"Modern educational technologies in preschool educational institutions in work with children"

Olaru Elizabeth Demis

Educator MADOU "DS "Flower of Urengoy"

Today we will talk about pedagogicaltechnologies and their effective use in a preschool institution. The term itself« technology » - from Greek it is art, skill, skill, a set of techniques and methods of obtaining,processing and processing of raw materials , materials. At present, the concept has firmly entered the pedagogical lexicon"pedagogical technology » . Pedagogicaltechnology - this is a set of psychological and pedagogical attitudes that determine a special set and layout of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process(B. T. Likhachev) .

There is a classification of pedagogical technologies .

After the introduction of the GEF DO in the system of preschooleducation educational process ; decideeducational educational activities education ; buildeducational

Today, any preschool institution, in accordance with the principle of variability, has the right to choose its own modeleducation and design the pedagogical process on the basis of adequate ideas andtechnologies . The basis of the activity of all subjects of the pedagogical process is the model“I study myself, not they teach me” , that's whycontemporary the educator needs to master a whole arsenal of pedagogicaltechnologies to stimulate the cognitive activity of the child. In addition, the teacher must be ready to respond flexibly to emerging changes in the content.education , adapt it to the emerging and constantly changing cognitive interests of children.

Teachers mastering new- the key to the successful development of the personality of the child.

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

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

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

2. Gamingtechnology in preschool :

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

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

5. Information and communicationtechnology ;

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

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

8. Technology problem learning(J. Dewey)

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

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

"Health-saving technology in preschool »

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

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

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

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

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

- Technology conservation and promotionhealth :

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

- Learning Technologies healthy lifestyle life : Physical education rhythmic, biologicalFeedback (BOS) .problem-game, communicative games, conversations from the series"Health" , point self-massage,

Correctivetechnology : technology development of the emotional-volitional sphere, behavior correction, psycho-gymnastics.

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

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

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

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

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

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

Applied game stretching technique(or, in other words, stretching) is aimed at activating the protective forces of the children's body, mastering the skills of perfect control of one's body and psychoenergetic self-regulation, at the development and release of the creative and healing capabilities of the subconscious. The technique of game stretching is based on static stretching of the muscles of the body and the articular-ligamentous apparatus of the arms, legs, spine, which helps to prevent postural disorders and correct it, which has a deep healing effect on the entire body.

Movement is life

It's time for computers

It has become more difficult to live actively.

And children are like old people

Carry backpacks to school.

Movement is life and beauty,

Healthy mind and purposeclear :

Run away from laziness and disease,

Sports are healthier than all.

How to teach to be healthy

And love physical education?

Just do something yourself

And give everything to the kids.

In the eyes of glitter and ringing laughter -

How many joys for all.

Jump, run, throw at the target -

Everyone wants to be smart.

Comes the conclusion without a doubt :

"Health is life,

Life is movement!

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

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

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

After the introduction of the Federal State Educational Standard into the system of preschooleducation the educator should be engaged in the development of the child, based on the complex-thematic principle of constructioneducational process ; decideeducational tasks not only within the immediateeducational activities , but also when conducting regime moments in accordance with the specifics of preschooleducation ; buildeducational processes on age-appropriate forms of work with children.

Teachers mastering newtechnologies in preschool education - the key to a successful solution of the problem, the development of the personality of the child.

The purpose of gamingtechnologies is the solution of the seriestasks : didactic, developing, educating, socializing.

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

Technology of educational games B . P. Nikitina.

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

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

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

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

These are Gyenes logic blocks.

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

What are Gyenes blocks?

Gyenes Blocks is a universal educational game.

Gyenesh logic blocks are a set of 48 geometricfigures :

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

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

c) two sizes(large and small figures) ;

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

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

What do Gyenes blocks develop?

Blocks develop logical and analytical thinking in children (analysis, comparison, classification, generalization, Creative skills as well as perception, memory, attention andimagination . Playing with Gyenes blocks, the child performsvarious substantive actions(groups by attribute, lays out rows according to a given algorithm) .

At what age can you play with blocks?

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

For starters, I introduce the kids to blocks. I lay out the set in front of them and let the children play withdetails : to touch, sort out, hold in hands.

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

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

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

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

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

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

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

8. Continue the chain, alternating blocks bybloom : red, yellow, red, yellow(you can alternate in shape, size and thickness) .

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

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

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

V. Voskobovich and his"Fairy Labyrinths" .

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

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

What distinguishes Voskobovich's games from all the others?

Voskobovich's educational games have a number offeatures :

1. Wide age range of game participants.

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

2. Multifunctionality of games.

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

3. Variability of game tasks and exercises.

For each game, a large number ofdiverse game tasks and exercises aimed at solving oneeducational task .

4. The creativity of each game.

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

Technology resolves the followingtasks :

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

- development of observation, a research approach to phenomena and objects of the surrounding reality.

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

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

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

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

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

- games aimed at logical and mathematical development.

The purpose of these games is the development of mental operations, and the game actions are the manipulation of numbers, geometric shapes, properties of objects.

- games with letters, sounds, syllables and words.

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

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

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

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

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

"Music therapy in kindergarten."

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

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

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

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

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

For relaxation, stress relief, pleasant immersion in daytime sleep - calm melodic classical andmodern relaxing music, sounds of nature, the sound of the sea. Children subconsciously calm down and relax. Quiet gentle light joyful music helps awakening. It is easier and calmer for children to move from a state of complete rest to vigorous activity.

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

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

How to reduce feelings of anxiety and insecurity?

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

How to reduce nervous excitement? Hyperactive children often benefit from listening to calm, quiet music for a long time. Bach "Contata 2", Beethoven "Moonlight Sonata", etc. Do you want peace? Flute sounds, violin and piano playing have a relaxing effect. The sounds of nature have a calming effect.

Classic : works by Vivaldi, Schubert "Ave Maria", Brahms "Lullaby". To reduce aggressiveness and disobedience.

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

Modern pedagogical technologies in work with preschool children

Nesterova S.V.

Modern realities and requirements imposed by the state on the quality of educational work in kindergarten suggest that the teacher must master the necessary pedagogical technologies.

Technology comes from the Greek words "skill, art" and "law, science", that is - "science of skill".

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

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Conceptuality

Consistency

Controllability

Efficiency

Reproducibility

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

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

process logic,

The interconnection of its parts

Integrity.

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

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

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

Structure of educational technology

The structure of educational technology consists of three parts:

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

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

Thus, it is obvious: if a certain system claims to be a technology, it must meet all the requirements listed above.

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

The following modern technologies are used in the educational process of preschool educational institutions:

1. Health-saving technologies

2. Technologies of project activity

3. Technology research activities

4. Information and communication technologies

5. Person-centered technologies

6. Technology Portfolio

7. Social gaming technologies

8. Technology "TRIZ"

1. HEALTH-SAVING TECHNOLOGIES

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

A TASK

1. Mastering a set of the simplest forms and ways of behavior that contribute to the preservation and promotion of health

2. Increase health reserves

FORMS OF ORGANIZATION

1. Finger gymnastics

2. Gymnastics for the eyes

3. Respiratory

4. Articulation

5. Musical-breathing trainings

6. Dynamic pauses

7. Relaxation

8. Art therapy, fairy tale therapy

9. Movement therapy, music therapy

10. Color and sound therapy, sand therapy.

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

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

on the type of preschool institution,

on the length of stay of children in it,

From the program on which teachers work,

Specific conditions of the DOW,

The professional competence of the teacher,

indicators of children's health.

Allocate (in relation to the preschool educational institution) the followingclassification of health-saving technologies:

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

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

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

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

Educational (education of a culture of health for preschoolers, personality-oriented education and training);

Teaching a healthy lifestyle (technologies for the use of physical education, communicative games, a system of classes from the series "Football Lessons", problem-playing (game-training, game therapy), self-massage); correctional (art therapy, technology of musical influence, fairy tale therapy, psycho-gymnastics, etc.)

The pedagogical technology of an active sensory-developing environment, which is understood as a systemic totality and the order of functioning of all personal instrumental and methodological means used to achieve pedagogical goals, should also be attributed to the number of health-saving pedagogical technologies.

2. DESIGN TECHNOLOGIES

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

A TASK

Development and enrichment of social and personal experience through the involvement of children in the sphere of interpersonal interaction

FORMS OF ORGANIZATION

1. Work in groups, pairs.

2. Conversations, discussions.

3. Socially active methods: the method of interaction, the method of experimentation, the method of comparison, observation.

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

Classification of educational projects:

- "game" - children's activities, participation in group activities (games, folk dances, dramatizations, different kind entertainment);

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

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

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

Project types:

by dominant method:

research,

information,

creative,

gaming,

adventure,

practice-oriented.

according to the nature of the content:

include the child and his family,

child and nature

child and man-made world,

child, society and its cultural values.

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

customer,

expert,

executor,

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

according to the nature of contacts:

carried out within the same age group,

in contact with another age group,

inside the dow

in contact with family

cultural institutions,

public organizations (open project).

by number of participants:

individual,

steam room,

group,

frontal.

by duration:

short,

average duration,

Long term.

3. RESEARCH TECHNOLOGY

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

A TASK

To form in preschoolers the main key competencies, the ability for an exploratory type of thinking.

FORMS OF WORK

heuristic conversations;

Raising and solving problems of a problem nature;

observations;

Modeling (creating models about changes in inanimate nature);

Experiences;

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

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

Use of artistic word;

Didactic games, game training and creatively developing situations;

Job assignments, actions.

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

Experiments (experimentation)

State and transformation of matter.

The movement of air, water.

Soil and mineral properties.

plant life conditions.

Collecting (classification work)

Types of plants.

Types of animals.

Types of building structures.

Types of transport.

Types of professions.

Map travel

Sides of the world.

Terrain reliefs.

Natural landscapes and their inhabitants.

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

Journey along the "river of time"

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

History of housing and improvement.

4. INFORMATION AND COMMUNICATION TECHNOLOGIES

TASKS

1. Become a guide to the world of new technologies for the child, a mentor in choosing computer programs;

2. Form the foundations of the information culture of his personality, improve the professional level of teachers and the competence of parents.

Features of using ICT

Requirements for computer programs DOE:

● Research nature

● Easy for kids to do on their own

● Development of a wide range of skills and attitudes

● Age matching

● Amusement.

Program classification:

● Development of imagination, thinking, memory

● Speaking dictionaries of foreign languages

● The simplest graphic editors

● Travel games

● Teaching reading, mathematics

● Using multimedia presentations

Computer advantages:

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

● Carries figurative type information understandable to preschoolers;

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

● Possesses a stimulus for children's cognitive activity;

provides an opportunity for individualization of training;

● In the process of their activities at the computer, the preschooler gains self-confidence;

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

Errors when using information and communication technologies:

Insufficient methodological preparedness of the teacher

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

Unscheduled, accidental use of ICT

Demonstration overload.

ICT in the work of a modern teacher:

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

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

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

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

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

5. PERSON-ORIENTED TECHNOLOGIES

TASKS

1. The humanistic orientation of the content of the activities of the preschool educational institution

2. Providing comfortable, conflict-free and safe conditions for the development of the child's personality, the realization of its natural potentials, an individual approach to pupils.

FORMS OF ORGANIZATION

1. Games, sports activities, GCD.

2. Exercises, observations, experimental activities.

3. Gymnastics, massage, training, figurative role-playing games, etudes.

Person-centered technologies put at the center of the entire system preschool education the personality of the child, ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions for its development, the realization of existing natural potentials.

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

There are attempts to create conditions for personality-oriented interactions with children in the developing space, allowing the child to show his own activity, to realize himself most fully.

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

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

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

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

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

- pedagogical technologies based on the humanization and democratization of pedagogical relationswith a procedural orientation, the priority of personal relationships, an individual approach, democratic governance and a bright humanistic orientation of the content. This approach has new educational programs"Rainbow", "From Childhood to Adolescence", "Childhood", "From Birth to School".

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

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

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

6. TECHNOLOGY PORTFOLIO

TASKS

1. Take into account the results achieved in a variety of activities

2. It is an alternative form of assessing the professionalism and performance of the teacher.

A. Technology "Portfolio of the teacher"

Modern education needs a new type of teacher:

creative thinking,

owning modern technologies education,

methods of psychological and pedagogical diagnostics,

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

the ability to predict your end result.

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

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

Section 1 « General information about the teacher"

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

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

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

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

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

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

diplomas of various competitions;

other documents at the discretion of the teacher.

Section 2 "The results of pedagogical activity".

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

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

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

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

Section 3 "Scientific and methodological activity"

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

Materials characterizing work in methodical association, creative group;

Materials confirming participation in professional and creative pedagogical competitions;

In weeks of teaching;

Conducting seminars, round tables, master classes;

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

Section 4 "Subject-developing environment"

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

Plans for organizing a subject-developing environment;

Sketches, photos, etc.

Section 5 "Working with Parents"

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

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

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

I. GENERAL INFORMATION ABOUT THE TEACHER

II. RESULTS OF PEDAGOGICAL ACTIVITY

III. SCIENTIFIC AND METHODOLOGICAL ACTIVITY

IV. SUBJECT DEVELOPMENT ENVIRONMENT

V. WORKING WITH PARENTS

B. Preschool Portfolio Technology

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

There are a number of portfolio features:

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

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

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

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

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

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

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

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

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

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

7. SOCIO GAMING TECHNOLOGIES

TASKS

1. Development of interaction "child-child", "child-parent", "child-adult" to ensure mental well-being.

2. Correction of impulsive, aggressive, demonstrative, protest behavior

3. Formation of skills and abilities of friendly communicative interaction

4. Solving the problems of "social" hardening

5. Development of full-fledged skills interpersonal communication allowing the child to understand himself.

FORMS OF ORGANIZATION

1. Collective affairs, work in small groups at GCD, trainings on the ability to negotiate

2. Games with rules, competition games, dramatization games, role-playing games

3. Fairy tale therapy

4. Method of creating problem situations with elements of self-assessment

5. Trainings, self-presentations

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

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

Groups of games for the generalization of objects according to certain characteristics;

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

Groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.

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

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

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

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

8. TRIZ TECHNOLOGY

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

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

The PURPOSE of using this technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, consistency, dialectics; on the other hand, search activity, striving for novelty; speech and creative imagination.
THE OBJECTIVE OF USE OF TRIZ-TECHNOLOGIES IN preschool age is to instill in the child the joy of creative discoveries.

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

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

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

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

Second phase - determination of the positive and negative properties of an object or phenomenon as a whole.

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

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

Conclusion: So specifics of the technological approachis to educate educational process must ensure that the goals are achieved. In accordance with this, in the technological approach to learning, the following are distinguished:

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

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

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

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

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

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

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

Gaming technologies have become an integral part of modern educational trends. Their skillful application by a teacher of a preschool educational institution (DOE) makes the lesson interesting for pupils, and also creates the necessary conditions for the assimilation of new knowledge, skills and abilities in the leading form of activity for them - in the game.

What is play technology in kindergarten

The game is important in the life of a child, it has the same meaning as activity, work, service in an adult. What a child is in play, such is in many ways he will be in work when he grows up. Therefore, the upbringing of the future figure takes place primarily in the game.

Makarenko A.S., Soviet teacher and writer

The period of preschool childhood is unique in that it is at this age that the child absorbs information like a sponge, receives primary ideas about the world around him and his place in it. One of the most important forms cognitive activity for a preschooler is a game. This activity, properly organized by the teacher, contributes to the effective acquisition of information and skills by children, motivates them for independent research, and facilitates the socialization of students in the children's team.

Game pedagogical technology provides for the selection, development and preparation of games, the inclusion of pupils of preschool educational institutions in them, control of the course of the game, summing up

The use of gaming technologies in the classroom in the preschool educational institution:

• makes the child more active;
• increases cognitive interest;
• develops memory, thinking and attention;
• promotes the development of creative abilities, the development of speech skills and abilities.

The material learned during the game is deposited in children's memory for a longer time. In addition, according to the Federal State Educational Standard, training in the following form:

• develops logical and critical thinking;
• forms the skill of building cause-and-effect relationships;
• fosters a creative approach to solving problems;
• encourages the manifestation of initiative;
• promotes physical development.

The importance of gaming technology is not to make it a means of entertainment for children, but to make it, with the right organization, a way of learning, an opportunity for self-realization of students and their creative potential.

Goals and objectives of gaming technologies

For the entire preschool period, the goal of gaming technologies can be formulated in approximately the same way: to give the child the opportunity to live his childhood in the game before enrolling in school, while forming knowledge based on motivation. However, tasks can be specified, starting from the age group of students. The general tasks of gaming technologies, according to the Federal State Educational Standard, can be reduced to the following:

• Child motivation. The process of learning a preschooler in a playful way arouses interest in activities, pleases and turns the acquisition of knowledge into an entertaining journey into the world of new information and skills.
• Self-realization. It is through the game that the child learns to know his abilities, take the initiative, make an informed choice.
• Development of communication skills. In the game, a preschooler learns to communicate with peers and adults, tries on the role of both a leader and a performer, trains to find compromises and get out of conflict, develops speech.
• Game therapy. The game can rightly be considered a proven way to relieve stress and overcome difficulties from different areas of life.

In the game, preschoolers learn to interact with peers and master new social roles.

For pupils of younger groups (2–4 years old), the main task of the teacher is to form an emotional connection between the child and the teacher, to create an atmosphere of trust and goodwill. In addition, at this age, the foundations of a heuristic approach to the acquisition of knowledge by children are laid: it is the game that activates the curiosity of preschoolers, encourages them to ask questions, and encourages the desire to find answers to them.

AT middle group(4–5 years) gaming activity becomes more complicated, games with rules, plot and distribution of roles appear. The teacher is increasingly directing the children's search query to external sources of information: instead of giving a ready-made answer to the question, he invites the children to play exciting game and find the answer yourself. For example, during a walk, a child asks a question about where street dirt comes from. The teacher advises to pour some water into the sandbox and blind something. This example explains to a preschooler that mud is created by mixing sand/earth with water. This is the main importance of games with pupils of the middle group: to organize their learning by playing.

In the senior and preparatory groups (5–7 years old) role-playing game noticeably more difficult. Through well-known games such as “Mothers and Daughters”, “Shop”, “Hospital”, it is possible to realize the tasks of mastering elements of the culture of work and life of adults by children, to cultivate a sense of mutual understanding and respect for other people's work, to teach the division of duties.

Role play helps children to realize the social importance of many professions and occupations.

Without play, there is not and cannot be full-fledged mental development. The game is a huge bright window through which a life-giving stream of ideas and concepts of the surrounding world flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitiveness and curiosity.

Sukhomlinsky V. A., Soviet teacher, writer, publicist

According to the target orientations, the following types of games are distinguished:

• Didactic: expanding horizons, cognitive activity, the formation and application of knowledge, skills and abilities in practice.
• Educators: education of independence and will, the formation of certain approaches, positions, moral, aesthetic and worldview attitudes; education of cooperation, sociability, communication, development of teamwork skills.
• Developing: development of attention, memory, speech, thinking, imagination, fantasy, creativity, empathy, reflection, the ability to compare, contrast, find analogies, come up with optimal solutions; development of motivation for learning activities.
• Socializing: familiarization with the norms and values ​​of society, stress control and self-regulation, learning to communicate.

Game technology tricks

The techniques used in kindergarten are conventionally divided into 3 main groups:

• verbal;
• visual;
• practical.

The essence of the first is that the educator must explain and describe all the game actions to the children as clearly, vividly and colorfully as possible. The teacher pronounces the rules to the pupils in an accessible language without using cumbersome sentences and incomprehensible words. When introducing children to games, the teacher can use riddles or short stories that introduce the plot of the game.

Visual teaching methods are based on the visual perception of the world by preschoolers. Children literally live in a world of bright pictures, images, interesting objects. To illustrate the story of the games (as well as to demonstrate the process of the game itself), the educator can use various visual aids: a video showing how children play, pictures, cards on which the rules are beautifully written, etc.

When performing a new game task, the teacher always explains and shows by example how and what to do

Practical methods can partly be associated with visual ones. For example, children can express their impressions of games in crafts, applications and drawings. In addition, at the end of the game, the students themselves can create a lapbook with basic information about the rules of the game and what they have learned while playing. Practical learning techniques allow kids to create their own props for future games: sculpt fruits and vegetables, draw animals, make models of familiar environments.

Types of gaming technologies in preschool educational institutions

Pedagogical gaming technology should be considered as a system covering some part of the learning process, with a common content and plot. The key difference from entertaining games is that a pedagogical game has a clearly defined learning goal and a predictable result. As students grow older and their capabilities grow, the following are gradually included in the game technology:

• games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them (suitable for younger groups);
• groups of games for the generalization of objects according to certain characteristics (suitable for middle and older groups);
• groups of games, during which preschoolers develop the ability to distinguish real phenomena from unreal ones (suitable for senior and preparatory groups);
• groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc. (suitable for senior and preparatory groups).

Exist different classifications games that the teacher can use in working with children.

Table: classification of games by the nature of the pedagogical process

Types of games	Game examples
Aimed at learning and training, as well as generalization of the studied	"Flower-seven-flower". Can be used in class English language: a flower with removable petals is taken, the children need to take turns calling the color of each in English. If someone makes a mistake, start from the beginning. In the lesson on measuring the length for fixing, children can try to help the game character - the mouse, who needs to choose the most short cut to the mink to escape the cat. The guys are given a conditional measure, as well as a drawing, which shows 3 routes to the mink, which need to be measured and compared.
Aimed at the development of the cognitive processes of the child, as well as educating him	Games with the use of Cuizener's counting sticks, Gyenesh logic blocks, Voskobovich's square.
Developing the creative abilities of the child, as well as teaching him to work according to the model	"What does a blot look like." Children need to come up with subject associations for blots on a piece of paper. The child who sees the most objects wins. "Draw by description." The teacher reads out a description of the subject (composition, landscape), and the children must quickly depict it. "Finish the second half." Children have a handout on which only half of each item is drawn, and preschoolers need to finish the drawing.
Developing communication skills	"Guide for the Blind". Children are divided into pairs in which one child closes his eyes, and the second leads him by the hand around the room, helps to examine various objects, talks about the route of their movement. Then the children switch roles. The game helps to establish contact, create an atmosphere of trust in the group.
Diagnostic games	Games can be used to diagnose not only knowledge and skills, but also various reactions and mental functions. For example, musical and outdoor games ("The sea worries once") help to track the level of motor coordination and development of attention in pupils.

By type of activity, it is customary to divide games into:

• physical (motor);
• mental (intellectual);
• psychological.

Modern approaches to education and training are increasingly saturating various types of activities with gaming technologies, and it is in the preschool educational institution that the ability and desire of the child to play is laid. For a maturing individual, in his increasingly complex activity, the elements of the game are not forced out, but only overgrown with new rules, conditions, components and contribute to the formation of the ability to solve increasingly complex problems. Thus, learning in the game, laid down from the preschool, in modern approaches is relevant throughout a person's life.

It is also important to use gaming computer technologies for educational purposes. The world does not stand still, and today the use of information technology innovations in educational institutions is becoming increasingly popular (although much here depends on the financial capabilities of the organization). Many computer games and online services have been developed to teach children the skills of writing, counting, and solving. logical tasks and much more. For example, the warehouse training service provides many free tasks for preschoolers.

An example of an exercise for the development of speech technology and logic: the child needs to determine which image is more suitable for the proposed word

In this task for younger preschoolers, you need to compare objects and find differences.

Another interesting online service that can be useful to educators when choosing educational games for pupils is Mercibo. Here, the teacher can not only find more than 200 different games for preschoolers, but also create applications (handouts for classes) online.

The task for children 5–7 years old suggests determining which syllable is superfluous and getting rid of it to make a word

Another type of pedagogical technology for classes with preschoolers is socio-playing, which helps to increase the educational potential of the lesson. Their main task is to ensure that the child's education is not based on adult coercion, but on personal passion and motivation. Socio-gaming technology changes the approach to the child: a preschooler becomes not an object, but the subject of his learning in an atmosphere of mutual understanding and respect. Thanks to her, the child ceases to be afraid to make a mistake and ask a stupid question, learns to effectively communicate with people of different ages. An important part of the socio-gaming technology is communicative games, the card file of which can be found.

Video: communicative game "The sea worries once" with a detailed description

Another type of gaming technology that cannot be left unmentioned is problem-based gaming. A child is naturally curious, it is interesting for him to experiment, to find answers to his questions. This type of technology is most effective for children of the senior and preparatory groups, but such games are also available for younger preschoolers. The bottom line is that the child should be given a task, which he will be able to solve by completing the game, and thereby satisfying his cognitive interest. The preschooler should be given freedom in how to solve the problem, however, the teacher should have a set of small tips prepared to help the young researcher get on the right track.

Toy "House" helps younger preschoolers develop fine motor skills, counting skills, logical thinking

For older preschoolers, within the framework of this technology, you can offer the game "Children's Clinic". Its main goal is to show children how important the medical profession is.

Examples of problematic situations:

1. The child went to his grandmother in the village for a month. To go to kindergarten, he needs a certificate.
   • A health certificate is required for admission to kindergarten. Where can you get it? (In the hospital).
   • Is this hospital for adults or for children? (For kids).
   • Such a hospital is called a "children's clinic." Does it have one doctor or many? (A lot of).
   • And what kind of doctor can give a certificate? (Pediatrician).
   • Is the hospital far away? (Yes).
   • How can we get to it? (By bus).
   • Which route number will we take or any number? (on a specific one).
2. Boarding the bus. Lots of people waiting at the bus stop. (Organization of the landing queue).
3. Checking tickets. On the bus, one passenger did not pay for the ticket. (Clarification of relations, explanatory work, issuance of a fine).
4. We arrived at the stop "Children's Clinic". There is a large roadway in front of her. How to cross the road? How do we get around the bus? (On the resolving color of the traffic light. We go around the back of the bus).
5. There are many people waiting in line to see the doctor. New arrivals line up. The queue is messed up. (Clarification of relations between visitors, peaceful resolution of the conflict).
6. A small child began to act up, run along the corridor of the hospital and scream. (Conversation with the child, entertaining him by reading poems).
7. The pediatrician cannot make a correct diagnosis. (Passing examination of all medical specialists, passing tests, issuing a certificate to the kindergarten).

The use of gaming technologies in preschool educational institutions, methods of work

Game technologies have one important feature: they can be used in any activity of students, be it GCD, regime moments, leisure, household self-service, etc. The game is an indispensable element of any lesson in a preschool educational institution, regardless of whether it is conducted by a teacher or a narrow specialist. The common thing here is that in order to effectively master the methods of working with gaming technologies, the teacher must not only be a professional in his field, but also have such personal qualities as friendliness, the ability to win over children, and create an atmosphere of trust in the group. Indeed, in the game, children should open up, receive a motivational impetus to explore new things, improve their knowledge and skills and do it voluntarily, without feeling that the game is being imposed on them. Consider the possibilities of using gaming technologies in different types of activities.

Game technologies in the work of a psychologist

Preschool age is an extremely important time for the formation of a child's personality, and the participation of a psychologist in the educational process is necessary for the educational process to comply with the conditions of the Federal State Educational Standard. The main task of the teacher-psychologist in the preschool educational institution is the development of the personality of the child. In the work of this specialist, the game performs the following functions:

• communicative, the development of the child's ability to communicate;
• game therapy, helps to overcome difficulties;
• diagnostic, helps to identify deviations from normal behavior, and also contributes to the process of self-knowledge of the child during the game;
• social, helps the child learn social norms and join the system of social interaction;
• correctional, which is expressed in positive changes in personal indicators (kindness, responsiveness, honesty, etc.).

Sand play helps preschoolers overcome their fears, relax and become more confident

The tactics of the work of a psychologist with a pupil of a preschool educational institution should be built in such a way that the child in the game can reproduce those actions and situations that are the object of his excitement (for example, problems in the family). In the article by Shvedovskaya A. A. The game as a diagnostic tool in psychological counseling, you can get acquainted with an interesting study that will be useful to psychologists in preschool educational institutions for practical application. Also, an interesting card index of games was compiled by a teacher-psychologist from St. Petersburg Sukhanova M.A.

Game technologies in the work of a speech therapist

It can be the dinosaur Sound Tooth, the bear cub Umka, who can play the drum, the donkey playing the balalaika, the doll that tells children about body parts, the little squirrel who is looking for friends, the old man with the old woman from the fairy tale, etc. Almost always, these toys immerse children in what - a fairy-tale or game situation where children must help the heroes or invite them to play, teach what the children themselves are learning. At the end of the session, they thank them for their help. Such game situation educates moral feelings children, they not only learned to pronounce any sound, but also helped Umka learn his favorite sound U, etc.

Yagolnik A. A. Game technologies in the work of a speech therapist

https://kopilkaurokov.ru/logopediya/prochee/ighrovyie_tiekhnologhii_v_rabotie_loghopieda

Video: gaming techniques in the work of a speech therapist

Game technologies in the work of a defectologist

In the classroom of a teacher-defectologist, the game is also an integral part of the learning activity. It helps to diagnose children's disorders: significant conclusions about a child's health can be made by observing his behavior in the game, attitude towards toys and other children. For intellectual development child, it is extremely important to be able to follow the rules, use various toys for its intended purpose (and inventing new opportunities for them), in senior preschool age - the ability to play a given role and build the plot of the game. It is desirable that in the defectologist's office there are opportunities for using elements of Montessori pedagogy: games for the development of sensory perception of the properties of objects (color, shape, size, etc.), games for the development of visual and auditory analyzers, games that imitate the performance of labor functions, construction games with a plot, etc.

The characters of the fairy tale "Gingerbread Man" can be assembled from the constructor in the process of studying the topic of domestic and wild animals

Video: game techniques in working with "non-speaking" children

Game technologies on ecology in kindergarten

Environmental education in work with preschoolers has become extremely important after the appearance of the resolution "On the environmental education of students in educational institutions Russian Federation". Particularly interesting here are role-playing games that form an understanding of the social importance of caring for the environment in older preschoolers. For example, the game “Building a City”, as a result of which preschoolers come to understand that any construction is possible only if environmental standards are observed.

The play set allows children to shape the urban environment, think over the location of objects, and also come up with adventures for the inhabitants of the town

For older preschoolers, quiz games are interesting, allowing them to demonstrate knowledge about ecology, in which the element of competition is a motivational stimulus for being active. More important are also didactic games“Who lives where” and “Who has what house” (about ecosystems and habitats), “What first, what then” (about the stages of development of living organisms), “What is wrong in the picture” (about the rules of behavior in nature).

In my practice, the game “Help the baby come home” showed interesting results. Purpose of the game: to develop children's knowledge about the habitats of various animals. Game condition: the animal got into a habitat alien to it. Children must choose cards with those creatures for whom this environment is native so that they help the baby. You cannot select the same cards more than once. For example, a puppy ended up in a river. Who is this habitat for? Children choose pictures from different types freshwater fish (pike, ruff, crucian). The game was offered to a preparatory group of children. An interesting observation was that many of the children showed sympathy and sympathy for the baby who got into a strange environment, worried about his return home.

Game technologies in patriotic education

Education of love for the Fatherland is one of the most important tasks in the education system. For preschoolers, this feeling is manifested in a cognitive interest in national holidays and traditions, respect for the culture of their country, the desire to cherish the achievements and values ​​of their people. To do this, you can use didactic games to learn folklore, study the history of your street and city, as well as the nature of your native land.

Conducted with older preschoolers interesting game"Assemble the Coat of Arms of St. Petersburg from fragments" to consolidate knowledge about the symbols of the city and development logical thinking. The picture consisted of 16 pieces. As a result of the gathering, the children had to briefly describe in words the elements of the coat of arms and talk about their meaning.

Part patriotic education preschoolers is to conduct creative, theatrical and intellectual events dedicated to important dates national history.

Video: theatrical performance "On a Halt" for the holiday of May 9

Game technologies in theatrical activities

It is theatrical activity in kindergarten that most organically contains the elements of the game, moreover, it almost entirely consists of the game. The use of theater and gaming technologies in teaching preschoolers largely serves to develop their communicative competence, imagination, and the ability to recognize their emotions and control them. Theatrical activity in kindergarten can be expressed in:

Staging a fairy tale helps children not only remember the content better, but also feel the emotions and character of the characters.

Video: musical and theatrical activities in kindergarten

Conducting a lesson using gaming technologies in a preschool educational institution

The duration of a lesson in kindergarten depends on the age of the pupils and can be from 10-15 minutes per day. junior groups up to 25-30 minutes in senior and preparatory.

Temporary lesson plan

For all types of continuous educational activities (CLE), the time plan of the lesson can be divided into 4 main blocks:

1. Introduction (up to 3 minutes). At this stage, toys or short games can be used as a motivational start to the session. The motive of help is well suited: the teacher gives the task to the children on behalf of the toy or fairy tale character who is in a difficult situation. For example, at the beginning artistic pursuit Ivan Tsarevich comes to the guys and says that he needs to get a wonderful bird, but he has no idea what it looks like. The children must help him find her. Next, the teacher will offer to consider pictures with birds depicted in different styles painting and draw them yourself. Another example: in a lesson on the topic "Pair" (the goal is to clarify the children's understanding of the concept of a pair as two objects that have common features), children are invited to help the Masha doll get ready for a walk. The teacher displays pictures with one sock, one mitten, one shoe on a slide and asks the children what is missing for Masha to go for a walk. Kids need to guess that the depicted objects do not have enough pairs.
2. Main block (up to 15 minutes). During the submission of new material, you should also not neglect the games. In a lesson on the development of speech, you can give students preparatory group task to compose words from chips with letters. Also, short games should be used during physical education sessions to warm up (for example, finger games or the outdoor game "The Third Extra").
3. Fixing (up to 10 minutes). Thanks to a variety of games for practicing the learned skill, the lesson material is much better deposited in the child's memory. For example, for a preparatory group, the “Countdown” game is well suited in a lesson on the formation of elementary mathematical representations: children stand in a circle, the teacher throws the ball to the child, while calling the number (for example, 10). This child must name a number less than one and pass the ball to another student.
4. Conclusion (up to 2 minutes). At the stage of summing up the results of the lesson, it is important to praise the children for their activity and curiosity, to say the results of the games, to stick encouraging stickers in the diaries of achievements (if any) for children, because for preschoolers this largely replaces assessment due to the game form.

At the end of the lesson, you can perform a game ritual of friendship, which contributes to the rallying of pupils

Table: an example of a summary of a lesson on game technologies “Help the gnomes” in the middle group (fragment)

Author	Zakharova N., teacher of MADOU DSCN No. 6, Sosnovoborsk, Krasnoyarsk Territory.
Target	Generalization of the received knowledge on FEMP.
Tasks	Learn to classify according to three criteria: color, shape, size; fix the count to four; develop the ability to distinguish and correctly name a circle, square, triangle, rectangle; form and develop the ability to work together in teams; to form the skills of mutual control and self-control; cultivate cognitive interest, curiosity; to cultivate a friendly attitude of children towards each other.
Lesson progress	Exercise on the working mood "We stand hand in hand ...". Children stand in a circle, holding hands. We stand hand in hand Together we are a great force. Can we be big (Raise your hands up) We can be small (squat) But no one will be alone. (Starting position). What did you like? What was the hardest thing to do?

Sections: Primary School

The problem of failure in elementary school is one of the most acute. According to various researchers, from 15 to 40% of students experience difficulties in learning for one reason or another. primary school general education school. The main contingent of students has one or another type of developmental delay (delay in speech development, delay in the formation of motor functions, delay in mental development, sensory development ...)

The concept of “delay” emphasizes the temporary (inconsistency of the level of development with age) and, together, the temporary nature of the lag, which is overcome the more successfully, the earlier adequate conditions for the education and development of children in this category are created, which consists in identifying and taking into account violations of the development of cognitive activity, in the use of special forms and teaching methods, in the organization of a protective regime, in the use of dosed training loads, etc.

By the nature of behavior, features of cognitive activity and the emotional sphere, younger students with developmental delays differ from normally developing peers and require special corrective actions to compensate for violations. This lag is expressed in the following operations and processes:

• in the process of analysis, synthesis, generalization, classification;
• in the underdevelopment of speech (violation of sound pronunciation, difficulties in sound analysis, etc.)
• in instability of attention, memory;
• in violation of the emotional-volitional sphere.

Features of the development of younger schoolchildren with limited educational opportunities also require the implementation in practice of a specific system of conditions for training and education.

The organization of such conditions is carried out in the system of correctional and developmental education (CED), which is a form of differentiation of education that makes it possible to provide timely active assistance to children with persistent learning difficulties. This form of differentiation is possible with the usual traditional organization of the educational process, but is more effective in special classes for children with mental retardation.

Organization of educational activities in correctional classes of elementary school.

Educational activity is leading in primary school age. According to A.N. Leontiev, “... leading activity is such an activity, the development of which causes major changes in the mental processes and psychological characteristics of the child’s personality at a given stage of development.” Leading activity can be defined in three ways:

• in this activity other types of activity are differentiated;
• private mental processes are formed and rebuilt (for example, in educational activity - the processes of abstract thinking);
• the main psychological changes in the child's personality occur, which are characteristic of a given period of development (self-assessment, self-control, reflection of the mode of action develop in educational activities).

Learning activities include the following actions: goal-setting (acceptance, designing a learning task by a student), planning (choosing a task), learning activities to implement the plan of a learning task, process control and evaluation. On the level of development of these actions in a child, in general, his performance at school depends.

The structure of the defect in children of this category does not allow to fully form these actions, which leads to a lag in the development of cognitive activity and the personal sphere, slows down the process of forming learning skills, and leads to gaps in knowledge. Purposeful educational work on the formation of educational activities of younger students experiencing learning difficulties is designed not only to eliminate these shortcomings, but also to compensate for violations in the development of their mental activity. This work should be carried out in all lessons.

In this aspect, of paramount importance is the task of constructing the content of educational work with a focus on the zone of proximal development of the student, including in the planning of the educational process various forms frontal, differentiated and individual assistance to students. The assessment of the results of educational activities is carried out taking into account the individual characteristics of each child and is aimed at the final successful result. Given the above, it should be noted that the teacher in this situation works in the mode of personality-oriented technology, in the context of which the student is the main subject of activity, and the personal competence of the teacher determines the individual educational trajectory of each student.

The tasks of teachers, in the aspect of subject-object activity, are:

• a deep psychological and pedagogical study of each child in order to establish the causes of the difficulties he experiences in learning, the nature of deviations in his development and the definition of a plan corrective development;
• consistent individualization and differentiation of education, providing for the maximum stimulation of the development of each student;
• implementation of health-saving technologies in practice.

Features of the development of children in this category predetermine the complex impact on the personality of the child and the process of his development through the organization of psychological and pedagogical support. The school psychologist studies the psychological, individual characteristics of the child, guides the work of teachers with the help of recommendations and consultations. The psychologist, using special techniques, identifies the causes of fears and conducts a set of remedial classes.

Correctional developmental technologies in working with children with special educational needs.

Corrective technologies include the use of elements of universal technologies that are usually used in the work of various age groups, with different categories of children. Elements of the proposed technologies can be used in any lesson as minutes of rest, valeopause, physical education minutes.

Dance therapy.

Target: self-formation and self-improvement with the help of given arbitrary dance movements, accompanied by musical accompaniment.

Dance therapy classes are built in the form of joint play living, dance training, dance movements, conversations, individual and group work.

• warm-up in a circle;
• warm-up at a fast pace;
• expression of one's state through movements;
• work in pairs on the principle of "mirror";
• reflection of the week (day) through movements;
• theatricalization of the movement;
• transformation technique:
• depict the process;
• depict the nature of the area;
• technique of expressing one's state, emotions, feelings;
• reflection of each lesson.

Music therapy.

Purpose: harmonization of the child's personality, restoration, correction of his psycho-emotional state and psycho-physiological processes through musical art.

Since ancient times, music has been used as a healing factor. In the last decade, a whole direction in music has emerged - music therapy. With the help of musical rhythm, a balance is established in the activity of the nervous system, too excitable temperaments calm down, and, on the contrary, too inhibited adults and children are excited. The technology for conducting relaxation classes is quite affordable:

the teacher turns on the music, the participants sit in comfortable positions and relax, controlling their breathing and bringing it to calm;

the teacher invites the participants to imagine images evoked by music “enter the music”.

Music therapy is used to correct emotional deviations, fears, motor and speech disorders. Music therapy is used both in individual work and in group forms of work. Each of these forms can be represented in three types of music therapy: receptive, active, integrative.

Receptive music therapy is used in working with children who have emotional and personal problems, are characterized by increased anxiety, impulsivity. Classes are aimed at modeling a positive emotional state in children.

Active music therapy is used in working with children in different options: it can be vocal therapy and dance therapy used to correct psycho-emotional states in children with low self-esteem, a low degree of self-acceptance, reduced emotional tone, problems in the development of the communicative sphere.

Correction of violations of the emotional-personal sphere and psychomotor skills of schoolchildren with developmental disabilities is carried out through kinesiotherapy (integrative music therapy). It is based on the connection between music and movement. Rhythmic movements act as a means of non-verbal communication and release of emotional tension.

Isotherapy.

Isotherapy is based on a special “signal light system”, according to which a technology participant signals his emotional state.

Isotherapy is, on the one hand, a method of artistic reflection, on the other hand, it is a technology that allows you to reveal the artistic abilities of a person at any age, and the sooner the better, and on the third hand, it is a method of psycho-correction, with which you can change the state of a person and solve his internal mental problems.

Isotherapy includes iso-creativity, complementary drawing, communicative and collaborative drawing.

To conduct an art class, you need to prepare paints, audio recordings, sheets of paper. Before starting to draw, the facilitator sets a certain psychological mood, and then all participants begin to draw, without planning anything in advance, spontaneously. There should be nothing realistic in the drawing.

Free drawing - everyone draws whatever they want on a given topic. The drawings are done individually, but the conversation at the end of the work takes place in a group.

Communicative drawing - the group is divided into pairs, each of them has their own sheet of paper, on which they jointly draw a drawing on a given topic. In this case, as a rule, verbal contacts are excluded, the participants communicate with each other using images, colors, lines. After the end of work, the teacher conducts work with the children.

Joint drawing - several people, or the whole group, draw silently on one sheet. At the end of the work, the participation of each member of the group in it, the nature of his contribution and the features of interaction with other children in the process of drawing are analyzed.

Additional drawing - each child, starting to draw on his sheet, then sends his drawing in a circle, and his neighbor continues this drawing, introducing something of his own into it. Thus, everyone brings something of their own to each drawing.

Ways to work with finished drawings:

Demonstration of all drawings at the same time, viewing and comparison, finding common and individual content by joint efforts.

Analysis of each drawing separately (it changes hands, and the participants express what they like about this drawing, and what they would change)

Literature.

1. Astapov V.M., Mikadze Yu.V., Diagnosis and correction of children with developmental disorders and deviations. Reader, ed. House "Peter", 2001.
2. Kushnir A.M. Why does the child come to school? // School technologies. - 1996.
3. Kharchevnikova E.G. Mastering school technologies by the teacher. N-m magazine Primary School, No. 2., 2003. - pp. 33-38.
4. Khutorskoy A.V. methodology of student-centered learning. How to train everyone differently? A guide for teachers. M., Publishing house VLADOS-PRESS, 2005

Lyubov Ivanovna Belash

Modern educational organizations need to develop and implement educational process new pedagogical technology to achieve better results in working with children. Innovations define new methods, forms, means, technology focused on the personality of the child, on the development of his abilities.

When compiling curriculum notes "Step into the Future" Our teachers are based on modern pedagogical technologies. During the classes, they try with the help of basic pedagogical technologies realize the goals and objectives of the classes.

In its activities with children I actively use interactive technology which, firstly, contribute to the development of communicative competence, help to establish emotional contacts between peers. Secondly, they provide children with the necessary information, without which it is impossible to implement joint activities. Thirdly, they develop general cognitive skills and abilities (analysis, synthesis, goal setting, teach work in a group listen to the opinions of others, take into account the interests of others.

The essence of interactive learning is that almost all children are involved in the process of learning and communication.

Information and communication technology

The world in which it develops modern child, indigenous way different from the world where his parents grew up. This places new demands on preschool education as the first link of continuous education: education using modern information technologies(computer, tablet, etc.)

Health saving technology are actively implemented during morning exercises, gymnastics of awakening after a daytime sleep, in finger and outdoor games, during sports entertainment and other activities.

Usage technologies of cooperation in work with children groups, I was convinced that they influence the development personalities:

increases the amount of digestible material;

less time is spent on the formation of knowledge and skills;

the cognitive and creative activity of children is growing;

the nature of the relationship between children;

children acquire the most important social skills (tact, responsibility, the ability to respect someone else's point of view, the ability to reach agreement in a conflict situation, etc.).

Working in pairs, mini-groups, children learn to listen and understand each other, defend their point of view, make joint decisions, enjoy joint results.

The game is an excellent means of education and training. To do this, the child is placed in a search condition, thereby awakening an interest in winning, and hence the desire to be fast, collected, resourceful, be able to clearly perform tasks, follow the rules. In collective games, the moral qualities of the individual are formed. Therefore, one of the most important is the game technology.

Built as a whole education, covering a certain part of the educational process and united by a common content, plot, character. It includes successively:

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

I run games like "Tell me what color", "What does it look like", "Find the same items", and etc.

2. groups of games for the generalization of objects according to certain characteristics;

These are games: "Furniture Items", "Tableware", "Clothing" and etc.

3. groups of games during which preschoolers develops the ability to distinguish real phenomena from unreal ones; "If I were a wizard", "Magic wand" and etc.

4. groups of games that bring up the skill control yourself, speed of reaction to a word, phonemic hearing, ingenuity;

"Ocean is shaking", "Telephone", "Yes and no don't say", "Paints" and etc.

Compilation of game technologies from individual games and elements - the concern of each educator.

In his work use educational games "Fold the Pattern", "Lanterns", I use counting sticks various game tasks "We post on exemplary» , "Street of colorful sticks", "Find and arrange in shape", "Geometric figures".

Technology project activities

Target: Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction. It should be noted that the use of design technologies cannot exist without the use of TRIZ- technology(technology solving inventive problems). Therefore, when organizing work on a creative project, pupils are offered a problematic task that can be solved by researching something or conducting experiments. So, we conduct experiments with water in its various states, dry and wet sand.

Artistically productive technology

1. Unconventional drawing technique: finger painting, palm, stamping, printing, drawing with cotton buds, monotype.

2. Non-traditional modeling from salt dough, crumpled paper.

3. Non-traditional application: voluminous application from crumpled paper, tear-off appliqué, mosaic appliqué.

The life of children in a social rehabilitation center should be joyful, therefore, during work I try to create good mood to yourself and your children - some advice, some a joke. The atmosphere of love and mutual understanding contributes to the disclosure of the individuality of each child.

To be an interesting conversationalist for children, you need to constantly replenish your knowledge, correspond to the time in which you live and the place you occupy.

"People stop thinking when they stop reading"- said D. Diderot.

A teacher ceases to be a teacher if he does not comprehend anything new.

Related publications:

Modern educational technologies as an effective means of implementing the preschool education standard Authors: teachers of kindergarten No. 164 "Vestochka" Shuma V. N., Kotlova S. I. The main task of teachers preschool organizations– choose methods and forms.

Presentation "Modern educational technologies in the work of the musical director of the preschool educational institution""Technology of project activity" PROJECT "Who, if not us?" Moral, patriotic and cultural education of preschoolers on musical.

Analytical report "Modern educational technologies in preschool educational institutions" Analytical report on the results of control