Speech therapy portal / Experience exchange / What technologies in kindergarten according to GEFs. Pedagogical technologies according to GEF in preschool education. There are four levels of problematic learning

What technologies in kindergarten according to GEFs. Pedagogical technologies according to GEF in preschool education. There are four levels of problematic learning

19.06.2021

Modern educational technologies in Dow

Currently, Pedagogical teams of DOU are intensively introducing innovative technologies. Therefore, the main task of teachers of the pre-school institution- Choose methods and forms of organizing work with children, innovative pedagogical technologies that are optimally consistent with the purpose of the identity development goal.

Modern pedagogical technologies in preschool education are aimed at implementing state standards of pre-school education.

A fundamentally important part in the pedagogical technology is the position of the child in the educational and educational process, attitude to the child from adults. Adult in communicating with children adheres to the situation: "Not near, not above him, and together!". It is all possible to promote the formation of a child as a person.

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

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

Pedagogical technology - this is a combination of psychological and pedagogical plants, which determine the special set and layout of forms, methods, methods, learning techniques, educational tools; It is an organizational and methodological instrumental of the pedagogical process (B.T.Likhachev).

Today there are more hundreds of educational technologies.

Basic requirements (criteria) Pedagogical technology:

Conceptual

Systemity

Controllability

Efficiency

Reproducibility

Conceptual - Support for a specific scientific concept, including philosophical, psychological, didactic and socio-pedagogical substantiation of the achievement of educational purposes.

Systemity - Technology must have all signs of the system:

The logic of the process

Interconnection of its parts,

Integrity.

Handling - the possibility of diagnostic goaling, planning, designing the learning process, phased diagnosis, varying funds and methods to correct the results.

Efficiency - Modern pedagogical technologies existing in specific conditions should be effective in results and optimal costs, to ensure the achievement of a certain standard of learning.

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

Structure of educational technology

The structure of the educational technology consists ofthree pieces :

Conceptual part - This is a scientific base of technology, i.e. Psychological and pedagogical ideas that are laid in its foundation.

Substantive part - These are general, specific goals and the content of educational material.

Procedural part - a set of forms and methods of educational activities of children, methods and forms of work of the teacher, the activities of the teacher to manage the process of mastering the material, diagnostics of the learning process.

Thus, obviously: if a certain system claims totechnologies , it must comply with all the requirements listed above.

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

Among modern educational technologies can be attributed :

heating technology;

project Technology

technology of research activities

information and communication technologies;

personal-oriented technologies;

technology portfolio of preschooler and educator

gaming technology

technology "TRIZ", etc.

Heating technology

Purpose health-saving technologies is to ensure the child the ability to preserve health, the formation of the necessary knowledge, skills, skills on a healthy lifestyle.

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

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

from the type of pre-school institution,

from the duration of staying in him,

from the program on which teachers work,

specific conditions pre

professional competence of the teacher,

children's health indicators.

Allocate (in relation to DW) the following classification of health-saving technologies:

medico-prophylactic ( ensuring the preservation and enhancement of children's health under the guidance of medical personnel in accordance with medical requirements and norms, using medical facilities - the technology of organizing preschoolers' health monitoring, children's nutrition control, preventive measures, a healthy-saving medium in DOU);

physical and wellness (aimed at the physical development and strengthening of the child's health - technology for the development of physical qualities, hardening, respiratory gymnastics, etc.);

ensuring the socio-psychological well-being of a child (ensuring the mental and social health of the child and aimed at ensuring the emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family; technologies of psychological and pedagogical support of the child's development in the pedagogical process of DOU);

health Saving and Healthcare Pedagogues (aimed at the development of educational health culture, including professional health culture, on the development of a healthy lifestyle; conservation and stimulation of health (technology of using mobile and sports games, gymnastics (for eye, respiratory, etc.), rhythmoplasty, dynamic pauses , relaxation);

educational (education culture of preschoolers, personal-oriented education and training);

learning a healthy lifestyle (technologies for the use of physical education, communicative games, system of classes from the series "Lessons of football", problem-gaming (game-playing, game, gaming), self-massage); Correctional (art therapy, musical impact technology, talentherapy, psychogymannastics, etc.)

To the number of health-saving pedagogical technologies should be attributedpedagogical technology of the active sensory-developing medium, under which it is understood by sifrom dark aggregate and procedure for the functioning of all personal instrumental and methodological agents used to achieve pedagogical purposes.

2. Project Technology

Purpose: Development and enrichment of socio-personal experience through the inclusion of children in the scope of interpersonal interaction.

Teachers who actively use project technology in the upbringing and training of preschoolers, unanimously note that life-organized life in kindergarten allows you to better learn pupils, penetrate the inner world of the child.

Classification of training projects:

"Game" - children's classes, participation in group activities (games, folk dances, dramatization, different kind of entertainment);

"Excursion", aimed at studying the problems associated with the surrounding nature and social life;

"Narrative", In developing which children learn to transfer their impressions and feelings in oral, written, vocal artistic (painting), musical (game on the piano) forms;

"Constructive", aimed at creating a specific useful product: a leafing of the nesting room, a clumbus device.

Types of projects:

by dominant method:

research,

information,

creative,

gaming

adventure

practical oriented.

by the nature of the content:

include a child and his family,

child and nature

child and man-made world

child, society and its cultural values.

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

customer,

expert,

executor,

participant from the origin of the idea before receiving the result.

by the nature of the contacts:

carried out inside one age group,

in contact with another age group,

inside dow

in contact with the family,

cultural institutions

public organizations (open project).

by number of participants:

individual,

pair

group,

frontal.

by duration:

short,

medium duration

long-term.

3. Research Technology

Objective of research activities in kindergarten - To form at preschoolers the main key competencies, the ability to research the type of thinking.

It should be noted that the use of project technologies cannot exist without the use of TRIZ technology (technology solving inventive tasks). Therefore, when organizing work on a creative project, pupils are offered a problem task that can be solved, something exploring or conducting experiments.

Methods and techniques of the Organization of Experimental Research

activities:

Heuristic conversations;

Setting and solving problems of a problem;

Observations;

Modeling (creation of models about changes in inanimate nature);

Experiments;

Fixing results: observations, experiments, experiments, work activities;

- "dive" in paints, sounds, odors and images of nature;

Using an artistic word;

Didactic games, gaming training and creatively developing

situations;

Labor orders, actions.

Contents of informative

Experiments (experimentation)

The condition and conversion of the substance.

Air movement, water.

Properties of soil and minerals.

The living conditions of plants.

Collectibles (classification)

Plant species.

Types of animals.

Types of building structures.

Types of transport.

Types of professions.

Journey around the map

Side of light.

Terrain reliefs.

Natural landscapes and their inhabitants.

Parts of light, their natural and cultural "tags" - symbols.

Journey through the "River of Time"

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

HISTORY OF HOUSING AND ELECTION.

4. Information and Communication Technologies

The world in which a modern child develops is fundamentally different from the world, in which his parents grew. This makes qualitatively new requirements for pre-school education as the first link of continuous education: education using modern information technologies (computer, interactive board, tablet, etc.).

Company informatization puts before teachers - preschoolerstasks:

to keep up with the times,

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

mentor in choosing computer programs,

form the basics of information culture of his personality,

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

The solution of these tasks is not possible without updating and revising all the directions of the kindergarten in the context of informatization.

Dow Computer Program Requirements:

Research

Easy to independent children

Development of a wide range of skills and representations

Age compliance

Initiality.

Classification of programs:

Development of imagination, thinking, memory

Speaking Dictionaries of Foreign Languages

Simplest graphic editors

Travel games

Learning to read, mathematics

Use multimedia presentations

Computer advantages:

the presentation of information on the computer screen in a games form causes great interest in children;

carries a figurative type of information, understandable to preschoolers;

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

possesses the incentive of the cognitive activity of children;

provides the ability to individualize learning;

in the course of its activities, the preschooler acquires self-confidence;

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

Errors when using information and communication technologies:

Insufficient methodical preparedness of the teacher

Improper definition of the didactic role and place of ICT in class

Freeness, Accident of ICT

Overloading a demonstration.

ICT in the work of a modern teacher:

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

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

3. Exchange of experience, acquaintance with periodic, developing other teachers of Russia and abroad.

4. Registration of group documentation, reports. The computer will allow not to write reports and analyzes every time, but it is enough to dial once the scheme and in the future only to make the necessary changes.

5. Creating presentations in the ROWER POINT program to increase the efficiency of educational classes with children and pedagogical competence in parents in the process of holding parental meetings.

Personal - Oriented Technology

Personal-oriented technologies put in the center of the entire pre-school education system, the personality of the child, ensuring comfortable conditions in the family and the preschool institution, the conflictial and safe conditions of its development, the implementation of existing natural potentials.

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

Attempts to create the conditions for personal-oriented interactions with children in the developing space, allowing the child to show their own activity, most fully realize itself.

However, today's situation in preschool institutions does not always allow to say that teachers have completely begun to implement the ideas of personality-oriented technologies, it is the provision of opportunities for children for self-realization in the game, the regime of life is overloaded with various occupations, a little time remains on the game.

As part of personal-oriented technologies, independent areas are allocated:

human-personal technology , distinguished by their humanistic essence of the psychological-therapeutic focus on assisting a child with weakened health, during the adaptation period to the pre-school institutions.

This technology is well implemented in new preschool institutions where psychological unloading rooms have upholstered furniture, many plants adorning the room, toys that contribute to individual games, equipment for individual exercises. Musical and Physical Cultural Halls, Cabinets of Foundation (after illness), premises for the environmental development of preschooler and productive activities, where children can choose their interest. All this contributes to comprehensive respect and love for the child, faith in creative forces, there is no coercion. As a rule, in such preschool institutions, children are calm, discusses, not conflict.

Technology cooperation Implements the principle of democratization of pre-school education, equality in the relationship of a teacher with a child, partnership in the system of relationship "adult - child". Pedagogue and children create environmental conditions, make benefits, toys, holiday gifts. Together 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 bright humanistic content of the content. Such an approach has new educational programs "Rainbow", "Childhood", "from birth to school".

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

Detection of the pace of development allows the educator to support each child at its level of development.

Thus, the specifics of the technological approach is to ensure that the educational process should guarantee the achievement of the goals. In accordance with this, the technological approach to learning is allocated:

the setting of goals and their maximum clarification (upbringing and training with the focus on the achievement of the result;

preparation of methodological benefits (demonstration and distribution) in accordance with the training objectives and objectives;

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

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

Personality-oriented technologies are opposed to an authoritarian, displaced and dewriter approach to a child in traditional technology - the atmosphere of love, care, cooperation, create conditions for the work of the personality.

6. Technology portfolio of preschooler

Portfolio - This is a piggy bank of personal achievements in a variety of activities, its success, positive emotions, the opportunity to once again survive the pleasant moments of their lives, this is a kind of child development route.

There are a number of portfolio functions:

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

meaningful (reveals the entire spectrum of work performed),

The process of creating a portfolio is a kind of pedagogical technology. Portfolio variants are a lot. The content of the sections is filled gradually, in accordance with the possibilities and achievements of the preschooler.

Section 1 "Let's get acquainted." The section is placed a photo of the child, its surname and name, group number are indicated; You can enter the heading "I love ..." ("I like ...", "I love when ..."), in which the answers of the child will be recorded.

Section 2 "I Rasta!" The section includes anthropometric data (in artistic graphic execution): "Here I am what!", "As I Rasta", "I grew up", "I am big".

Section 3 "Portrait of my child." The section placed the compositions of parents about their baby.

Section 4 "I dream ...". The section records the statements of the child himself on the proposal to continue the phrases: "I dream of ...", "I would like to be ...", "I'm waiting for ...", "I see myself ...", " I want to see myself ... "," My favorite works ... "; Answers to questions: "Who and what I will be when growing up?", "What do I think about thinking about?".

Section 5 "That's what I can". The section placed samples of child's creativity (drawings, stories, homemade books).

Section 6 "My Achievements". The section records certificates, diplomas (from various organizations: kindergarten, media conducting contests).

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

Section 8 "Ask, parents!". In the section, parents formulate their questions to Dow specialists.

P orthpholio can be filled both in kindergarten and at home and can be represented as a mini-presentation at the birthday of the child.

7. Technology "Pedagog Portfolio"

Modern education needs a new type of teacher:

creatively thinking

owning modern educational technologies

receptions of psychological and pedagogical diagnostics,

ways to independently design the pedagogical process in the context of specific practical activities,

the ability to predict your end result.

Each teacher must have a suggestion dossier, which reflects all the joyful, interesting and worthy of what is happening in the life of the teacher. This dossier can be a teacher's portfolio.

The portfolio allows us to take into account the results achieved by the teacher in a variety of activities (educational, educational, creative, social, communicative), and is an alternative form of assessing the professionalism and performance of the teacher's work.

To create an integrated portfolio, it is advisable to enter the following sections:

Section 1 "General Pedagogue Information"

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

education (which and when graduated from, obtained by the specialty and qualifications of diploma);

labor and pedagogical experience, work experience in this educational institution;

advanced training (the name of the structure where courses are listened, year, month, courses problematic);

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

the most significant government awards, letters, thankful letters;

diplomas of various contests;

other documents at the discretion of the teacher.

Section 2 "Pedagogical Results" .

The content of this section forms an idea of \u200b\u200bthe dynamics of the results of the teacher's activities for a certain period. The section may include:

materials with the results of the development of the program implemented;

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

comparative analysis of the activities of the teacher in three years on the basis of the results of pedagogical diagnosis, the results of participation of pupils in various competitions and the Olympiads;

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

Section 3 "Scientific and Methodical Activity"

The content of this section placed materials indicating the teacher's professionalism. It can be:

materials in which the technologies used by the teacher are described in activities with children are justified by their choice;

materials characterizing work in a methodological association, creative group;

materials confirming participation in professional and creative pedagogical competitions;

in the week of pedmasters;

in conducting seminars, "round tables", master classes;

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

Section 4 "Subjectual Educational Environment"

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

plans for the organization of an object and developmental environment;

sketches, photos, etc.

Section 5 "Work with parents"

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

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

8. Gaming technology

It is built as a holistic education, covering a certain part of the educational process and combined with a general content, a plot, a character. It includes sequentially:

games and exercises that form the ability to allocate the main, characteristic features of objects, compare, compare them;

groups of games for generalization of objects on certain features;

game groups, in the process of which preschoolers develop the ability to distinguish real phenomena from unreal;

groups of games raising the ability to own themselves, the speed of the response to the word, phonmematic hearing, smelting, etc.

Drawing up game technologies from individual games and elements - the care of every tutor.

Training in the form of the game may have to be interesting, entertaining, but not entertaining. To implement such an approach, it is necessary that educational technologies developed for training for preschoolers contain a clearly designated and step-by-step described system of game tasks and various games in order to, using this system, the teacher could be confident that as a result it will receive a guaranteed level of assimilation. child of one or another subject. Of course, this level of achievements of the child should be diagnosed, and the technology used by the teacher should provide this diagnosis with the corresponding materials.

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

Game technologies are closely connected with all sides of the educational and educational work of kindergartens and solving its main tasks. Some modern educational programs offer to use a folk game as a means of pedagogical correction of children's behavior.

9. TRIZ technology

TRIZ (the theory of solutions of inventive tasks), which was created by a scientist-inventor TS Altshuller.

The educator uses non-traditional forms of work that make a child in the position of the thinking person. An adapted TRIZ-technology adapted to the preschool age will bring up and teach a child under the motto "Creativity in everything!" Preschool age is unique, because it will be formed by the child, this will be both his life, which is why it is important not to miss this period to disclose the creative potential of each child.

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

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

The main criterion in working with children is cycling and simplicity in the supply of material and in the wording complex, it would seem that the situation. It is not necessary to force the introduction of TRIZ without understanding by children of basic provisions on the simplest examples. Fairy tales, gaming, household situations - this is the environment through which the child will learn to apply Tryzan decisions that arise problems. As the contradictions find the contradictions, he himself will strive for the ideal result using numerous resources.

Only the elements of TRIZ (toolkit) can be used in operation, if the teacher has not mastered TRIZ-technology enough.

Developed a scheme using the method of detecting contradictions:

The first stage is to determine the positive and negative properties of the quality of a subject or phenomenon that do not cause persistent associations in children.

The second stage is to determine the positive and negative properties of the subject or phenomenon as a whole.

Only after the child understands what adults want from him, they should move to the consideration of items and phenomena causing persistent associations.

Often, the teacher already holds Tryzan classes, not even suspecting it. After all, it is precisely that the relationship of thinking and the ability to go to the end in solving the task is the essence of creative pedagogy.

Conclusion: Technological approach, that is, new pedagogical technologies guarantee the achievements of the preschooler and will continue to guarantee their successful schooling.

Each teacher is a creator technology, even if dealing with borrowing. Creating technology is impossible without creativity. For a teacher who learned to work at the technological level will always be a cognitive process in its developing condition. Everything is in our hands, so they can not be omitted.

A person cannot truly improve if it does not help to improve others.

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

Currently, there is a problem of insufficient use of modern pedagogical technologies in practice in modern preschool education.
The purpose of this article is to improve the effectiveness of learning students in accordance with the requirements of GEF.

Tasks:
increase your level of self-education, having mastered modern learning technologies;
apply the knowledge gained in practice;
determine the effectiveness of modern pedagogical technologies;
improve the quality of education of pupils.

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Modern educational technologies in Dow

Modern pedagogical technologies in preschool education are aimed at implementing state standards of pre-school education.

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

Pedagogical technology- this is a combination of psychological and pedagogical plants, which determine the special set and layout of forms, methods, methods, learning techniques, educational tools; It is an organizational and methodological instrumental of the pedagogical process (B.T.Likhachev).

Basic requirements (criteria) Pedagogical technology:

· Conceptuality

· Systems

· Handling

· Efficiency

· Reproducibility

Conceptual - Support for a specific scientific concept, including philosophical, psychological, didactic and socio-pedagogical substantiation of the achievement of educational purposes.

Systemity - Technology must have all signs of the system:

The logic of the process

Interconnection of its parts,

Integrity.

Handling -the possibility of diagnostic goaling, planning, designing the learning process, phased diagnosis, varying funds and methods to correct the results.

Efficiency - Modern pedagogical technologies existing in specific conditions should be effective in results and optimal costs, to ensure the achievement of a certain standard of learning.

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

Structure of educational technology

The structure of the educational technology consists ofthree parts:

· Conceptual part is a scientific base of technology, i.e. Psychological and pedagogical ideas that are laid in its foundation.

· The procedural part is a set of forms and methods of educational activities of children, methods and forms of the teacher, the activities of the teacher for the management of the process of mastering the material, the diagnosis of the learning process.

Thus, obviously:if a certain system claims totechnologies , it must comply with all the requirements listed above.

The interaction of all entities of an open educational space (children, employees, parents) is supported on the basis of modern educational technologies.

Among modern educational technologies can be attributed:

· Heating technology;

· Project Technology

· Research technology

· Information and communication technologies;

· Personal-oriented technologies;

· Portfolio technology of preschooler and educator

· Game technology

· TRIZ technology, etc.

· Health-saving technologies

Purpose health-saving technologies is to ensure the child the ability to preserve health, the formation of the necessary knowledge, skills, skills on a healthy lifestyle.

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

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

· From the type of preschool institution,

· From the duration of children in him,

· From the program on which teachers work,

· Specific conditions dough,

· Professional competence of the teacher,

· Children's health indicators.

Allocate (in relation to DW) the following classification of health-saving technologies:

1. medico-prophylactic (ensuring the preservation and increase in the health of children under the guidance of medical personnel in accordance with medical requirements and norms, using medical facilities - technology for organizing preschoolers' health monitoring, children's nutrition control, preventive measures, health-saving medium in DOU);

2. physical and wellness (aimed at the physical development and strengthening of the child's health - technology for the development of physical qualities, hardening, respiratory gymnastics, etc.);

3. ensuring the socio-psychological well-being of a child (ensuring the mental and social health of the child and aimed at ensuring the emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family; technologies of psychological and pedagogical support of the child's development in the pedagogical process of DOU);

4. health Saving and Healthcare Pedagogues (aimed at the development of educational health culture, including professional health culture, on the development of a healthy lifestyle; conservation and stimulation of health (technology of using mobile and sports games, gymnastics (for eye, respiratory, etc.), rhythmoplasty, dynamic pauses , relaxation);

5. educational (education culture of preschoolers, personal-oriented education and training);

6. learning a healthy lifestyle (technologies for the use of physical education, communicative games, system of classes from the series "Lessons of football", problem-gaming (game-playing, game, gaming), self-massage); Correctional (art therapy, musical impact technology, talentherapy, psychogymannastics, etc.)

7. To the number of health-saving pedagogical technologies should be attributedpedagogical technology of the active sensory-developing medium, under which it is understood by sifrom dark aggregate and procedure for the functioning of all personal instrumental and methodological agents used to achieve pedagogical purposes.

6.1. Project Technology

Purpose: Development and enrichment of socio-personal experience through the inclusion of children in the scope of interpersonal interaction.

Classification of training projects:

· "Game" - children's classes, participation in group activities (games, folk dances, dramatization, different kind of entertainment);

· "Excursion",aimed at studying the problems associated with the surrounding nature and social life;

· "Narrative", In developing which children learn to transfer their impressions and feelings in oral, written, vocal artistic (painting), musical (game on the piano) forms;

· "Constructive",aimed at creating a specific useful product: a leafing of the nesting room, a clumbus device.

Types of projects:

1. by dominant method:

2. Research,

3. Information,

4. Creative,

5. Games,

6. Adventure,

7. Practical oriented.

1. by the nature of the content:

8. Include a child and his family,

9. Child and nature,

10. Child and man-made world,

11. Child, society and its cultural values.

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

12. Customer,

13. Expert,

14. Artist,

15. Member from the origin of the idea before receiving the result.

1. by the nature of the contacts:

16. Exercised within one age group,

17. In contact with another age group,

18. inside DOU,

19. In contact with the family,

20. Culture institutions,

21. Public organizations (open project).

1. by number of participants:

22. Individual,

23. Paired,

24. Group,

25. Frontal.

1. by duration:

26. Short-term,

27. Medium duration,

28. Long-term.

6.2. Technology of research activities

Objective of research activities in kindergarten- To form at preschoolers the main key competencies, the ability to research the type of thinking.

Methods and techniques of the Organization of Experimental Research

Activities:

Heuristic conversations;

Setting and solving problems of a problem;

Observations;

Modeling (creation of models about changes in inanimate nature);

Experiments;

Fixing results: observations, experiments, experiments, work activities;

- "dive" in paints, sounds, odors and images of nature;

Using an artistic word;

Didactic games, gaming training and creatively developing

situations;

Labor orders, actions.

1. Experiments (experimentation)

o condition and conversion of the substance.

o Movement of air, water.

o properties of soil and minerals.

o Conditions of the life of plants.

2. Collectibles (classification)

3. Types of plants.

4. Types of animals.

5. Types of building structures.

6. Types of transport.

7. Types of professions.

1. Journey around the map

Side of light.

Terrain reliefs.

Natural landscapes and their inhabitants.

Parts of light, their natural and cultural "tags" - symbols.

0. Journey through the "River of Time"

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

HISTORY OF HOUSING AND ELECTION.

6.3. Information and Communication Technologies

Company informatization puts before teachers - preschoolerstasks:

· to keep up with the times,

· Become for the child the conductor into the world of new technologies,

· Mentor in choosing computer programs,

· To form the basics of information culture of his personality,

· Increase professional levels of teachers and competence of parents.

The solution of these tasks is not possible without updating and revising all the directions of the kindergarten in the context of informatization.

Dow Computer Program Requirements:

· Research

· Easy to independent children

· Development of a wide range of skills and ideas

· Age compliance

· Integrand.

Classification of programs:

· Development of imagination, thinking, memory

· Speaker Foreign Languages \u200b\u200bDictionaries

· Simplest graphics editors

· Travel games

· Training reading, mathematics

· Use multimedia presentations

Computer advantages:

· The presentation of information on the computer screen in a games form causes great interest in children;

· Carries a figurative type of information, understandable to preschoolers;

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

· It has an incentive of the cognitive activity of children;

· Provides the ability to individualize learning;

· In the process of its activities at the computer, the preschooler acquires self-confidence;

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

Errors when using information and communication technologies:

· Insufficient teaching training

· Improper definition of the didactic role and ICT location in classes

· Freeness, Accuming ICT

· Overloading to demonstration.

ICT in the work of a modern teacher:

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

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

3. Exchange of experience, acquaintance with periodic, developing other teachers of Russia and abroad.

5. Creating presentations in the ROWER POINT program to increase the efficiency of educational classes with children and pedagogical competence in parents in the process of holding parental meetings.

1. Personal - Oriented Technology

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

Attempts to create the conditions for personal-oriented interactions with children in the developing space, allowing the child to show their own activity, most fully realize itself.

As part of personal-oriented technologies, independent areas are allocated:

· human-personal technology, distinguished by their humanistic essence of the psychological-therapeutic focus on assisting a child with weakened health, during the adaptation period to the pre-school institutions.

· Technology cooperationimplements the principle of democratization of pre-school education, equality in the relationship of a teacher with a child, partnership in the system of relationship "adult - child". Pedagogue and children create environmental conditions, make benefits, toys, holiday gifts. Together determine a variety of creative activities (games, work, concerts, holidays, entertainment).

Detection of the pace of development allows the educator to support each child at its level of development.

· Setting goals and their maximum clarification (upbringing and training with a focus on achieving the result;

· Preparation of methodological benefits (demonstration and distribution) in accordance with the training objectives and objectives;

· Assessment of the actual development of the preschooler, the correction of deviations aimed at achieving the goals;

· Final assessment of the result - the level of development of the preschooler.

6.5. Portfolio technology of preschooler

Portfolio is a piggy bank of personal achievements in a variety of activities, its success, positive emotions, the opportunity to once again survive the pleasant moments of his life, this is a kind of child development route.

There are a number of portfolio functions:

· Diagnostic (fixes changes and growth for a certain period of time),

Section 1 "Let's get acquainted."The section is placed a photo of the child, its surname and name, group number are indicated; You can enter the heading "I love ..." ("I like ...", "I love when ..."), in which the answers of the child will be recorded.

Section 2 "I Rasta!"The section includes anthropometric data (in artistic graphic execution): "Here I am what!", "As I Rasta", "I grew up", "I am big".

Section 3 "Portrait of my child."The section placed the compositions of parents about their baby.

Section 4 "I dream ...".The section records the statements of the child himself on the proposal to continue the phrases: "I dream of ...", "I would like to be ...", "I'm waiting for ...", "I see myself ...", " I want to see myself ... "," My favorite works ... "; Answers to questions: "Who and what I will be when growing up?", "What do I think about thinking about?".

Section 5 "That's what I can".The section placed samples of child's creativity (drawings, stories, homemade books).

Section 6 "My Achievements".The section records certificates, diplomas (from various organizations: kindergarten, media conducting contests).

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

Section 8 "Ask, parents!".In the section, parents formulate their questions to Dow specialists.

L. Orlova offers this version of the portfolio, the content of which first will be interesting to parents, the portfolio can be filled both in kindergarten and at home and can be represented as a mini-presentation at the birthday of the child. The author proposes the following portfolio structure. The title list contains information about the child (surname, name, patronymic, date of birth), records the start date and date of the end of the portfolio, the image of the child's palm at the time of starting portfolio and the image of the palm at the end of the portfolio.

Section 1 "Get to know me"contains the liners "admire me" where portraits of a child made in different years in the days of his birthday, and "about me," where information about the time and place of the child's birth, about the child name, about the date of the celebration of His name, A small story of parents, why was this name was chosen, from where the surname, information about the famous names and famous namesakes, personal information of the child (zodiac sign, horoscopes, talismans, etc.).

Section 2 "I Rasta"includes Inserts "Growth Dynamics", where information about the growth of the child from the first year of life is given, and "my achievements for the year," where the child grew up, which he learned over the past year, for example, to count to five, tumbling, etc.

Section 3 "My Family."The content of this section includes brief stories about family members (except personal data, you can mention a profession, character traits, favorite classes, features of a joint pastime with family members).

Section 4 "What I can - I will help"contains the photos of the child on which it is depicted for doing homework.

Section 5 "World around us."This section includes small creative works of a child on excursions, educational walks.

Section 6 "Inspiration of winter (spring, summer, autumn)".The section hosts children's work (drawings, fairy tales, poems, photos from Matrennikov, records of poems that the child told on the matinee, etc.)

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

Section 1 "Parent Information",in which there is a rubric "Let's get acquainted", which includes information about the child, its achievements that the parents themselves noted.

Section 2 "Information of Pedagogues"contains information on the observations of teachers for the 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 Information about yourself"contains information received from the child himself (drawings, games that the child came up with, stories about themselves, about friends, awards, diplomas, diplomas).

L. I. Adamenko offers the following portfolio structure:

"What baby is good" block,which contains information about the personal qualities of the child and includes: the essay of parents about the child; Reflections of educators about the child; Answers a child to questions in the process of informal conversation "tell about yourself"; Answers friends, other children to tell about the child; self-esteem of the child (the results of the dough "Lestenka"); psychological and pedagogical characteristics of the child; "Basket of wishes", in the contents of which are gratitude to the child - for kindness, generosity, a good deed; Thanksgiving letters to parents - for the education of the child;

Block "What child skillful"contains information that the child knows how to know, and includes: parents' answers to questionnaires; Reviews of educators about the child; Stories of children about the child; Teachers' stories to which the child goes on the circles and sections; assessment of the participation of the child in stocks; Characteristics of the psychologist of the cognitive interests of the child; Diplomas for nominations - for curiousness, skills, initiative, independence;

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

Thus, the portfolio (folder of personal achievements of the child) allows an individual approach to each child and is awarded when the kindergarten is out of the kindergarten as a gift to the most child and his family

6.6. Technology "Pedagog Portfolio"

Modern education needs a new type of teacher:

· Creatively thinking

· Owning modern educational technologies,

· Takers of psychological and pedagogical diagnosis,

· In the ways of independent designing the pedagogical process in the context of specific practical activities,

· The ability to predict your end result.

Each teacher must have a suggestion dossier, which reflects all the joyful, interesting and worthy of what is happening in the life of the teacher. This dossier can be a teacher's portfolio.

To create an integrated portfolio, it is advisable to enter the following sections:

Section 1 "General Pedagogue Information"

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

· Education (which and when graduated from, obtained specialty and qualifications in diploma);

· Labor and pedagogical experience, work experience in this educational institution;

· Improving the qualifications (the name of the structure where courses are listened, year, month, courses issues);

· Copies of documents confirming the availability of scientists and honorary titles and degrees;

· The most significant government awards, letters, thankful letters;

· Diplomas of various contests;

· Other documents at the discretion of the teacher.

Section 2 "Pedagogical Results".

· Materials with the results of the development of the program implemented;

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

· Comparative analysis of the teacher's activities for three years on the basis of the results of pedagogical diagnosis, the results of participation of pupils in various competitions and the Olympiads;

· Analysis of the learning results of pupils in the first grade, etc.

Section 3 "Scientific and Methodical Activity"

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

· Materials characterizing work in a methodological association, creative group;

· Materials confirming participation in professional and creative pedagogical competitions;

· In the weeks of pedmastersmanship;

· In conducting seminars, "round tables", master classes;

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

Section 4 "Subjectual Educational Environment"

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

· Plans for the organization of the subject and developmental environment;

· Sketches, photos, etc.

Section 5 "Work with parents"

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

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

6.7. Gaming technology

It is built as a holistic education, covering a certain part of the educational process and combined with a general content, a plot, a character. It includes sequentially:

· Games and exercises that form the ability to allocate basic, characteristic features of objects, compare, compare them;

· Groups of games for generalization of items according to certain features;

· Groups of games, in the process of which preschoolers develop the ability to distinguish real phenomena from unreal;

· Groups of games raising the ability to own themselves, the speed of the reaction to the word, phonmematic hearing, smelting, etc.

Drawing up game technologies from individual games and elements - the care of every tutor.

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

Gaming technologies are closely related to all sides of the educational and educational work of a kindergarten and solving its main tasks. Technical modern educational programs offer to use a folk game as a means of pedagogical correction of children's behavior.

6.8. Technology "TRIZ"

TRIZ (the theory of solutions of inventive tasks), which was created by a scientist-inventor TS Altshuller.

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

Only the elements of TRIZ (toolkit) can be used in operation, if the teacher has not mastered TRIZ-technology enough.

Developed a scheme using the method of detecting contradictions:

· The first stage is to determine the positive and negative properties of the quality of a subject or phenomenon that do not cause persistent associations in children.

· The second stage is determining the positive and negative properties of the subject or phenomenon as a whole.

· Only after the child understands what adults want from him, one should move to the consideration of items and phenomena causing persistent associations.

Conclusion: Technological approach, that is, new pedagogical technologies guarantee the achievements of the preschooler and will continue to guarantee their successful schooling.

Sections: Work with preschoolers

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

Purpose: Improving the effectiveness of learning pupils in accordance with the requirements of GEF.

Tasks:

increase your level of self-education, having mastered modern learning technologies;
apply the knowledge gained in practice;
determine the effectiveness of modern pedagogical technologies;
improve the quality of education of pupils.

Research Subject: Modern Pedagogical Technologies.

Research Hypothesis: Training and Development of the Personal Study will be deeper and complete if teachers will be mastered, new pedagogical technologies have been implemented and continuously used.

GEF from 1.01.14g. Entered into force and approved the requirements for the structure of the program, the conditions for the implementation of the program and the results of the development.

In modern conditions, the child acts as not an "object", but in the role of the "subject" of education, a child - self-concrete personality.

The innovative process at the current stage of the development of the Company concerns primarily the pre-school education system, which is considered the initial step in the disclosure of the potential possibilities of the child. This approach sets high demands on the system of pre-school training and education. There is a search for more efficient technologies in preschool education using modern, exhaust technologies, as well as psychological and pedagogical approaches to this process.

Pedagogical technologies define new funds, forms, methods used in the practice of pedagogy and, of course, they must be focused on the development of the identity of the child and its abilities.

So what is the "technology", what is the difference from the methodology?

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

The problem of pedagogical technologies was engaged in: Selevko, Bespalko, I.P. Volkov, V.M.Monakhov and others.

At the moment there are several definitions of the ped. Technologies, we will choose the most deployed today:

Pedagogical technology is a systemic method for creating, applying and defining the entire process of teaching and assimilation of knowledge, taking into account technical and human resources and their interaction, which makes it necessary for the optimization of formation forms (UNESCO).

In other words, the technology is fixed consecutive steps that guarantee the obtaining result. It contains an algorithm for solving the tasks, the basis of its use is based on the idea of \u200b\u200bcomplete manageability of training and reproducibility of educational cycles.

Differences from the technique:

Technology is not subject matter, it can be implemented on any subject regardless of the content. Technology can be implemented anyone Pedagogue. Technology includes a complex of methods, forms, means and receptions.

Today there are more hundreds of educational technologies. They are classified according to organizational forms, on subjects, copyright, according to the approaches to the child, etc.

Among the main reasons for the emergence of new psychological and pedagogical technologies, the following can be distinguished:

The need for deeper accounting and use of psycho-physiological and personal characteristics of the student;

Awareness of the urgent need to replace the ineffective verbal (verbal) method of transmitting knowledge by a systemically active approach;

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

Why have no innovations of recent years have given an expected effect? The reasons for such a phenomenon are a lot. One of them is purely pedagogical - low innovative qualification of the teacher, namely the inability to choose the desired book and technology, to conduct an embedded experiment, diagnose changes. Some teachers for innovation are not prepared methodically, others - psychologically, third - technologically. In recent years, teachers try to turn face to pupil, implementing personality-oriented, humane-personal and other training. But the most important thing is that the process of knowledge itself loses its attractiveness. The number of people who do not want to go to school increases. The positive motivation of the exercise has decreased, children have no signs of curiosity, interest, surprise, wants - they do not ask questions at all. There is no connection with school technologies, where an authoritarian system is still strong.

Currently, the use of modern educational technologies, ensuring the personal development of the child by reducing the share of reproductive activities (reproduction of the remaining in memory) in the educational process, it is possible to consider as a key condition for improving the quality of education, reduce the load of children, more efficient use of time.

Requirements for teacher.

Today, teacher is not enough knowledge of already existing technologies, it is also necessary to apply the ability to apply them in practical activities. The demand for learning masters is always high. To feel confident, the teacher must own at least three fundamental - differing technologies: productive (subject-oriented), gentle (personally oriented), cooperation technology.

The same technology can be carried out by various performers more or less in good faith, exactly according to the instructions or creative. The results will be different, however, close to some medium statistical meaning characteristic of this technology.

Sometimes the teacher-master uses elements of several technologies in its work, applies original methodological techniques, in this case it is necessary to talk about the "author's" technology of this teacher. Each teacher is a creator technology, even if dealing with borrowing. Creating technology is impossible without creativity. For a teacher who learned to work at the technological level will always be a cognitive process in its developing condition.

The use of technologies in practice.

Modern educational activity is primarily the skill of the teacher. Use in the practice of teaching the subject of elements of different technological approaches, their critical analysis can be the basis for the formation of its own pedagogical style. Any pedagogical technology must be reproducible and being healthy.

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

Allow a qualitatively new effective model for building a raising medium. They are aimed at organizing comfortable conditions for the upbringing and development of children in which interaction, mutual relations and mutual enrichment are actively implemented. Teach the ability to share experiences and interact in groups, develop communication, educate tolerance, contribute to the formation of a social position in the future.

1. Work in pairs. (test pencils)

2. Carousel.

4. Work in small groups.

5. Aquarium.

6. Unfinished offer.(Lived - there were the king and queen, and now ...) by chain.

7. Brainstorm.

8. Brownian movement.

9. Tree solutions.

10. Role-playing (business) game.

11. Workshop.

ICT technology - interactive technology.

ICT use - the result of the implementation of the program "Electronic Russia"

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

This is on the one hand - a computer, on the other - communication.

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

Modern educational process cannot be submitted without the use of multimedia technologies that provide unique opportunities for the implementation of creative initiatives of the educator and pupil.

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

1. Lessons of the demonstration type - presentation.

2. Classes are quizzes, tests.

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

3. Educational computer games.

Existing training programs for this age can be classified as follows:

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

2. "Speaking" foreign languages \u200b\u200bin foreign languages \u200b\u200bwith good animation.

3. Art Studios, the simplest graphic editors with drawing libraries.

4. Travel games, "Flods".

5. Simplest training programs for reading, mathematics, etc.

4. Fimuses, relaxation exercises, setting the problem after watching the video.

5. Working with parents.

Self-presenting teacher, creating a portfolio of a child and a teacher, use at meetings, as a collection of information on the problem for home learning. The teacher can post advice, exchange photographic materials, give ads, conduct disputes on DOU sites, or in social. networks.

6. Use for professional growth of the educator.

Collection and storage of information, participation in contests of interregional and international level, collecting material for the portfolio. On the website of the Dow you can make met. Piggy bank, where teachers can add information available to group members: regulatory documents, card files, workshops, verses, etc.

The use of ICT - technologies in the lesson allows:

intensify cognitive activity of students;
provide a high degree of differentiation of learning (almost individualization);
increase the work performed in the lesson;
improve knowledge control;
form skills of genuine research activities;
provide access to various reference systems, electronic libraries, other information resources.
And, as a result of all these components, there is an increase in the quality of students' knowledge.

Using the technology of mnemonics in the educational process of DW.

"Teach a child with someone unknown to him five words - it will be long and in vain to suffer, but tie twenty words with pictures, and he will be afraid of them on the fly."
K.D. Shushinsky

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

With this technology, we will easily include in all types of classes and from our own experience, I believe that it is more rational to introduce 4-5 years old with children, as they have accumulated the main vocabulary. In my work, I use mem-doda, mnemotable (schemes in which certain information is laid). In Speech Development Classes, they are particularly effective and used as a supporting system for moving tales, stories, to compile descriptive stories. Also, with the help of mpmotables and mongow, I will introduce children with the outside world in cognitive classes. For example, in the environmental education of children helps them to form the concept of "season as time of year", remember signs of seasons, to learn the principles of the preparation of descriptive stories at the time of year, the descriptions of wild and pets, various items. You can depict everything that you consider it necessary to reflect in this table, but so that it is clear to children.

Takes of mnemotechnics are widely used in mathematics classes, from.

Thanks to the training of children to mnemotechnical techniques, according to the results of the survey, the children had a positive dynamics: the volume of visual and verbal memory was noticeably increased, the distribution and stability of attention was improved, mental activity was activated. And the children began to realize the supporting role of images to hold in the memory of verbal material.

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 with something, i.e. Associative connection with some already known factor, calling for helping his imagination. Association is a mental connection between two images. The more diverse and numerous association, the stronger they are fixed in memory. Strange, illogical associations contribute to the best memorization.

Basic techniques:

The formation of semantic phrases from the initial letters of remembered information
Rhymmic
Finding bright unusual associations (pictures, phrases), which are connected to the memorable information
Laws
Familiar numbers

Mmon-seeing unloads information, making a new material "easily friendly".

Consider how you can use mnemotechnics in classes. From your experience I know that the information in the poetic form is remembered for a long time.

To memorize direct and countdown:

6.7.8.9.10 - We need to weigh all our thoughts.

10.9.8.7 - Here we are adults at all.

6.5.4.3.2.1 - that's all your lord.

Temporary relationship: Morning, day, evening, night - day away;

Geometrich. Material: beam, wavy, curve, broken, cut.

Mnemotable by months, signs are larger, less, minus, plus.

Memory of numbers, the composition of the numbers, the folding table. The name of the numbers of the second ten forty, ninety, one hundred - examples in the tables.

Technology projects.

It is difficult to imagine the work of a modern educator without the use of design in its work. We deal with project activities for any year.

This technology has a number of advantages: the ability to intensively explore any topic and receiving rapid practical results. Project activity method is particularly successfully implemented in working with senior preschoolers. This age stage is characterized by more sustainable attention, observation, ability to begin analysis, synthesis, self-esteem, as well as a desire for joint activities. Younger children can also carry out projects, but less long in time: one day, two, three.

The project can combine the content of education from various areas of knowledge, in addition, there are great opportunities in organizing joint educational and search activities of preschoolers, teachers and parents.

The main purpose of the project method is to provide children with independent acquisition of knowledge in solving practical tasks or problems requiring knowledge integration from various subject areas. As a result, the project activity makes it possible to educate the "leader", not the "performer", develop volitional qualities of the personality, partnership skills.

Advantages of the project method:

Is one of the developing learning methods, because It is based on the development of cognitive skills of children, the ability to independently design their knowledge, oriented in the information space;

Improves the quality of the educational process;

It serves the development of critical and creative thinking.

It helps to increase the competence of teachers.

Disadvantages: Low motivation of educators, parents;

Insufficient level of formation at the pupils of research skills

Project work algorithm: The choice of theme, thematic planning, environmental organization, the joint work of the teacher with children.

In the project activity there is a subjective position of the child, its individuality is revealed.

Family projects, personal, collective, group.

Summarizing

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

Pedagogical technologies are focused on trainees and are aimed at ensuring the success of assimilation due to their own activities;

Pedagogical technologies allow you to achieve learning goals by developing a person; Due to the assimilation of objectives and objective control and self-control for the quality of vocational education.

In the main state documents that concern educational institutions often appear pedagogical technologies. Classification, table, distinctive features are presented below.

Deposit of modern education

The ideology used in the modern school involves the allocation of the three main points of formation of a harmoniously developed personality:

search for effective means for the development of the younger generation;
transformation of the school into a promising factor in improving the Russian society;
improving the Russian educational system by introducing new educational technologies

Innovation as a means of developing Russian schools

In fact, the classification (Table according to the GEF) is practically no different from the classical system, it presents all the same innovative techniques used by teachers at different levels of schoolchildren training. The class-grade system of classes involves the application of certain programs on the subject, therefore the classification of pedagogical learning technologies is carried out taking into account the individual characteristics of each specific academic discipline.

What is technology?

The word "technology" itself has various interpretations. For example, in a general sense, this is a detailed way to carry out a specific activity based on the selected method. Regarding the technology, we note that we are talking about building a teacher's activities in such a way that it includes actions performed in a strict sequence, with the mandatory extension of the predicted result.

Features Technology

The methodological system should be responsible for the following questions: "How to teach?", "What to teach?", "Why teach?".

Educational technology involves effective training. There are certain criteria according to which the essence of educational technologies is formulated:

strict and unequivocal identification of the purpose of learning;
selection of content, material structuring;
optimality of the organization of educational activities;
takes, methods, learning tools.

In addition, the teacher's qualifications should be taken into account, an objective assessment methodology has been formed.

Signs of pedagogical technology

What is the classification of pedagogical technologies in Selevko? In the table proposed by the author, certain signs are taken into account:

warranty achievement, the effectiveness of the learning process;
economy of the reserve of study clocks;
optimization of the teacher's activities and the achievement of planned results into minimum time intervals;
the use of a variety of electronic computing and audiovisual techniques;
designing and using various didactic benefits and visual materials.

What are the pedagogical technologies oriented?

Below is a table: "Pedagogical technologies". Classification is based on specific parameters:

formation of positive motivation to the educational process;
intensification of the communicative environment;
the development of the personality, which is capable of research and training activities, the subsequent continuation of training, aware of professional choice;
protection of schoolchildren's health.

Specific technologies in pedagogy

The classification of GEF educational technologies in foreign and domestic pedagogy is carried out by different authors absolutely differently. Due to the fact that, according to new educational standards, there is something, the identity of the child, the following technologies allocate as priorities:

Differentiated learning. What are such pedagogical technologies? Classification, Table in the Dow is compiled taking into account the psychological characteristics of children, it is based on a multi-level approach to each kid. In the preparation of educational material, the educator focuses on the motivation of the cognitive activity of its wards. An experienced teacher includes elements of a differential approach offered by N. P. Guzik in their professional activities.
Project activities. The classification of modern pedagogical technologies involves the allocation of this technique into a separate unit. It is in the design process of modern preschoolers and students of educational institutions formed the skill to work in a team. The teacher acts as a mentor, so the younger generation gets the opportunity to self-develop, understand its role in modern society. The guys who mastered the project technology are more successful in their studies, they are faster adapting to modern realities.
Game technologies. The classification of modern pedagogical technologies involves the allocation of the game as an effective means of learning and education in preschool and primary school age. In the process of gaming activities, the guys receive communication skills, summarize and systematize new knowledge.

But this is not the entire Table: "Pedagogical Technologies". The classification is constantly upgraded with the innovation introduced into the educational system. Among the latest trends are interactive technologies. Given the requirements of the FGOS, the "Pedagogical Technology" table was modernized. Classification in K. Seleevko now implies group training techniques. Thanks to them, there is a formation in a comprehensive school of a tolerant, sociable identity, which has leadership qualities. Such technologies significantly increase the effectiveness of the learning of the software material.

Problem learning

This technique is based on the heuristic (problem) approach. Students acquire skills and skills in the process of independent activities, resulting in the development of their creative and cognitive abilities.

Application in the modern educational system of prospective advanced training is allowed by the second generation GEF. The guys learn to solve the problem in different ways, applying specific knowledge depending on the specifics of the current situation. Each child with this approach gets the opportunity to independently definition of ways to solve problems.

Technology of pedagogical workshops

What is the Table "Pedagogical Technologies"? The classification of all methods and techniques, the effectiveness of which is proved in practice, takes into account children's age, the methodology of the subject.

Research in modern school

Modeling, experiment, project method is impossible without research technologies. In the conditions of the school laboratory, the guys learn to determine quantitative content in various fruits and products of ascorbic acid, identify individual food features. When conducting research, teacher attaches as a mentor to the guys. An experienced teacher only accompanies the experiment, provides its ward the necessary theoretical information, teaches practical skills. Among innovation, we note the technology of solving the inventive (research) TRIZ tasks. In order for a student to independently search for ways to solve the task set by the teacher to him, first he studies scientific literary sources. Together with the researcher, sets the tasks, determines the relevance, puts forward his experiments with the hypothesis. An important step in any project and experimental activity is to process the results obtained, comparing them with the initial hypothesis.

What is the classification of modern pedagogical technologies? The table proposed by Selevko contains universal techniques. They are equally suitable for all educational areas. For example, the variation of ICT - technologies are electronic educational resources (EOR). The guys get skills to work with a variety of information sources, independently make up their educational routes.

Pedagogy cooperation

In order to implement a humane and personal approach to the student, in modern schools all conditions are being created for the conscious choice by the guys directions for their future professional activities.

Collective creative cases were especially popular during the existence of the traditional Soviet education system. The guys have helped the elderly to remove firewood, wearing water. Currently, this technology is returned to educational institutions in the form of teachers, together with their pupils, try to disinterestedly help those people who need their help. Mao (active learning methodology) is the amount of pedagogical techniques and actions that are aimed at organizing training activities. With the help of certain funds, conditions are created that motivate the guys to the initiative, independent and creative study of the new material in the process of educational activities.

Nuances of traditional methods

Traditional technologies are based on an explanatory and illustrative training option. In the case of the application of such technology, the teacher in its work pays special attention to the transfer of the finished educational material. When preparing for lessons, the teacher is searching for the most effective ways to present new knowledge, visibility, which accompanies his story. The presentation of the information that is determined by the borders of the curriculum, mainly implies a pedagog monologue. It is for this reason that numerous problems appear in the educational process:

minor skills of independent school students;
low Culture Communication;
lack of a detailed full response of schoolchildren on the question under review;
minimum attention to the audience, no desire to work in a team.

The reason lies at all in the reluctance of children to work and learn, but in the specifics of the most pedagogical technology. The teacher is forced to tell the material provided for by the curriculum, the child teaches the information, receives an assessment for the answer. The teacher comes to the classroom, it comes with a finished task, its task in subordinate to the class to a specific mode, involvement of guys in training activities. About any individual development of the individual in this case does not go. In order for all the pupils to be assigned the minimum amount of information, a multiple repetition of the material occurs, the intermediate, final types of control occurs.

Older teachers are accustomed to such a work technique, they are convinced that only by the "cravings" can be transferred to the growing generation a solid supply of knowledge, skills, practical skills. The results of statistical studies indicate that 73% of the pedagogical composition are convinced that it is important to establish contact. Children note the need for independent activities, in their understanding the teacher should become an assistant and mentor, and not the "warden."

Conclusion

Those requirements that put forward modern society to the teacher, educational process, suggest the use of innovative techniques and techniques of work. The federal educational standards of the second generation involve the choice of such work techniques that would contribute to the harmonic development of schoolchildren. We went to the past times when the teacher was the main acting person in the lesson. GEFs involve active participation in the educational process of the schoolboy himself, help him in finding effective ways to increase the intellectual level, choosing a direction for future professional activities. All varieties of educational pedagogical technologies, the classification of the GEF of which are presented in the OS, helps the teacher successfully cope with the tasks set by the Ministry of Education of the Russian Federation.

Dupscheva Olga Aleksandrovna, Educator, city Kurtamysh,MKDOU Kurtamysh District "Kurtamyshensky kindergarten №3 of the general conversion"

The child is raised by different chance, his surrounding. Pedagogy should give directions to these chance.
V. F. Odoyevsky

Currently, Pedagogical teams of DOU are intensively introducing innovative technologies. Therefore, the main task of teachers of the pre-school institution - Choose methods and forms of organizing work with children, innovative pedagogical technologies that are optimally consistent with the purpose of the identity development goal.

Modern pedagogical technologies in preschool education are aimed at implementing federal state educational standards for pre-school education.

A fundamentally important part in the pedagogical technology is the position of a child in educational and educational activities, attitudes towards the child by adults. Adult in communicating with children adheres to the situation: "Not near, not above him, and together!". It is all possible to promote the formation of a child as a person.

Today we will talk about pedagogical technologies, their effective use in preschool institution Technology- This is a combination of techniques used in any business, skill, art (explanatory dictionary).

Among modern educational technologies can be attributed:

heating technology;
project Technology
technology of research activities
information and communication technologies;
personal-oriented technologies;
technology portfolio of preschooler and educator
gaming technology
technology "TRIZ", etc.

Technologiespreschool education can be based on well-known educational techniques or use their individual elements.

For example, popular among Russian kindergartens are Methods of Montessori, Nikitin, Domana, Dienes (which we apply in the practice of our DOU).

Heating technology

Purposehealth-saving technologies is to ensure the child the ability to preserve health, the formation of the necessary knowledge, skills, skills on a healthy lifestyle.

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

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

from the type of pre-school institution,
from the duration of staying in him,
from the program on which teachers work,
specific conditions pre
professional competence of the teacher,
children's health indicators.

Allocate (in relation to DW) the following classification of health-saving technologies:

medico-prophylactic (ensuring the preservation and enhancement of children's health under the guidance of medical personnel in accordance with medical requirements and norms, using medical facilities - the technology of organizing preschoolers' health monitoring, children's nutrition control, preventive measures, a healthy-saving medium in DOU);
physical and wellness (aimed at the physical development and strengthening of the child's health - technology for the development of physical qualities, hardening, respiratory gymnastics, etc.);
ensuring the socio-psychological well-being of a child (ensuring the mental and social health of the child and aimed at ensuring the emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family; technologies of psychological and pedagogical support of the child's development in the pedagogical process of DOU);
health Saving and Healthcare Pedagogues (aimed at the development of educational health culture, including professional health culture, on the development of a healthy lifestyle; conservation and stimulation of health (technology of using mobile and sports games, gymnastics (for eye, respiratory, etc.), rhythmoplasty, dynamic pauses , relaxation);
educational (education culture of preschoolers, personal-oriented education and training);
learning a healthy lifestyle (technologies for the use of physical education, communicative games, system of classes from the series "Lessons of football", problem-gaming (game-playing, game, gaming), self-massage); Correctional (art therapy, musical impact technology, talentherapy, psychogymannastics, etc.)
To the number of health-saving pedagogical technologies should be attributed pedagogical technology of the active sensory-developing medium, under which it is understood by si s.dark aggregate and procedure for the functioning of all personal instrumental and methodological agents used to achieve pedagogical purposes.
Project Technology

Purpose: Development and enrichment of socio-personal experience through the inclusion of children in the scope of interpersonal interaction.

Classification of training projects:

"Game" - children's classes, participation in group activities (games, folk dances, dramatization, different kind of entertainment);
"Excursion", aimed at studying the problems associated with the surrounding nature and social life;
"Narrative", In developing which children learn to transfer their impressions and feelings in oral, written, vocal artistic (painting), musical (game on the piano) forms;
"Constructive", aimed at creating a specific useful product: a leafing of the nesting room, a clumbus device.

Types of projects:

by dominant method:

research,
information,
creative,
gaming
adventure
practical oriented.

by the nature of the content:

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

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

customer,
expert,
executor,
participant from the origin of the idea before receiving the result.

by the nature of the contacts:

carried out inside one age group,
in contact with another age group,
inside dow
in contact with the family,
cultural institutions
public organizations (open project).

by number of participants:

individual,
pair
group,
frontal.

by duration:

short,
medium duration
long-term.

Technology of research activities

Objective of research activities in kindergarten - To form at preschoolers the main key competencies, the ability to research the type of thinking.

Methods and techniques of the Organization of Experimental Research

activities:

- heuristic conversations;

- setting and resolving issues of a problematic nature;

- observations;

- modeling (creation of models about changes in inanimate nature);

- fixation of the results: observations, experiments, experiments, work activities;

- "dive" in paints, sounds, odors and images of nature;

- use of the art word;

- didactic games, gaming training and creatively developing

situations;

- Labor assignments, actions.

Experiments (experimentation)

The condition and conversion of the substance.
Air movement, water.
Properties of soil and minerals.
The living conditions of plants.

Collectibles (classification)

Plant species.
Types of animals.
Types of building structures.
Types of transport.
Types of professions.

Journey around the map

Side of light.
Terrain reliefs.
Natural landscapes and their inhabitants.
Parts of light, their natural and cultural "tags" - symbols.

Journey through the "River of Time"

The past and present of mankind (historical time) in the "label" of material civilization (for example, Egypt - pyramids).
HISTORY OF HOUSING AND ELECTION.

Information and Communication Technologies

Company informatization puts before teachers - preschoolers tasks:

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

The solution of these tasks is not possible without updating and revising all the directions of the kindergarten in the context of informatization.

Dow Computer Program Requirements:

Research
Easy to independent children
Development of a wide range of skills and representations
Age compliance
Initiality.

Classification of programs:

Development of imagination, thinking, memory
Speaking Dictionaries of Foreign Languages
Simplest graphic editors
Travel games
Learning to read, mathematics
Use multimedia presentations

Computer advantages:

the presentation of information on the computer screen in a games form causes great interest in children;
carries a figurative type of information, understandable to preschoolers;
movement, sound, animation for a long time attracts the attention of the child;
possesses the incentive of the cognitive activity of children;
provides the ability to individualize learning;
in the course of its activities, the preschooler acquires self-confidence;
allows you to simulate life situations that cannot be seen in everyday life.

ICT in the work of a modern teacher:

Selection of illustrative material for classes and for design stands, groups, cabinets (scanning, Internet, printer, presentation).
Selection of additional cognitive material for classes, familiarity with scenarios of holidays and other events.
Exchange of experience, acquaintance with periodic, developing other teachers of Russia and abroad.
Registration of group documentation, reports. The computer will allow not to write reports and analyzes every time, but it is enough to dial once the scheme and in the future only to make the necessary changes.
Creation of presentations in the ROWER POINT program to increase the effectiveness of educational activities with children and pedagogical competence in parents in the process of holding parental meetings.

6. Technology portfolio of preschooler

Portfolio is a piggy bank of the personal achievements of the child in a variety of activities, its success, positive emotions, the opportunity to overcome the pleasant moments of his life, this is a kind of child development route.

There are a number of portfolio functions:

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

- meaningful (reveals the entire spectrum of work performed),

- rating (shows the range of skills and the skills of the child), etc.

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

Section 1 "Let's get acquainted." The section is placed a photo of the child, its surname and name, group number are indicated; You can enter the heading "I love ..." ("I like ...", "I love when ..."), in which the answers of the child will be recorded.

Section 2 "I Rasta!" The section includes anthropometric data (in artistic graphic execution): "Here I am what!", "As I Rasta", "I grew up", "I am big".

Section 3 "Portrait of my child." The section placed the compositions of parents about their baby.

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

Section 5 "That's what I can". The section placed samples of child's creativity (drawings, stories, homemade books).

Section 6 "My Achievements". The section records certificates, diplomas (from various organizations: kindergarten, media conducting contests).

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

Section 8 "Ask, parents!". In the section, parents formulate their questions to Dow specialists.

Gaming technology

It is built as a holistic education, covering a certain part of the educational process and combined with a general content, a plot, a character. It includes sequentially:

games and exercises that form the ability to allocate the main, characteristic features of objects, compare, compare them;
groups of games for generalization of objects on certain features;
game groups, in the process of which preschoolers develop the ability to distinguish real phenomena from unreal;
groups of games raising the ability to own themselves, the speed of the response to the word, phonmematic hearing, smelting, etc.

Drawing up game technologies from individual games and elements - the care of every tutor.

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

Technology "TRIZ"

TRIZ (the theory of solutions of inventive tasks), which was created by a scientist-inventor TS Altshuller.

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

Only the elements of TRIZ (toolkit) can be used in operation, if the teacher has not mastered TRIZ-technology enough.

Developed a scheme using the method of detecting contradictions:

The first stage is to determine the positive and negative properties of the quality of a subject or phenomenon that do not cause persistent associations in children.
The second stage is to determine the positive and negative properties of the subject or phenomenon as a whole.
Only after the child understands what adults want from him, they should move to the consideration of items and phenomena causing persistent associations.

Conclusion: Technological approach, that is, new pedagogical technologies guarantee the achievements of the preschooler and will continue to guarantee their successful schooling.

And finish your speeches I would like the words of Charles Dickens

A person cannot truly improve if it does not help to improve others.

Create yourself. As there are no children without imagination, so there is no teacher without creative gusts. Creative success!

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