple graphic editors with libraries of drawings.

4. Travel games, “action games”.

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

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

5. Working with parents.

Self-presentation of the teacher, creation of a portfolio of the child and teacher, use at meetings, as a collection of information on the problem, for home teaching. The teacher can post consultations, exchange photographs, give announcements, hold debates on the websites of preschool educational institutions, or on social media. networks.

6. Use for the professional growth of the teacher.

Collection and storage of information, participation in competitions at the interregional and international level, collecting material for a portfolio. You can make meth on the pre-school website. a piggy bank where teachers can put information available to group members: regulatory documents, card files, lesson plans, poems, etc.

The use of ICT technologies in the classroom allows you to:

• to intensify the cognitive activity of students;
• ensure a high degree of differentiation of training (almost individualization);
• increase the amount of work performed in the lesson;
• improve knowledge control;
• to develop skills of genuine research activity;
• provide access to various reference systems, electronic libraries, and other information resources.
• And, as a consequence of all these components, there is an increase in the quality of students’ knowledge.

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

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

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

We easily incorporate this technology into all types of classes, and from my own experience, I believe that it is more rational to introduce it with children 4-5 years old, since they have accumulated a basic vocabulary. In my work, I use mnemonic tracks, mnemonic tables (schemes that contain certain information). In classes on speech development, they are especially effective and are used as a support system for retelling fairy tales, short stories, and for composing descriptive stories. Also, with the help of mnemonic tables and mnemonic tracks, I introduce children to the world around them during educational classes. For example, in environmental education of children, it helps them form the concept of “season as a time of year,” remember the signs of the seasons, learn the principles of writing descriptive stories about the seasons, describing wild and domestic animals, and various objects. You can depict anything that you consider necessary to reflect in this table, but in such a way that it is understandable to children.

I widely use mnemonic techniques in mathematics and art classes.

Thanks to teaching children mnemonic techniques, according to the results of the examination, positive dynamics were noted in children: the volume of visual and verbal memory significantly increased, the distribution and stability of attention improved, and mental activity intensified. Children also began to realize the auxiliary role of images in retaining verbal material in memory.

The most important principles of mnemonics.

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

Basic techniques:

• Formation of semantic phrases from the initial letters of memorized information
• Rhyming
• Finding bright unusual associations (pictures, phrases) that connect with memorized information
• Patterns
• Familiar numbers

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

Let's look at how you can use mnemonics in the classroom. From my experience I know that information in poetic form is remembered for a long time.

To remember forward and backward counting:

6.7.8.9.10 – we need to weigh our thoughts.

10.9.8.7 - now we are completely adults.

6.5.4.3.2.1 – that’s all your master.

Temporary relationships: Morning, afternoon, evening, night - a day away;

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

Mnemonic tables for months, greater than, less than, minus, plus signs.

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

Project technology.

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

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

The project can combine educational content from various fields of knowledge; in addition, it opens up great opportunities for organizing joint cognitive-search activities of preschoolers, teachers and parents.

The main purpose of the project method is to provide children with the opportunity to independently acquire knowledge when solving practical problems or problems that require the integration of knowledge from various subject areas. As a result, project activity makes it possible to educate a “doer” rather than a “performer”, to develop strong-willed personality traits and partnership interaction skills.

Advantages of the project method:

It is one of the methods of developmental training, because it is based on the development of children’s cognitive skills, the ability to independently construct their knowledge, and navigate the information space;

Improves the quality of the educational process;

Helps develop critical and creative thinking.

Helps improve the competence of teachers.

Disadvantages: low motivation of teachers and parents;

Insufficient level of development of research skills among students

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

In project activities, the child’s subjective position is formed and his individuality is revealed.

Projects are family, personal, collective, group.

Summarizing

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

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

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

International pedagogical media 16+

MENU

Introduction………………………………………………………………………………….
Chapter 1. Theoretical aspects of modern educational technologies in preschool educational institutions………………….................................... ....................
		The relevance of the choice of pedagogical technologies in modern preschool education....................................
		General characteristics of modern educational technologies in preschool educational institutions.................................................... ........................
		Basic methodological requirements for modern educational technologies........................................ …
Chapter 2. Experimental work on the organization of modern educational technologies in preschool educational institutions....................................
		Ascertaining experiment……………………………….
		Formative experiment.........................................................
		Control experiment................................................... ..
Conclusion……………………………………………………………….
List of sources used………………………………….......
Application................................................. ...................................................

Introduction

The relevance of research. Modern pedagogical research shows that the main problem of preschool education is the loss of liveliness and attractiveness of the learning process. The number of preschoolers who do not want to go to school is increasing; Positive motivation for classes has decreased, and children’s academic performance is falling.

Preschool workers are aware of the need to develop each child as a valuable individual. It is no coincidence that in recent years the search for new, more effective psychological and pedagogical approaches to the process of reorganizing the system of preschool education and training, as the initial stage of revealing a child’s potential abilities, has intensified.

The development of preschool education and the transition to a new qualitative level cannot be carried out without a transition to the active use of technologies focused on the child’s personality, on the development of his abilities in conditions of trust in the child’s nature and reliance on his search behavior.

In these changing conditions, a preschool teacher needs to be able to navigate the variety of integrative approaches to child development, and a wide range of modern technologies.

A fundamentally important aspect in pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child. When communicating with children, an adult adheres to the position: “Not next to him, not above him, but together!” Its goal is to promote the development of the child as an individual.

Thus, using modern educational technologies, the following interrelated problems can be solved:

1. Through the formation of skills to navigate in the modern world, to promote the development of the personality of students with an active civic position who can navigate difficult life situations and positively solve their problems.

2. Change the nature of interaction between subjects of the education system: teacher and student - partners, like-minded people, equal members of the same team.

3.Increase children’s motivation for learning activities.

Positive motivation in a child can arise when the following conditions are met:

1. I am interested in what they teach me;
2. I am interested in the one who teaches me;
3. I'm interested in how they teach me.

High motivation for educational activities is also due to the versatility of the educational process. Various aspects of personality are being developed through the introduction of various types of student activities into the educational process.

1. Pay more attention to the study and mastery of modern pedagogical technologies, which make it possible to significantly change the methods of organizing the educational process, the nature of interaction between subjects of the system, and, finally, their thinking and level of development.

However, the introduction of modern educational and information technologies does not mean that they will completely replace traditional teaching methods, but will be an integral part of it. After all, pedagogical technology is a set of methods, methodological techniques, forms of organizing educational activities, based on the theory of learning and providing the planned results.

It is very difficult for a teacher to overcome the stereotypes of teaching that have developed over the years. The modern education system in preschool educational institutions provides educators with the opportunity to choose “their own” among many innovative methods and take a fresh look at their own work experience.

The object of the study is modern pedagogical technologies.

The subject of the study is the process of using modern educational technologies in the learning process.

Research hypothesis: the educational process will have a positive effect when using modern educational technologies in classrooms.

The purpose of the work is to study theoretical material on the problem of modern pedagogical technologies.

Based on the purpose of the study, the following tasks were solved:

1) study and analyze psychological, pedagogical and methodological literature on the research problem;

2) study and identify the most effective modern educational technologies;

3) consider modern technologies for organizing the educational process;

4) analyze the main methodological requirements for modern educational technologies.

Research methods:

• analysis of scientific and methodological literature;
• study and analysis of teaching experience on the research topic;
• methods of theoretical research: analysis, synthesis, comparison, generalization.

The work consists of an introduction, two chapters, a conclusion, a list of sources used and applications.

Chapter 1. Theoretical aspects of modern educational technologies in preschool educational institutions

1.1 The relevance of the choice of pedagogical technologies in modern preschool education

Children entering first grade have a limited vocabulary, underdeveloped hand motor skills, inadequate emotions, and spelling defects. The low level of children's preparation for primary education reaches 25%. The intelligence index of children entering first grade decreases annually by 1.5-3.0%. The situation is complicated by the appearance of refugee children and orphans with living parents from wealthy families, where elders have no time to raise their children.

The second trend is the ever-increasing gap between the potential level of children’s assimilation of educational and cognitive material and the pedagogical technologies used in preschool educational institutions.

The need to use educational technologies is due to the following reasons:

– social order (parents, regional component, Federal State Educational Standard requirements);

– educational guidelines, goals and content of education (educational program, priority area, monitoring results, etc.).

In addition, in accordance with the Federal State Educational Standard for preschool education, the conditions necessary to create a social situation for the development of children corresponding to the specifics of preschool age presuppose:

1) ensuring emotional well-being through:

– direct communication with each child;

– respectful attitude towards each child, his feelings and needs;

2) support for children’s individuality and initiative through:

– creating conditions for children to freely choose activities and participants in joint activities;

– creating conditions for children to make decisions, express their feelings and thoughts;

– non-directive assistance to children, support for children’s initiative and independence in various types of activities (play, research, project, cognitive, etc.);

3) establishing rules of interaction in different situations:

– creating conditions for positive, friendly relationships between children, including those belonging to different national, cultural, religious communities and social strata, as well as those with different (including limited) health capabilities;

– development of children’s communication abilities, allowing them to resolve conflict situations with peers;

– developing children’s ability to work in a peer group;

4) construction of variable developmental education, focused on the level of development that is manifested in the child in joint activities with adults and more experienced peers, but is not updated in his individual activities (hereinafter referred to as the zone of proximal development of each child), through:

– creating conditions for mastering cultural means of activity;

– organization of activities that promote the development of thinking, speech, communication,

– imagination and children’s creativity, personal, physical and artistic-aesthetic development of children;

– supporting children’s spontaneous play, enriching it, providing play time and space;

– assessment of children’s individual development;

5) interaction with parents (legal representatives) on issues of the child’s education, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying needs and supporting the family’s educational initiatives.

All this obliges us to radically reconsider our attitude towards educational technologies as tools of the educational process.

In order to fulfill these conditions, the methods (mechanisms) of functioning of the pedagogical system of the preschool educational institution (implementation of the educational process) must be thought out, i.e. Pedagogical technologies (technologies of training and education) are defined.

Thus, for the successful functioning of the pedagogical system, a carefully thought-out debugging of all its components is necessary. Any modern pedagogical technology is a synthesis of the achievements of pedagogical science and practice, a combination of traditional elements of past experience and what is born of social progress, humanization and democratization of society.

In preschool education, pedagogical technology represents a set of psychological and pedagogical approaches that define a set of forms, methods, methods, teaching techniques, and educational means for implementing the educational process both in several preschool educational institutions and in a specific kindergarten or even group.

The essence of technologization of the educational process for preschoolers: the implementation of the objective need to transfer the educational process with preschoolers from the teaching paradigm to the teaching paradigm. In essence, the role of preschool education should be not so much to educate children, but to produce learning for each child through his independent activity, using whatever means are most appropriate for this.

The goal of educational technology in the context of the transition to a new educational paradigm is the personal achievements of children, which are understood as:

a) the degree of progress of the individual in relation to its previous manifestations in educational activities;

b) the student’s personal advancement along the ladder of achievements in the process of mastering knowledge, skills, development of mental processes, and personal qualities.

1.2 General characteristics of modern educational technologies in preschool educational institutions

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

Modern pedagogical technologies in preschool education are aimed at implementing state standards for preschool education.

A fundamentally important aspect in pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child. When communicating with children, an adult adheres to the position: “Not next to him, not above him, but together!” Its goal is to promote the development of the child as an individual.

Today we will talk about educational technologies and their effective use in preschool institutions. First, let's remember what the term “technology” itself means.

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

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

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Modern educational technologies include:

• health-saving technologies;
• technology of project activities
• research technology
• information and communication technologies;
• person-oriented technologies;
• preschooler and teacher portfolio technology
• gaming technology
• TRIZ technology
• technology of subject development environment

1. Health-saving technologies

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

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

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

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

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

Technologies for preserving and promoting health.

• dynamic pauses (sets of physical minutes, which may include breathing, finger, articulation gymnastics, eye gymnastics, etc.)
• outdoor and sports games
• contrast track, exercise equipment
• stretching
• rhythmoplasty
• relaxation

Technologies for teaching a healthy lifestyle.

• morning exercises
• physical education classes
• pool
• acupressure (self-massage)
• sports entertainment, holidays
• Health Day
• Media (situational small games - role-playing imitative imitation game)
• Play training and play therapy
• Lessons from the “Health” series

Corrective technologies

• behavior correction technology
• art therapy
• musical influence technologies
• fairytale therapy
• color effect technology
• psycho-gymnastics
• phonetic rhythm

A teacher who guards the child’s health, who fosters a culture of health for the child and parents, must first of all be healthy himself, have valeological knowledge, not overworked, must be able to objectively assess his strengths and weaknesses associated with his professional activities, draw up a plan for the necessary self-correction and begin to its implementation.

To ensure enriched physical development and health improvement of children in kindergarten, non-traditional work methods are used. Each group should be equipped with “Health Corners”. They are equipped with both traditional aids (massage mats, massagers, sports equipment, etc.) and non-standard equipment made by the hands of teachers.
“Dry aquarium”, which helps relieve tension, fatigue, and relax the muscles of the shoulder girdle. Walking on a mat of traffic jams where the feet are massaged. To develop speech breathing and increase lung volume, we use traditional and non-traditional equipment (stools, turntables). It is well known that on the palms of the hands there are many points, by massaging which you can influence various points of the body. To do this, we use various massagers, including homemade ones. Rope mats with knots are used to massage the feet and develop coordination of movements. Walking on paths made of metal corks barefoot. Every day after sleep, do health-improving gymnastics barefoot to music.

The structure of the health regimes of each group should include a range of medical and restorative techniques, techniques, methods:

Mimic warm-ups

Gymnastics for the eyes (helping to relieve static tension in the eye muscles and blood circulation)

Finger gymnastics (trains fine motor skills, stimulates speech, spatial thinking, attention, blood circulation, imagination, reaction speed)

Breathing exercises (promotes the development and strengthening of the chest)

Acupressure

Games, exercises for the prevention and correction of flat feet and posture.

Health-saving activities ultimately form a strong motivation in the child for a healthy lifestyle and full and uncomplicated development.

Dynamic pauses, which are carried out by the teacher during classes, 2-5 minutes, as the children get tired. May include elements of eye exercises, breathing exercises and others, depending on the type of activity.

With the help of proper breathing, you can avoid sinusitis, asthma, neuroses, get rid of headaches, runny nose, colds, digestive and sleep disorders, and quickly restore performance after mental and physical fatigue. For proper breathing, you must follow the following rules: you need to breathe only through your nose evenly and rhythmically; try to fill your lungs with air as much as possible when inhaling and exhale as deeply as possible; If the slightest discomfort appears, stop doing breathing exercises.

Outdoor and sports games. Conducted by educators and the head of physical education. As part of physical education, during a walk, in a group room - sedentary games.

Relaxation. Conducted by teachers, the head of physical education, a psychologist in any suitable room. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninov), sounds of nature.

Finger gymnastics. It is carried out from a young age individually or with a subgroup daily by a teacher or speech therapist. Recommended for all children, especially those with speech problems. It is carried out at any convenient time, as well as during classes.

Gymnastics for the eyes. Every day for 3-5 minutes. in any free time and during classes to relieve visual stress in children.

Breathing exercises. In various forms of physical education and health work, in physical education. minutes during classes and after sleep: during gymnastics.

Gymnastics is invigorating. Every day after nap, 5-10 min. The form of implementation is different: exercises on beds, extensive washing; walking on ribbed planks. Conducted by a teacher.

Corrective and orthopedic gymnastics. In various forms of physical education and health work. Conducted by educators and the head of physical education.

Physical education classes. They are carried out in a well-ventilated room 2-3 times a week, in the gym. Younger age - 15-20 minutes, middle age - 20-25 minutes, older age - 25-30 minutes. Conducted by educators and the head of physical education.

Problem-game situations. It is carried out in free time, possibly in the afternoon. The time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized unnoticed by the children, by including the teacher in the process of play activities.

The possibility of purposefully forming the foundations of mental self-regulation in children 5 years of age is achieved through active, role-playing games, and physical education sessions.

Self-massage. In various forms of physical education and health work or during physical exercises, in order to prevent colds. Conducted by teachers.

Psycho-gymnastics. Once a week from older age for 25-30 minutes. Conducted by a psychologist.

Technology of influence through fairy tales. A fairy tale is a mirror that reflects the real world through the prism of personal perception. It contains, perhaps, everything that does not happen in life. In fairytale therapy classes, children learn to create verbal images. They remember old images and come up with new ones, children increase their figurative repertoire, and the child’s inner world becomes more interesting and richer. This is a true chance to understand and accept yourself and the world, increase self-esteem and change in the desired direction.
Since feelings can be not only positive, but also negative, children’s images are not only joyful, but also frightening. One of the important goals of these classes is to transform negative images into positive ones so that the child’s world is beautiful and joyful.
A calm state of the nervous system returns the child to health.
The story can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children.

Technologies of musical influence. In various forms of physical education and health work. They are used to relieve tension, increase emotional mood, etc. Conducted by educators and music director.
Additionally, hardening methods can be used.

A healthy lifestyle includes adequate physical activity, balanced nutrition, personal hygiene, a healthy psychological climate in the family, at school, in kindergarten, the absence of bad habits, and careful attention to one’s health.

Stretching. Not earlier than in 30 minutes. after meals, 2 times a week for 30 minutes. from middle age in physical education or music halls or in a group room, in a well-ventilated area. Recommended for children with sluggish posture and flat feet. Beware of disproportionate load on muscles Head of physical education.

Rhythmoplasty. Not earlier than in 30 minutes. after meals, 2 times a week for 30 minutes. from middle age Pay attention to the artistic value, the amount of physical activity and its proportionality to the age of the child. Head of physical education, music director.

Acupressure. It is carried out on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age. It is carried out strictly according to a special technique. Indicated for children with frequent colds and diseases of the ENT organs. Visual material is used. Educators, Art. nurse, head of physical education.

Artherapy. Sessions of 10-12 lessons for 30-35 minutes. from the middle group. Classes are conducted in subgroups of 10-13 people, the program has diagnostic tools and involves training protocols. Teachers, psychologist.

Color effect technology. As a special lesson 2-4 times a month depending on the tasks. It is necessary to pay special attention to the color scheme of the interiors of preschool educational institutions. Correctly selected colors relieve tension and increase the child’s emotional state. Conducted by educators and psychologist.

Phonetic rhythm. 2 times a week from a young age, no earlier than every 30 minutes. after eating. In the physical education or music halls. Jr. age - 15 min., older age - 30 min. Classes are recommended for children with hearing problems or for preventive purposes. The goal of the classes is phonetic literate speech without movements. Teachers, head of physical education, speech therapist.

Behavior correction technologies. Sessions of 10-12 lessons for 25-30 minutes. from an older age. They are carried out using special methods in small groups of 6-8 people. Groups are not formed according to one criterion - children with different problems study in the same group. Classes are conducted in a playful manner and have diagnostic tools and training protocols. Conducted by educators and psychologists.

Technologies of project activities

Goal: Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction. Teachers who actively use project technology in the upbringing and teaching of preschoolers unanimously note that life activities organized according to it in kindergarten allow them to get to know the students better and penetrate into the child’s inner world.

Classification of educational projects:

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

Project types:

according to the dominant method:

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

by the nature of the content:

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

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

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

by the nature of contacts:

• carried out within the same age group,
• in contact with another age group,
• inside the preschool educational institution,
• in contact with family,
• cultural institutions,
• public organizations (open project).

by number of participants:

• individual,
• doubles,
• group,
• frontal.

by duration:

• short,
• average duration,
• long-term.

Research technology

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

It should be noted that the use of design and research technologies cannot exist without the use of TRIZ technology (technology for solving inventive problems). Therefore, when organizing or conducting experiments.

Methods and techniques for organizing experimental research

activities:

Heuristic conversations;

Raising and resolving problematic issues;

Observations;

Modeling (creating models about changes in inanimate nature);

Recording the results: observations, experiences, experiments, work activities;

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

Use of artistic words;

Didactic games, educational games and creative development

situations;

Work assignments, actions.

Information and communication technologies

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

Informatization of society poses tasks for preschool teachers:

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

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

Requirements for computer programs of preschool educational institutions:

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

Classification of programs:

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

Personally-oriented technology

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Preschooler portfolio technology

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

There are a number of portfolio functions:

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

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

Gaming technology

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

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

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

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

TRIZ technology. Technology for solving inventive problems

The main goal that TRIZ teachers set for themselves is: - formation of creative thinking in children, i.e. education of a creative personality prepared for stable solution of non-standard problems in various fields of activity. The TRIZ methodology can be called a school of creative personality, since its motto is creativity in everything: in posing a question, in methods of solving it, in presenting material.

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

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

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

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

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

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

Integrated learning technology

An integrated lesson differs from a traditional lesson in the use of interdisciplinary connections, which provide only occasional inclusion of material from other subjects.

Integration - combine knowledge from different educational fields on an equal basis, complementing each other. At the same time, several development problems are solved. In the form of integrated classes, it is better to conduct generalizing classes, presentations of topics, and final classes.

The most effective methods and techniques in an integrated lesson:

Comparative analysis, comparison, search, heuristic activity.

Problematic questions, stimulation, manifestation of discoveries, tasks like “prove”, “explain”.

Technologies for creating a subject-development environment

The environment in which a child is located largely determines the pace and nature of his development and is therefore considered by many teachers and psychologists as a factor in personal development

The task of teachers in kindergarten is the ability to model a socio-cultural, spatial-subject developmental environment that would allow the child to demonstrate and develop abilities, learn ways to imaginatively recreate the world and the language of art, and realize cognitive-aesthetic and cultural-communicative needs in free choice. Modeling the subject environment also creates conditions for interaction, cooperation, and mutual learning of children.

The construction of a subject-development environment is the external conditions of the pedagogical process, which makes it possible to organize the child’s independent activities aimed at his self-development under the supervision of an adult.

The environment must perform educational, developmental, nurturing, stimulating, organizational, and communicative functions. But the most important thing is that it should work to develop the child’s independence and initiative.

1.3 Basic methodological requirements for modern

educational technologies

An analysis of the works of domestic and foreign authors (V.P. Bespalko, B.S. Bloom, M.V. Clarin, I. Maraev, V.V. Pikan, G.K. Selevko, etc.) on the problems of pedagogical technology allowed us to highlight features inherent in pedagogical technologies - the main methodological requirements (criteria for manufacturability), which include:

– conceptuality – each pedagogical technology should be characterized by reliance on a certain scientific psychological and pedagogical concept (a holistic theory or a set of individual scientific provisions), including philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals;

– diagnosticity of goal formation: the specification of a diagnostic goal, a result based on an educational standard (the technology is developed for a specific pedagogical concept, it is based on value orientations, the target attitudes of the author or team, which have a formula for a specific expected result), the specification of the source material, the level of training – – the functioning of the technology involves the interconnected activities of the teacher and children, taking into account the principles of individualization and differentiation, therefore, input control of knowledge, testing of abilities, skills, personality traits are necessary for the optimal implementation of human and technical capabilities, dialogic communication);

• systematic - pedagogical technology must have all the features of a system: a connected system of instructions (stages) leading from goals to tasks and results, the logic of the process, the interconnection of all its parts, integrity. Systematicity can be traced through: the predetermined nature of the process - the presence of algorithmization of pedagogical activities (sequence, timing, interrelation of actions) - the technological chain of pedagogical actions is built strictly in accordance with the goal and must guarantee all students the achievement and solid assimilation of the level of the state education standard; the step-by-step and consistent implementation of the elements of pedagogical technology should be reproduced by any teacher, taking into account his own author’s handwriting, and on the other hand, guarantee the achievement of the planned results (state standard) by all children;
• controllability presupposes a predetermined (quantitative) assessment of results, knowledge (rating), the possibility of diagnosing results, stage-by-stage diagnostics (an organic part of pedagogical technology are diagnostic procedures corresponding to a given learning strategy, containing criteria, indicators and tools for measuring performance results, i.e. we are talking about the presence of a system of control tasks adequate to the goals, as well as the presence of a control algorithm (types, goals, frequency, methods of control) for effective planning, design of the learning process (education, development), varying means and methods in order to correct the results;
• efficiency (effectiveness) - modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in costs, guarantee the achievement of a certain educational standard;
• reproducibility (algorithmability, projectability, integrity and controllability) - implies the possibility of using (repetition, reproduction) of educational technology in other similar educational institutions, by other subjects.

– visualization (use of various audiovisual and electronic computer technology, as well as the design and use of various teaching materials and aids).

Modern pedagogical technologies for teaching and educating preschoolers are distinguished by their variability, originality and specificity of manifestation in practice, because they reflect the modern level of pedagogical skill and creativity.

In modern conditions, there is a transition to flexible models of organizing the pedagogical process, which is focused on the personality of children, is more motivated, and is largely variable and corrective in nature.

Thus, pedagogical technologies are an effective pedagogical tool, and their implementation is the most important condition for the optimal development of subjectivity of participants in the pedagogical process. The leading features of modern technologies are that they place the student and educator in the position of subjects of their activities, have a high level of instrumentality, and provide a guaranteed result.

It is important that a combined didactic technology can have qualities that exceed the qualities of each of its constituent technologies.

Chapter 2. Experimental work on the organization of modern educational technologies in preschool educational institutions

2.1 Ascertaining experiment

The experimental work was carried out on the basis of MDOBU TsRR 19 in Sochi. The study involved 25 children of senior preschool age.

The purpose of the ascertaining experiment is to identify children’s knowledge and ideas about a healthy lifestyle and the ability to use ways to protect their health at the beginning of the experimental work. During the ascertaining experiment of children, the method of conversation, the method of modeling problem situations, and the method of observation were used, aimed at determining the level of development of knowledge of the basics of a healthy lifestyle in children of senior preschool age.

The methodology of the ascertaining experiment consisted of two stages.

The purpose of the first stage of the ascertaining experiment is to identify children’s knowledge and ideas about a healthy lifestyle at the beginning of the experimental work. At this stage, a conversation technique was used, during which special questions were asked.

Each child was asked to answer 15 questions. You were given 2-3 minutes to think about it. If the child could not answer, then this question was skipped and the next one was offered.

The children were asked the following questions.

1. What is health?
2. What should you do to avoid getting sick?
3. What parts of the human body do you know?
4. What is a daily routine and why follow it?
5. Why do you need to exercise?
6. Show me how to properly wash your face and hands?
7. Why do we brush our teeth and when should we do it?
8. Which foods are healthy and which are not?
9. Do you think it is possible to drink tap water and why?

10.What are vitamins and why are they needed?

11.If you get your feet wet, what will you do?

1. If you sneeze and cough, how can you protect others from your illness?
2. If a stranger offers you candy or an apple, what will you do?
3. Is it possible to eat and play with animals at the same time? Why?
4. Why are doctors needed and when should you call them for help?

The children's answers, which varied in completeness and quality of content, prompted us to define criteria for three levels of knowledge about children's healthy lifestyles. The following conditional levels have been developed:

1.High level. The child has fairly complete, accurate, generalized and conscious knowledge about a healthy lifestyle, associating it with certain types of activities necessary to maintain health. The child interprets the concept of “health” as a person’s state when he is not sick, has some ideas about the factors of harm and health benefits, knows about the possible causes of diseases and some measures to prevent them. The child understands the importance of lifestyle for health and establishes the relationship between a healthy lifestyle and the environment. The child’s ideas about a healthy lifestyle are elementary, but holistic.

2.Medium level. The child’s ideas about a healthy lifestyle are related to his personal experience and are of a specific situational nature; he interprets the concept of “health” as the state of a person recovering from an illness, finds it difficult to explain the health significance of activities familiar to him, and has no idea about the impact on health environmental factors, possible causes of diseases. The child understands the dependence of health on certain manifestations of lifestyle, but he needs help in the form of leading questions and specific everyday examples. The child has formed unique ideas about a healthy lifestyle.

3.Low level. The child finds it difficult to explain the semantic meaning of the concept “health”, the health significance of the types of activities familiar to him, and has no idea about the factors of harm and health benefits. The child does not understand the importance of lifestyle for health and cannot establish the relationship between a healthy lifestyle and the environment. The child has formed fragmentary, unsystematic ideas about a healthy lifestyle.

The answers provided an opportunity to analyze and interpret the children's knowledge and ideas. The analysis showed that the answers of the majority of children were not complete and meaningful; the greatest difficulty was caused by questions about health, daily routine and vitamins.

Based on the analysis of children’s levels of knowledge and ideas about a healthy lifestyle, Table 1 was compiled.

Table 1 - Results of the study of knowledge and ideas about a healthy lifestyle of children in the experimental and control groups at the beginning of the study

As can be seen from the table, the majority of children in the experimental and control groups have an equally insufficient level of knowledge and ideas about a healthy lifestyle; in both groups, medium and low levels predominate. And only a few children, five in the experimental group and six in the control group, have a high level.

At the second stage of the ascertaining experiment, the purpose of which was to determine the level of proficiency in cultural and hygienic skills and the ability to implement ways to protect one’s health in various situations, the method of modeling problem situations and the method of observing children’s actions were used.

The level of proficiency in cultural and hygienic skills includes:

Tidy eating skills include the ability to:

• Proper use of tablespoons, teaspoons, forks, and napkins;
• Do not crumble the bread;
• Chew food with your mouth closed;
• Do not talk with your mouth full;
• Quietly leave the table after finishing a meal;
• Thank;
• Use only your own device.

Handwashing and personal hygiene skills include the ability to:

• Wash your face, ears, hands;
• Roll up your sleeves;
• Wet your hands;
• Take soap and lather until foam appears;
• Rinse off the soap;
• Dry your hands, carefully fold the towel and hang it in your locker;
• Use a comb.

The skills of taking off and putting on clothes in a certain order include the ability to:

• Unfasten the buttons;
• Take off your dress (pants);
• Hang carefully;
• Take off your shirt and hang it carefully on your trousers;
• Take off your shoes;
• Take off the tights and hang them on your shirt (dress);
• Put on in reverse order.

If the child correctly performed all the actions included in the skill, then for the correctly performed action the child received 3 points; action performed with minor inaccuracies -2 points; inability to perform an action – 1 point. The highest number of points a child could score for each criterion was 21.

Levels of development of cultural and hygienic skills.

High level (84-63 points) - all skills are firmly formed;

Intermediate level (62-40 points) – one or more skills are in their infancy;

Below average (39-28 points) – one or more skills are not developed.

Analysis of the results showed the following (Table 2) that the majority of children in the experimental group had skills in their infancy; one child had no developed skills.

Table 2. Results of studying the level of cultural and hygienic skills and abilities of children in the experimental and control groups at the beginning of the study

According to the results of the study, the majority of children in the control group did not develop skills. In both groups, it was noticed that children did not say thank you when leaving the table after finishing a meal. Children do not always wipe their hands with their own towels; they hang them in the wrong place. Many children in both the experimental and control groups showed a negative reaction to the teacher’s offer to comb their hair.

2.2 Formative experiment

The data from the ascertaining experiment confirmed the need to carry out special work within the framework of the formative experiment, the purpose of which was to develop the content of educational activities aimed at developing the habit of a healthy lifestyle in children of senior preschool age, through modern educational health-saving technology.

The main goal of modern educational health-preserving technology is to maintain a high level of health in preschool children, to develop in them high-quality knowledge and skills in building an active and healthy lifestyle. It is worth noting that health-saving technologies in kindergarten according to the Federal State Educational Standard differ from other educational technologies in their comprehensive diagnosis of the state of the child’s body and the ability to analyze the dynamics, thanks to which they obtain a complete picture of the assessment of the health of a preschooler.

To achieve this goal, the following tasks were identified:

1. Help children increase their level of cognitive activity.
2. To form in children an understanding of health as a state of unity of the physical, mental and social components of this phenomenon.
3. To increase the level of children's knowledge about the factors influencing human health (positive, negative).
4. Increase the level of knowledge, skills and abilities in the field of methods and methods of maintaining and promoting health.

Table 3. Program of the formative stage of the experiment

	Goals and objectives	Forms and methods of work.
1. Introductory lesson “What is health?”	Goal: to make children aware of the term health as a state of complete physical and mental well-being of a person. Introduce the work plan for the “Book of Health”. 1.Help children understand the term health as a state of complete physical and mental well-being of a person. Introduce the work plan for the “Book of Health”. 2. Contribute to the development of students’ internal action plan. 3. Foster a sense of responsibility for yourself and the people around you.	Frontal, in pairs. Story, explanation, dialogue, discussion and analysis of life situations, exercises.
2. Lesson on the topic: “Skeleton. Bones and joints."	Goal: to promote children's responsibility for preserving and strengthening physical Health through awareness of the importance and value of the skeleton in human life. 1. Introduce the functions of bones and joints.	Frontal. Story, dialogue, construction, exercises, explanation based on the poster.
3. Lesson on the topic: “Digestive organs.”	Goal: to promote a culture of healthy eating by revealing the importance of the digestive organs in human life and the rules of healthy eating. 1.Introduce the work of the digestive organs and the rules of healthy eating. 2. Contribute to the development of cognitive interest in the topic “Health”. 3. Contribute to the development of a culture of proper nutrition for children.	Frontal, group. Story, explanation, dialogue, exercises, games, visualization.
4. Lesson on the topic: “Respiratory organs. How and why we breathe."	Goal: to make children aware of the value of the respiratory system and the importance of their strengthening and development. 1. Introduce students to the organs and breathing techniques, as well as factors affecting the respiratory system. 2. Contribute to the development of the ability to keep your respiratory organs healthy. 3. Cultivate a caring attitude towards your body.	Frontal, in pairs. Story, explanation, dialogue, exercises, visualization.
5. Lesson on the topic: “Organs of vision.”	Goal: to convince students of the need to comply with hygiene rules aimed at preserving vision. 1. Consider the structure of the visual organs, as well as the role of the visual organs in human life and the factors influencing it. 2. Contribute to the development of hygienic skills in preserving and relieving tension from the organs of vision. 3. To promote a caring attitude towards the organs of vision.	Frontal, in pairs. Story, explanation, demonstration of visual teaching aids, dialogue, exercises.
6. Lesson on the topic: “Organs of hearing.”	Goal: To reveal the essence and convince students of the importance of preserving hearing. 1. Introduce students to the structure, the role of the hearing organs and the factors influencing it. 2. Contribute to the development of skills in the field of hearing protection and strengthening. 3. Promote the development of a caring attitude towards your own hearing and those around you.	Frontal. Story, explanation, demonstration and story based on a poster, exercises, dialogue.
7. Lesson on the topic: “Circulatory organs. Heart".	Goal: to convince students of the importance of active recreation and physical education in human life. 1. Reveal the essence of the work of the heart, determine its role in a person’s life. 2. To promote the development of students’ basic understanding of the preservation and strengthening of the heart’s activity. 3. Contribute to the formation of a positive attitude of pupils towards active recreation.	Frontal, in pairs. Story, explanation, dialogue, demonstration and story based on a poster, exercises.
8. Lesson on the topic: “Hardening the body”	Goal: To promote the development of a conscious interest in hardening procedures. 1. Familiarize students with the rules of hardening the body, the importance of hardening in strengthening the immune system. 2. Contribute to the formation of a positive attitude of pupils towards hardening procedures. 3. Promote the education of responsibility for one’s health.	Frontal. Story, explanation, dialogue, beliefs.
9. Hiking trip.	Goal: To promote the formation of a positive attitude of pupils towards active healthy recreation. 1. Reveal the basic rules and methods of organizing a camp site. 2. To promote the development of teamwork skills in organizing a recreation area for tourists. 3. Promote the education of respect for nature.	Collective and competitive. Story, explanation, dialogue, demonstration of activities and natural objects, practical application of knowledge.
10. Lesson: “Smoking is harmful to health.”	1. Contribute to the growth of self-awareness and self-esteem of students. 2. Promote the development of awareness of consequences and making the right decisions.	Frontal. Game, conversation, demonstration of experience.
11. Lesson: “Take care of your teeth from a young age”	Goal: to encourage students to consciously independently observe the rules of oral hygiene. 1. Introduce children to the structure of teeth, as well as the factors influencing them. 2. Contribute to the development of hygienic skills to maintain a healthy oral cavity. 3. Encourage students to observe the rules of oral hygiene.	Frontal. Story, exercises, demonstration and explanation using posters.
12. Individual conversations about massage and self-massage	Goal: to help increase students’ motivation to visit a massage therapist, as well as to develop self-massage skills. 1. Introduce children to types of massage and its practical significance in human life. 2. Contribute to the development of basic self-massage skills. 3. Contribute to fostering a desire to improve your health.	Individual. Story, explanation, exercises.
13. Final event “Tournament of Experts”.	1. Help the children, in a playful way, remember and consolidate knowledge on the topic “Health and its preservation.” 2. Contribute to the development of the ability to take care of your health.	Discussion, exercises.
14. Production of the fairy tale play “Secrets of Health.”	Goal: To promote activity in the field of promoting a healthy lifestyle, by convincing them of its necessity and enriching the experience of propaganda work. 1. Reveal the essence of propaganda activities. 2. Contribute to the development of creativity in students. 3. Promote activity in the field of promoting healthy lifestyle.	Collective. Collective distribution of roles and responsibilities, explanation, rehearsal, persuasion.

In our work, we focused not only on the child’s assimilation of knowledge and ideas, but also on the formation of his motivational sphere of hygienic behavior, the implementation of the knowledge and ideas acquired by the child in his real behavior. It was taken into account that the child, by studying himself and the characteristics of his body, is psychologically preparing to carry out active health-improving activities and shape his health.

Work with pupils was built in the direction of personality-oriented interaction with the child, emphasis was placed on independent experimentation and the search activity of the subjects themselves, which encouraged them to be creative when performing tasks. Classes contain educational material appropriate to the age characteristics of children in combination with practical tasks (health-improving minutes, exercises for the eyes, for posture, breathing exercises, etc.) necessary for the development of the child’s skills.

The program we have developed includes not only issues of physical health, but also issues of its spiritual side. Since from childhood it is necessary for the child to learn to love himself, people, and life. Only a person living in harmony with himself and with the world will be truly healthy.

Thus, in carrying out educational work, we used the following health-saving technologies: sanitary and hygienic (creating optimal functioning of the educational institution); medical and preventive (all listed in the first chapter of our work); pedagogical (organizational and pedagogical, psychological and pedagogical, physical education and health, information, medical and pedagogical).

The form of organization of children was frontal, subgroup classes, individual work with children, as well as work in the everyday life of children.

The children showed interest in various health activities and hardening procedures. The leading motive for engaging in physical exercise was the desire of children to be strong, dexterous, flexible, cheerful, to have a beautiful figure and not to get sick. All this allowed us to assume that children have formed the knowledge and ideas about a healthy lifestyle necessary for their age and they have learned to master cultural and hygienic skills and the ability to consciously, independently protect their health and the health of other people.

2.3 Control experiment

To determine the effectiveness of the experimental work, a control experiment was conducted. The control experiment technique repeated the ascertaining technique and consisted of two stages.

The purpose of the first stage of the control experiment is to identify children’s knowledge and ideas about a healthy lifestyle at the end of the study. The analysis showed that the answers of the majority of children were accurate, complete and meaningful.

Based on the analysis of children’s levels of knowledge and ideas about a healthy lifestyle, Table 4 was compiled.

Table 4 - Results of studying knowledge and ideas about a healthy lifestyle of children in the experimental and control groups at the end of the study

The purpose of the second stage of the control experiment was to determine the level of proficiency in cultural and hygienic skills and the ability to implement ways to protect one’s health at the end of the study.

Let us note that after conducting a series of classes with children aimed at developing the skill of eating, they not only increased the level of formation of the operational side of the skill, but also the level of cultural behavior at the table. For example: children began to eat more slowly, did not make noise at the table, etc. In addition, we began to notice less often negative reactions to an adult’s attempts to help students during meals.

Based on the analysis of the levels of practical skills of children in various situations, Table 5 was compiled.

Table 5 - Results of studying the development of practical skills and healthy lifestyle habits of children in the experimental and control groups at the end of the study

For greater clarity of the results of our work, Table 6 was compiled, which provides a comparative analysis of indicators of the levels of knowledge and skills of children in the experimental group.

Table6 - Results of achievements of children in the experimental group at the end of the study

As can be seen from the table, the majority of children in the experimental group have a sufficient level of development of knowledge, practical skills and abilities, mainly high and average levels prevail.

Before the formative experiment, 5 children showed a high level of knowledge and ideas, after the formative experiment - 11 children, with an average level there were 12 children - there were 13, at a low level there were 8 children - 1 child remained. This is due to the fact that he was often sick and rarely attended kindergarten.

Before the formative experiment, 3 children showed a high level of skills and abilities, after the formative experiment - 12 children, with an average level there were 8 children - there were 12, at a low level there were 14 children - 1 child remained.

In the control group, dynamics of levels was also observed, but it was less clear. This is explained by the natural growth and development of children, as well as the specific work we have done to preserve and develop the health of children, primarily in the process of traditional education and upbringing.

The primary tasks of raising a small child should include the development of cultural and hygienic skills.

First of all, it is necessary to create in children the desire to act in a certain way. This can largely be facilitated by the conditions of the kindergarten: well-appointed premises, furniture appropriate to the age of the children. But it’s not enough to create a desire; you need to teach the child to act accordingly. Children's activities are of a pronounced imitative nature, so it is necessary to pay more attention to showing how to hold a spoon, cup, and how to move their hands when washing.

Demonstration accompanied by explanation allows you to quickly move on to verbal instructions or requirements. It should be taken into account that it is difficult for a small child to give up his desires, it is difficult to slow down his actions, it is much easier for him to do something, therefore, in your demands, you must try to distract the child from an unnecessary action and switch him to the necessary one.

Gradually increasing the requirements for the child, it is necessary to work with the family. Invite parents to the group, show their children’s living conditions and teaching methods. Visit the child at home more often, see what conditions have been created for the development of independence in children, and in individual conversations tell them what their child has already learned and what needs to continue to be reinforced at home.

The dynamics of changes in the level of formation of cultural and hygienic skills in the process of experimental work were traced. All other things being equal, at the initial stage of the experiment the level of development of the children was approximately the same. Analysis of the results before and after the formative experiment indicates the effectiveness of the methodology we developed for improving work. Children's results have improved. One child achieved a high level, and the average level also increased.

After the correctional work was carried out, they noted that the pupils began to not only more often show a desire to dress independently, but even made attempts to help the younger ones. Children were less likely to make mistakes in the dressing sequence. When trying to put a thing on incorrectly (back to front, wrong side), they reacted to a remark from the outside.

Parents began to devote more time and attention to developing healthy habits in their children, and began to be more attentive to their behavior, trying to get rid of bad habits. Educational work among parents through information corners, consultations, and parent meetings has yielded positive results.

I would also like to note that this program not only contributed to children’s awareness of what health is and how to maintain it, but also increased the level of socialization of children.

Thus, the results of the control experiment allow us to conclude that the content of pedagogical activities aimed at developing habits for a healthy lifestyle in children of senior preschool age was developed correctly, and the pedagogical work carried out with children was quite effective.

Conclusion

The hypothesis of our study was confirmed. Indeed, the educational process will have a positive effect when using modern educational technologies in the classroom.

The goals and objectives of the work were resolved. The conducted theoretical and practical research once again proved that the problem of modern educational technologies is really relevant and requires special attention.

So, the effectiveness of the educational process is largely determined by the adequate choice and professional implementation of modern teaching technologies.

The choice of teaching technology is dictated by a number of circumstances that may not be the same in different educational institutions, in different teaching conditions and when used by different teachers.

The choice of modern teaching technology is determined by a number of factors: the content of the academic discipline, teaching aids, equipment of the educational process, the composition of students and the level of professional pedagogical culture of the teacher.

In preschool education, modern pedagogical technology represents a set of psychological and pedagogical approaches that define a set of forms, methods, methods, teaching techniques, and educational means for implementing the educational process both in several preschool educational institutions and in a specific kindergarten or even group.

The essence of modern technologization of the educational process of preschoolers: the implementation of the objective need to transfer the educational process with preschoolers from the teaching paradigm to the teaching paradigm.

List of sources used

Annex 1

Examples of lessons conducted on the topic “Health and its preservation”

Lesson on the topic: “Skeleton. Bones and joints."

Goal: To bring students to an awareness of the need to take care of their skeleton through familiarization with the functions of bones and joints, as well as through teaching the basic rules of maintaining posture.

1. Introduce the functions of bones and joints.

2.Develop the ability to maintain the integrity of the skeleton.

3. Instill responsibility for your physical health.

Equipment: poster “Structure of bones and skeleton”, sticks and plasticine, a reminder of the rules of posture, pads with sand.

Progress of the lesson.

1. Organizing time.

Let's remember the motto of our classes.

I can think, I can reason,

I will choose what is healthy!

Guys, today we continue our fascinating journey through the pages of the “Book of Health”.

1. Conversation on the topic.

What do you think is why our body has a shape and does not spread out in the form of a shapeless mass? And why do we walk upright? (bones, spine holding, skeleton).

So guys, today we are all together and we will find out why we need bones and joints, we will find out why and how we need to take care of our skeleton. And let's design another page of our book. What are we guys going to call her? (Why a skeleton. Skeleton. Bones. Take care of the bones.)

Well done! Our topic today is “Skeleton. Bones and joints."

Experience: everyone stand up (children stand up). Lean back, forward, bend your arms and legs. What can you say about your body's mobility? (we can stand as we want, we can bend over, bend our arms and legs).

What helps a person move? (bones).

Okay, sit down. Let's make little men using plasticine and sticks (Children make little men, but make legs and arms from solid sticks).

Try to tilt the man's torso forward and backward. Now try to bend his arms and legs (children can’t do it, the sticks break). Why don't the arms and legs of little men bend? (Because we made them non-composite).

H. Working with the poster “Structure of the skeleton.”

Right! Human bones form a skeleton, look at the poster. The skeleton is needed to support our body, otherwise it would resemble a shapeless jellyfish. And the bones of the skeleton protect the brain, lungs, heart and other vital organs from damage. Where the bones connect, their ends form strong but movable joints - joints, which our little men lacked. The joints contain a special fluid that, like oil, lubricates their surface during movement and prevents the bones from rubbing against each other.

More than thirty vertebrae, connected by cartilage, form a strong skeleton - the spine, which is the support of the body. This is one of the most important parts of the human body. Stand up (children stand up and follow all further instructions), without moving your legs, turn back, left, right, bend over. Sit down. Is your spine structured intelligently? (Yes)

What does it allow us to do? (lean, turn).

Clever girls! It also supports our body when we sit or stand. Inside the spine is the spinal cord, blood vessels and nerve fibers, so damage to the spine is very dangerous.

Feel your ribs. The ribs form the rib cage. Place your hands on your chest and take a deep breath in and out. What's happening to her? (she rises and falls, moves)

Why do you think it is needed? (Protects the heart and lungs).

Well done! Pay attention to the structure of the human hand and foot. Why do you think they have so many bones? (because without this we could not do anything with our hands, if our fingers did not have joints. We would walk like robots, walking with a solid foot)

1. Practical work on the topic.

Alyosha’s mother repeats early in the morning:

“Lesha, don’t be hunched over! Watch your posture!”

He would have followed her, but the trouble is...

Lesha has never met her!

Do you guys know what posture is? (This is the way you sit and stand.)

Right! This is the position of the body in space. Why do you think mom asked Alyosha to watch his posture? (To be beautiful. So that your back doesn’t hurt. So that your spine is straight.)

Clever girls! You are all absolutely right! And now you and I will do exercises that are useful for our posture and growth. 1) Sitting on a chair, raise your arms up and bend over. Take a deep breath. Lower your hands - exhale. Repeat this exercise five times. 2) Now stand with your back to the wall at a distance of up to half a meter from it (about half a step). Lean back and touch the wall with your fingers. Repeat the exercise, also five times. 3) For the next exercise, stand behind each other, about a step away from the person in front. Place these sandbags on your head (I give out pre-prepared pads), and let’s walk one after another in a circle around our office. Keep your back and head straight to prevent the pad from falling. (Children do all the exercises).

Well done! Take your seats. It is also good for our spine to simply hang on the horizontal bar. There are many more different exercises that we will learn to perform later in therapeutic exercises.

1. Design of the “Health Book” page. Summary of the lesson.

Well done! So let's continue to draw up our “Book of Health”. Let's create a page that we'll call...? (Skeleton. Bones and joints.)

I give out a page made by the children in advance. Glue and materials selected and printed in advance. Children cut them out on their own, distribute them and paste them onto a blank page.

Lesson on the topic “Smoking is harmful to health!”

Goal: to contribute to the formation of initial knowledge about the dangers of smoking from the point of view of human anatomy and physiology.

1. Promote the growth of self-awareness and self-esteem of students.
2. Promote awareness of consequences and good decision making.
3. Promote the development of a positive attitude towards healthy lifestyle.

Equipment: picture – “Smoker’s lungs”; image of the “river of life”, “streams” - methods of preserving and promoting health, “stones” - factors negatively affecting health; tokens - hearts;

Progress of the lesson

1. Org. moment (traditional greeting and reciting the motto of classes on the topic “Health”).
2. Setting the topic and goals of the lesson.

To find out the topic of the lesson, you need to make up proverbs from the words and explain their meaning (children are divided into three groups, each of them is given a set of words: whoever smokes tobacco is his own enemy; it is better to know a fool than to know tobacco; if you want a long time live, quit smoking).

Well done! What will we talk about in our lesson? (about the dangers of smoking).

Right. The theme is “Smoking is harmful to health!”

1. Work on the topic.

Every person wants to live a long and happy life. Imagine that our life is a river into which many streams flow - our needs and joys. Find streams and introduce them to the river. These streams help us to be healthy. We have a real river, into which streams flow and feed it. The river of life is amazing and unique, but only a healthy person can cope with its flow. Sometimes contradictions arise: a person knows that he shouldn’t do this, but he does it anyway. Then stones appear on the river of life that interfere with the flow of the river. These are the things that hinder our health. Find these “stones” and place them on our river. (children find “stones” and attach them to the “river”).

Look, these stones block the “river of life” and it becomes clogged and disappears. This is how our health weakens. Think and tell me which of these evils is most harmful to our health. (Smoking)

1. Conducting the experiment.

Now you and I will go to the open-air laboratory (we go out with the children to the outdoor area). Through experience, you will see the effects of smoking - how the tarry substances released from tobacco penetrate into the lungs and what trace they leave there.

Explanation during demonstration:

What happens when smoking tobacco? Smokers swallow air through their mouths and all harmful substances, along with smoke, enter directly into the respiratory tract. There, these substances react with oxygen and form carbon dioxide, which is then carried by the blood throughout the body. Now you will see what the lungs look like after smoking a cigarette (I take the filter out of the doll - the lungs, and show it to the children). What happened to the wet filter? (yellowed, covered with smoke and soot) What do the walls of the device look like? (they have faded, a coating of smoke is noticeable on the walls). The same thing happens to the human respiratory system after smoking a cigarette. Soot and smoke leave their mark on them (I’m showing the picture “Smoker’s Lungs”). In one year, up to one liter of harmful substances can settle in the lungs and respiratory tract of a smoker. What harm do cigarettes bring to a person (bad breath, coughing and wheezing, yellow plaque on the teeth and fingers, increased heart rate, weakened lung function, pallor, memory impairment, deepening of the voice, deterioration of vision and hearing, having to deceive parents)?

1. Bottom line.

It’s easy to get used to a cigarette, but it’s difficult to wean it off. A bad habit is developed, a reflex to smoking. It is better not to start smoking, and if you smoke, then quickly part with the cigarette. Each of you has a red, healthy heart beating. Think and vote for what you would give your heart to:

• Healthy lifestyle;
• Bad habit - smoking.

Well done, you made the right choice. If you are healthy, you will get everything.

The final lesson is the game “Tournament of Experts”.

Purpose: to repeat and summarize the topic of health and its preservation.

1. To help the children, in a playful way, remember and consolidate knowledge on the topic “Health and its preservation.”
2. Promote the development of the ability to take care of your health.
3. Promote the development of a positive attitude towards healthy lifestyle.

Children are divided into two teams of five people each. The teams are located at a table on which envelopes with numbers are laid out, with questions in the envelopes.

Equipment: home theater, “Karaoke” disc, “Volchek” with an arrow, envelopes with questions, four “Active pause” indicators, two “Turn Transition” indicators, two “Black Box” indicators, a heart and a card with the image of lungs, cards with names of food products.

Conditions of the competition:

1. The arrow is activated. When the pointer arrow stops, a team member takes an envelope with a number and reads the question in the envelope out loud.
2. You are given one minute to think about it.
3. the team prepares an answer and selects a participant to voice it.
4. If the team is not ready and does not know the answer, then the opposing team answers.
5. The arrow shows “Change of turn” - the opponents are lucky, it’s their turn.
6. The arrow shows “Active pause”, then depending on what is drawn under it, they perform it (eyes and nose - perform breathing and eye exercises; skeleton - perform an accessible set of exercises for posture; note - call the song under which it is located impromptu song, this is the number of the song in the Karaoke catalog that they will perform).
7. If the “Active Pause” does not occur within ten minutes, then the playing team is asked to choose any of them at random.
8. “Black box” - a description of the functions of a human organ is given, the team must answer what is in the box (heart, lungs).

The jury sums up the results. The winning team is awarded.

Questions in envelopes.

1. What is health? Answer: health is the complete physical and mental well-being of a person.
2. What are the factors influencing human health? Answer: the person himself, ecology, society, heredity.
3. Choose cards with the names of food products that are healthy and necessary for health. Name how they are useful. Answer: vegetables and fruits are the main source of vitamins; bread, cereals, pasta are a rich source of carbohydrates that charge our body with energy; milk, yogurt and cheese provide our body with calcium; meat, fish and eggs are rich in proteins, which help our body grow; butter, cream and vegetable oil are sources of fats, which are also needed by the body, but in small quantities.
4. What rules must be followed to avoid damaging your eyesight? Answer: watch TV and work on the computer no more than thirty minutes a day; write, draw and read while sitting at a table so that the light falls from the left; do not sit close to the TV; do eye exercises.
5. How can you protect your hearing? Answer: you need to protect your ears from the wind, clean them at least once a week, keep them out of water, don’t pick your ears with sharp objects, and don’t turn on loud music or TV.
6. Name the functions of the skeleton, bones and joints in the human body. Answer: the skeleton serves as a support for the human body, all the bones have their purpose, they protect internal organs from damage, and thanks to the bones, joints and intelligent structure of the spine, we can bend, run, jump, write, draw, and generally move.
7. What are the basic rules for eating? Answer: take your time while eating, chew your food thoroughly, don’t eat on the go, don’t overeat, follow a meal schedule (breakfast, lunch, afternoon snack, dinner according to the clock), don’t talk while eating.
8. Name the positive qualities of a person in the first letters of the names of the players on your team. For example: Zoya – caring, healthy, lively (active); Vanya is loyal, hardy, polite, and so on.
9. List the signs of stress we know and what we can do to improve a person's well-being caused by stress. Answer: signs of stress - fear, anxiety, uncertainty, confusion, depression, panic; actions - play with friends, ride a bike, cry, eat, scream out loud, sleep, listen to music.
10. Complete the proverbs: “In a healthy body - ...”, “Time matters - ...”, “Think first ...”, “The bathhouse soars - ...”, “Cleanliness - ...”, “He who chews for a long time ...”. Answer: a healthy mind, have fun for an hour, then act, health rules, the guarantee of health, lives long.

Publications in the media

· exact time of payment

· payment amount

· last name on the card of the person who paid

(no other data needed)

Send article and application by email

[email protected]

Requirements for the article:

• Only articles in Russian are accepted
• It is welcome to include pictures in the design
• crosswords, puzzles, etc. must be listed with answers
• the volume of text must be at least 2 printed pages (14 point size. Line spacing - single)
• links to sources

We reserve the right to edit your work (technical design).

The site administration is not responsible for the accuracy of the information presented in the published material. The author assumes full responsibility for the compliance of the content of the material published by him with the laws in force in the territory of the Russian Federation. The materials on the site are open to everyone to view and are also available for copying for informational purposes. All rights to published materials remain with their authors.

Modern educational technologies in preschool educational institutions

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

Modern pedagogical technologies in preschool education are aimed at implementing state standards for preschool education.

A fundamentally important aspect in pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child. When communicating with children, an adult adheres to the position: “Not next to him, not above him, but together!” Its goal is to promote the development of the child as an individual.

Today we will talk about educational technologies and their effective use in preschool institutions. 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 arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit of the pedagogical process (B.T. Likhachev).

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Modern educational technologies include:

health-saving technologies;

technology of project activities

research technology

information and communication technologies;

person-oriented technologies;

preschooler and teacher portfolio technology

gaming technology

TRIZ technology

technology of subject development environment

Health-saving technologies

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

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

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

depending on the type of preschool institution,

on the length of time the children stay there,

from the program in which teachers work,

specific conditions of the preschool educational institution,

professional competence of the teacher,

children's health indicators.

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

All health-saving technologies can be divided into 4 groups:

Technologies for preserving and promoting health.

dynamic pauses (sets of physical minutes, which may include breathing, finger, articulation gymnastics, eye gymnastics, etc.)

outdoor and sports games

contrast track, exercise equipment

stretching

rhythmoplasty

relaxation

Technologies for teaching a healthy lifestyle.

morning exercises

physical education classes

• acupressure (self-massage)

  sports entertainment, holidays

  Health Day

  Media (situational small games - role-playing imitative imitation game)

  Play training and play therapy

  Lessons from the “Health” series

Corrective technologies

behavior correction technology

art therapy

musical influence technologies

fairytale therapy

color effect technology

psycho-gymnastics

phonetic rhythm

A teacher who guards the child’s health, who fosters a culture of health for the child and parents, must first of all be healthy himself, have valeological knowledge, not overworked, must be able to objectively assess his strengths and weaknesses associated with his professional activities, draw up a plan for the necessary self-correction and begin to its implementation.
To ensure enriched physical development and health improvement of children in kindergarten, non-traditional work methods are used. Each group should be equipped with “Health Corners”. They are equipped with both traditional aids (massage mats, massagers, sports equipment, etc.) and non-standard equipment made by the hands of teachers:
1 “Dry aquarium”, which helps relieve tension, fatigue, and relax the muscles of the shoulder girdle
2 .Walking on a mat of traffic jams where the feet are massaged
3 .To develop speech breathing and increase lung volume, we use traditional and non-traditional equipment (sultans, turntables)
4 It is well known that on the palms of the hands there are many points, by massaging which you can influence various points of the body. To do this, we use various massagers, including homemade ones.
5 Rope mats with knots are used to massage the feet and develop coordination of movements.
6 .Walking on paths made of metal corks barefoot.
7 .Every day after sleep, do health-improving gymnastics barefoot to music.

The structure of the health regimes of each group should include a range of medical and restorative techniques, techniques, methods:
- facial warm-ups
- gymnastics for the eyes (helping to relieve static tension in the eye muscles and blood circulation)
- finger gymnastics (trains fine motor skills, stimulates speech, spatial thinking, attention, blood circulation, imagination, reaction speed)
- breathing exercises (promotes the development and strengthening of the chest)
- acupressure
-games, exercises for the prevention and correction of flat feet and posture.
Health-saving activities ultimately form a strong motivation in the child for a healthy lifestyle and full and uncomplicated development.
The set goals are successfully implemented in practice.
-Dynamic pauses , which are carried out by the teacher during classes, 2-5 minutes, as the children get tired. May include elements of eye exercises, breathing exercises and others, depending on the type of activity.
With the help of proper breathing, you can avoid sinusitis, asthma, neuroses, get rid of headaches, runny nose, colds, digestive and sleep disorders, and quickly restore performance after mental and physical fatigue. For proper breathing, you must follow the following rules: you need to breathe only through your nose evenly and rhythmically; try to fill your lungs with air as much as possible when inhaling and exhale as deeply as possible; If the slightest discomfort appears, stop doing breathing exercises.
-You need to do breathing exercises in a well-ventilated room, in a calm environment. Master the complex gradually, adding one exercise every week.
-Systematic use of physical education minutes leads to an improvement in psycho-emotional state, a change in attitude towards oneself and one’s health. You can suggest doing a physical. a moment for one of the children.
-Outdoor and sports games . Conducted by teachers and the head of physical education. As part of physical education, during a walk, in a group room - sedentary games.
-Relaxation. Conducted by teachers, the head of physical education, a psychologist in any suitable room. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninov), sounds of nature.
-Finger gymnastics . It is carried out from a young age individually or with a subgroup daily by a teacher or speech therapist. Recommended for all children, especially those with speech problems. It is carried out at any convenient time, as well as during classes.
-Gymnastics for the eyes . Every day for 3-5 minutes. in any free time and during classes to relieve visual stress in children.
-Breathing exercises . In various forms of physical education and health work, in physical education. minutes during classes and after sleep: during gymnastics.
-Invigorating gymnastics . Every day after nap, 5-10 min. The form of implementation is different: exercises on beds, extensive washing; walking on ribbed planks. Conducted by a teacher.
-Corrective and orthopedic gymnastics . In various forms of physical education and health work. Conducted by educators and the head of physical education.
-Physical education classes. They are carried out in a well-ventilated room 2-3 times a week, in the gym. Younger age - 15-20 minutes, middle age - 20-25 minutes, older age - 25-30 minutes. Conducted by educators and the head of physical education.
- Problem-game situations. It is carried out in free time, possibly in the afternoon. The time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized unnoticed by the children, by including the teacher in the process of play activities.
The possibility of purposefully forming the foundations of mental self-regulation in children 5 years of age is achieved through active, role-playing games, and physical education sessions.
- Communicative games for the course “Knowing myself” by M.V. Karepanova and E.V. Kharlampova.
Once a week for 30 minutes. from an older age. They include conversations, sketches and games of varying degrees of mobility, drawing classes that help children adapt to the group. Conducted by a psychologist.
- Classes from the “Health” series on life safety for children and parents as cognitive development. Once a week for 30 minutes. from Art. age in the afternoon. Conducted by teachers.

- Self-massage . In various forms of physical education and health work or during physical exercises, in order to prevent colds. Conducted by teachers.
-Psycho-gymnastics . Once a week from older age for 25-30 minutes. Conducted by a psychologist.
-Technology of influence through fairy tales
A fairy tale is a mirror that reflects the real world through the prism of personal perception. It contains, perhaps, everything that does not happen in life. . In fairytale therapy classes, children learn to create verbal images. They remember old images and come up with new ones, children increase their figurative repertoire, and the child’s inner world becomes more interesting and richer. This is a true chance to understand and accept yourself and the world, increase self-esteem and change in the desired direction.
Since feelings can be not only positive, but also negative, children’s images are not only joyful, but also frightening. One of the important goals of these classes is to transform negative images into positive ones so that the child’s world is beautiful and joyful.
A calm state of the nervous system returns the child to health.
The story can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children.
-Music influence technologies . In various forms of physical education and health work. They are used to relieve tension, increase emotional mood, etc. Conducted by educators and music director.
Additionally, you can use hardening methods:
- rinsing the throat and mouth with solutions of herbs (eucalyptus, sage, chamomile, calendula, etc.), which have an antiseptic effect on the mucous membrane of the respiratory tract, or with a solution of sea salt is carried out daily after lunch for 2 weeks alternately.
- washing with cold water after a nap.
- barefoot walking in combination with air baths is carried out during physical education classes and after a nap.
-A healthy lifestyle includes adequate physical activity, balanced nutrition, personal hygiene, a healthy psychological climate in the family, at school, in kindergarten, the absence of bad habits, and careful attention to one’s health.

- Stretching. Not earlier than in 30 minutes. after meals, 2 times a week for 30 minutes. from middle age in physical education or music halls or in a group room, in a well-ventilated area. Recommended for children with sluggish posture and flat feet. Beware of disproportionate load on muscles Head of Physical Education

- Rhythmoplasty . Not earlier than in 30 minutes. after meals, 2 times a week for 30 minutes. from middle age Pay attention to the artistic value, the amount of physical activity and its proportionality to the age of the child. Head of physical education, music director.

- Acupressure. It is carried out on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age. It is carried out strictly according to a special technique. Indicated for children with frequent colds and diseases of the ENT organs. Visual material is used. Educators, Art. nurse, head of physical education.

- Artherapy . Sessions of 10-12 lessons for 30-35 minutes. from the middle group. Classes are conducted in subgroups of 10-13 people, the program has diagnostic tools and involves training protocols. Teachers, psychologist.

- Color influence technology. As a special lesson 2-4 times a month depending on the tasks. It is necessary to pay special attention to the color scheme of the interiors of preschool educational institutions. Correctly selected colors relieve tension and increase the child’s emotional state. Conducted by educators and psychologist.

- Phonetic rhythm. 2 times a week from a young age, no earlier than every 30 minutes. after eating. In the physical education or music halls. Jr. age - 15 min., older age - 30 min. Classes are recommended for children with hearing problems or for preventive purposes. The goal of the classes is phonetic literate speech without movements. Teachers, head of physical education, speech therapist.

- Behavior correction technologies. Sessions of 10-12 lessons for 25-30 minutes. from an older age. They are carried out using special methods in small groups of 6-8 people. Groups are not formed according to one criterion - children with different problems study in the same group. Classes are conducted in a playful manner and have diagnostic tools and training protocols. Conducted by educators and psychologists.

What health-saving educational technologies are used when working with parents?
- consultations, recommendations and conversations with parents about disease prevention, personal hygiene, the benefits of additional walks and activities in various sports sections, to highlight these issues at parent meetings; sliding folders; personal example of a teacher, non-traditional forms of working with parents, practical demonstrations (workshops); survey; joint events: sports festivals, health days; reminders, booklets from the series “Finger gymnastics”, “How to properly harden a child?”, open days; training parents in techniques and methods for children's health (trainings, workshops); publication of a preschool educational institution newspaper and other forms of work.
Forcreating pedagogical conditions for the health-saving process of education and development of children in a preschool institution, are: organizing various types of children’s activities in a playful way; construction of the educational process in the form of a cultural model; organization of cultural creativity for preschool children; equipping children's activities with equipment, toys, games, play exercises and aids
All this the work is carried out comprehensively, throughout the day and with the participation of medical and pedagogical workers: educator, teacher-speech therapist, teacher-psychologist, physical education instructor, music director.
The main educators of the child are the parents. The child’s mood and state of physical comfort depend on how the child’s daily routine is properly organized and how much attention parents pay to the child’s health. The healthy lifestyle of a child, to which he is taught in an educational institution, can either find daily support at home, and then be consolidated, or not be found, and then the information received will be unnecessary and burdensome for the child.
Taking care of health is one of the most important tasks of every person. Among all earthly blessings, health is a valuable gift given to man by nature, which cannot be replaced by anything, but people do not take care of health as much as necessary.
But it is important to understand that caring for the health of our children today is the full-fledged labor potential of our country in the near future.
All of us, parents, doctors, teachers, want our children to study well, become stronger year after year, grow up and enter a big life as people who are not only knowledgeable, but also healthy. After all, health is a priceless gift.

2. Technologies of project activities

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

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

Classification of educational projects:

"game" - children's activities, participation in group activities (games, folk dances, dramatizations, various types of entertainment);

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

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

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

Project types:

according to the dominant method:

research,

informational,

creative,

• adventure,

  practice-oriented.

by the nature of the content:

include the child and his family,

child and nature,

child and the man-made world,

child, society and its cultural values.

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

customer,

• executor,

  participant from the inception of an idea to the receipt of the result.

by the nature of contacts:

carried out within the same age group,

in contact with another age group,

inside the preschool educational institution,

in contact with family,

cultural institutions,

public organizations (open project).

by number of participants:

individual,

• group,

  frontal.

by duration:

short,

average duration,

long-term.

3. Research technology

The purpose of research activities in kindergarten- to form in preschoolers basic key competencies and the ability for an investigative type of thinking.

It should be noted that the use of design and research technologies cannot exist without the use of TRIZ technology (technology for solving inventive problems). Therefore, when organizing or conducting experiments.

Methods and techniques for organizing experimental research

activities:

Heuristic conversations;

Raising and resolving problematic issues;

Observations;

Modeling (creating models about changes in inanimate nature);

Recording the results: observations, experiences, experiments, work activities;

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

Use of artistic words;

Didactic games, educational games and creative development

situations;

Work assignments, actions.

Experiments (experimentation)

State and transformation of matter.

Movement of air and water.

Properties of soil and minerals.

Living conditions of plants.

Collecting (classification work)

Types of plants.

Types of animals.

Types of building structures.

Types of transport.

Types of professions.

Travel on the map

Sides of the world.

Terrain reliefs.

Natural landscapes and their inhabitants.

Parts of the world, their natural and cultural “marks” are symbols.

Journey along the “river of time”

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

History of housing and improvement.

4. Information and communication technologies

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

Informatization of society poses challenges for preschool teachers tasks:

to keep up with the times,

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

mentor in choosing computer programs,

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

improve the professional level of teachers and the competence of parents.

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

Requirements for computer programs of preschool educational institutions:

Research character

Easy for children to practice independently

Developing a wide range of skills and understandings

Age appropriate

Entertaining.

Classification of programs:

Development of imagination, thinking, memory

Talking dictionaries of foreign languages

The simplest graphic editors

Travel games

Teaching reading, mathematics

Using multimedia presentations

Computer advantages:

presenting information on a computer screen in a playful way arouses great interest in children;

carries a figurative type of information that is understandable to preschoolers;

movements, sound, animation attract the child’s attention for a long time;

has a stimulus for children's cognitive activity;

provides the opportunity to individualize training;

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

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

Mistakes when using information and communication technologies:

Insufficient methodological preparedness of the teacher

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

Unplanned, random use of ICT

Overload of demonstration classes.

ICT in the work of a modern teacher:

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

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

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

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

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

5.Personally-oriented technology

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

6.Portfolio technology for preschoolers

Portfolio- this is a collection 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 unique route for the child’s development.

There are a number of portfolio functions:

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

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

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

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

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

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

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

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

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

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

L. Orlova offers 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 a child’s birthday party. The author proposes the following portfolio structure. The title page, which contains information about the child (last name, first name, patronymic, date of birth), records the start and end date of maintaining the portfolio, an image of the child’s palm at the start of maintaining the portfolio, and an image of the palm at the end of maintaining the portfolio.

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

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

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

Section 4 “I will help as much as I can” contains photographs of the child in which he is depicted doing homework.

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

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

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

Section 1 "Parental Information" in which there is a section “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 for teachers” contains information about teachers' observations of a child during his stay in kindergarten in four key areas: social contacts, communicative activities, independent use of various sources of information and activity as such.

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

L. I. Adamenko offers the following portfolio structure:

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

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

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

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

7. Technology "Teacher's Portfolio"

Modern education needs a new type of teacher:

creative thinkers

proficient in modern educational technologies,

methods of psychological and pedagogical diagnostics,

ways of independently constructing the pedagogical process in the conditions of specific practical activities,

the ability to predict your final result.

Every teacher should have a record of success, which reflects everything joyful, interesting and worthy that happens in the life of a teacher. A teacher’s portfolio can become such a dossier.

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

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

Section 1 “General information about the teacher”

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

education (what and when did you graduate, specialty obtained and diploma qualification);

labor and teaching experience, work experience in a given educational institution;

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

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

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

diplomas of various competitions;

other documents at the discretion of the teacher.

Section 2 “Results of teaching activities” .

materials with the results of children’s mastery of the implemented program;

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

a comparative analysis of a teacher’s activities over three years based on the results of pedagogical diagnostics, the results of students’ participation in various competitions and olympiads;

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

Section 3 “Scientific and methodological activities”

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

materials characterizing work in a methodological association or creative group;

materials confirming participation in professional and creative pedagogical competitions;

in weeks of pedagogical mastery;

in conducting seminars, round tables, master classes;

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

Section 4 “Subject development environment”

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

plans for organizing a subject-development environment;

sketches, photographs, etc.

Section 5 “Working with parents”

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

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

8. Gaming technology

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

games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them;

groups of games to generalize objects according to certain characteristics;

groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena;

groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc.

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

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

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

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

9. TRIZ technology

Technology for solving inventive problems

the main objective, which TRIZ teachers set for themselves is: - formation of creative thinking in children, i.e. education of a creative personality prepared for stable solution of non-standard problems in various fields of activity. The TRIZ methodology can be called a school of creative personality, since its motto is creativity in everything: in posing a question, in methods of solving it, in presenting material

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

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

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

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

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

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

A scheme has been developed using a method for identifying contradictions:

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

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

Only after the child understands what adults want from him should he move on to considering objects and phenomena that evoke lasting associations.

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

10. Integrated learning technology

An integrated lesson differs from a traditional lesson in the use of interdisciplinary connections, which provide only occasional inclusion of material from other subjects.

Integration - combine knowledge from different educational fields on an equal basis, complementing each other. At the same time, several development problems are solved. In the form of integrated classes, it is better to conduct generalizing classes, presentations of topics, and final classes.

The most effective methods and techniques in an integrated lesson:

Comparative analysis, comparison, search, heuristic activity.

Problematic questions, stimulation, manifestation of discoveries, tasks like “prove”, “explain”.

Approximate structure:

Introductory part: a problematic situation is created that stimulates the activity of children to find a solution (for example, what will happen if there is no water on the planet?);

- main part : new tasks based on the content of various areas, based on clarity; enrichment and activation of vocabulary;

- final part : children are offered any practical work (didactic game, drawing);

Each lesson is taught by 2 or more teachers.

Methodology of preparation and implementation:

Selecting areas

Accounting for software requirements;

Basic direction;

Identify the basic principle of building a lesson system;

Think through developmental tasks;

Use a variety of activities;

Take into account the peculiarities of the formation of the development of various types of thinking;

Using more attributes and visual material;

Use productive methods and techniques;

Consider a person-centered approach;

More appropriate integration of the areas of Cognition and Physical Education; “Cognition: mathematics and artistic creativity”; “Music and Cognition”, “Artistic Creativity and Music”; “Communication and art. creation"

11. Technologies for creating a subject-development environment

The environment in which a child is located largely determines the pace and nature of his development and is therefore considered by many teachers and psychologists as a factor in personal development

The task of teachers in kindergarten is the ability to model a socio-cultural, spatial-subject developmental environment that would allow the child to demonstrate and develop abilities, learn ways to imaginatively recreate the world and the language of art, and realize cognitive-aesthetic and cultural-communicative needs in free choice. Modeling the subject environment also creates conditions for interaction, cooperation, and mutual learning of children.

The construction of a subject-development environment is the external conditions of the pedagogical process, which makes it possible to organize the child’s independent activities aimed at his self-development under the supervision of an adult.

The environment must perform educational, developmental, nurturing, stimulating, organizational, and communicative functions. But the most important thing is that it should work to develop the child’s independence and initiative.

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

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

Good luck to everyone!!!