6.5. Preschooler portfolio technology
A portfolio is a collection of a child’s personal achievements in various activities, his successes, positive emotions, an opportunity to once again relive the pleasant moments of his life, this is a unique route for the child’s development.
There are a number of portfolio functions:
diagnostic (records changes and growth over a certain period of time),
· meaningful (reveals the entire range of work performed),
· rating (shows the range of skills of the child), etc.
The process of creating a portfolio is a kind of pedagogical technology. There are a lot of portfolio options. The content of the sections is filled out gradually, in accordance with the capabilities and achievements of the preschooler. I. Rudenko
Section 1 "Let's get to know each other." The section contains a photograph of the child, indicating his last and first name, group number; you can enter the heading “I love...” (“I like...”, “I love it when...”), in which the child’s answers will be recorded.
Section 2 “I’m growing!” The section includes anthropometric data (in artistic and graphic design): “That’s what I am!”, “How I’m growing,” “I’ve grown up,” “I’m big.”
Section 3 “Portrait of my child.” This section contains essays by parents about their baby.
Section 4 “I dream...”. The section records the child’s own statements when asked to continue the phrases: “I dream of...”, “I would like to be...”, “I’m waiting for...”, “I see myself...”, “I want to see myself...”, “ My favorite things..."; answers to the questions: “Who and what will I be like when I grow up?”, “What do I like to think about?”
Section 5 “This is what I can do.” The section contains samples of the child’s creativity (drawings, stories, homemade books).
Section 6 “My achievements”. The section records certificates and diplomas (from various organizations: kindergarten, media holding competitions).
Section 7 “Advise me...”. The section provides recommendations to parents by the teacher and all specialists working with the child.
Section 8 “Ask, parents!” In this section, parents formulate their questions to preschool specialists.
L. Orlova offers this version of a portfolio, the content of which will primarily be of interest to parents; the portfolio can be filled out both in kindergarten and at home and can be presented as a mini-presentation at a child’s birthday party. The author proposes the following portfolio structure. The title page, which contains information about the child (last name, first name, patronymic, date of birth), records the start and end date of maintaining the portfolio, an image of the child’s palm at the start of maintaining the portfolio, and an image of the palm at the end of maintaining the portfolio.
Section 1 “Get to know me” contains the inserts “Admire me”, where portraits of the child taken in different years on his birthdays are sequentially pasted, and “About me”, which contains information about the time and place of birth of the child, about the meaning of the child’s name , about the date of his name day celebration, a short story from the parents, why this name was chosen, where the surname came from, information about famous namesakes and famous namesakes, personal information of the child (zodiac sign, horoscopes, talismans, etc.).
Section 2 “I’m growing” includes inserts “Growth Dynamics”, which provides information about the child’s growth from the first year of life, and “My achievements for the year”, which indicates how many centimeters the child has grown, what he has learned over the past year, for example, counting to five, somersault, etc.
Section 3 “My Family”. The content of this section includes short stories about family members (in addition to personal data, you can mention profession, character traits, favorite activities, features of spending time with family members).
Section 4 “I’ll help you in any way I can” contains photographs of the child in which he is depicted doing his homework.
Section 5 “The world around us.” This section includes small creative works of the child on excursions and educational walks.
Section 6 “Winter (spring, summer, autumn) inspiration.” The section contains children's works (drawings, fairy tales, poems, photographs from matinees, recordings of poems that the child recited at the matinee, etc.)
V. Dmitrieva, E. Egorova also propose a certain portfolio structure:
Section 1 “Parents’ information”, which contains the “Let’s get to know each other” section, which includes information about the child, his achievements, which were noted by the parents themselves.
Section 2 “Information from teachers” contains information about teachers’ observations of the child during his stay in kindergarten in four key areas: social contacts, communicative activities, independent use of various sources of information and activity as such.
Section 3, “The child’s information about himself,” contains information received from the child himself (drawings, games that the child himself came up with, stories about himself, about friends, awards, diplomas, certificates).
L. I. Adamenko offers the following portfolio structure:
block “Which child is good”, which contains information about the child’s personal qualities and includes: an essay by the parents about the child; teachers' thoughts about the child; the child’s answers to questions during the informal conversation “Tell me about yourself”; responses from friends and other children to a request to tell about the child; child’s self-esteem (results of the “Ladder” test); psychological and pedagogical characteristics of the child; “basket of wishes”, the contents of which include gratitude to the child - for kindness, generosity, good deed; letters of gratitude to parents - for raising a child;
The “Which child is skillful” block contains information about what the child can do, what he knows, and includes: parents’ answers to questionnaire questions; feedback from teachers about the child; children's stories about the child; stories from teachers to whom the child goes to clubs and sections; assessment of a child’s participation in actions; the psychologist's characteristics of the child's cognitive interests; diplomas in nominations - for curiosity, skills, initiative, independence;
The “Which child is successful” block contains information about the child’s creative abilities and includes: parental feedback about the child; a child’s story about his successes; creative works (drawings, poems, projects); diplomas; illustrations of success, etc.
Thus, a portfolio (a folder of a child’s personal achievements) allows for an individual approach to each child and is presented upon graduation from kindergarten as a gift to the child himself and his family.
6.6. Technology "Teacher's Portfolio"
Modern education needs a new type of teacher:
creative thinkers
· proficient in modern educational technologies,
· methods of psychological and pedagogical diagnostics,
· ways of independently constructing the pedagogical process in the conditions of specific practical activities,
· ability to predict your final result.
Every teacher should have a record of success, which reflects everything joyful, interesting and worthy that happens in the life of a teacher. A teacher’s portfolio can become such a dossier.
A portfolio allows you to take into account the results achieved by a teacher in various types of activities (educational, educational, creative, social, communicative), and is an alternative form of assessing the professionalism and performance of a teacher.
To create a comprehensive portfolio, it is advisable to introduce the following sections:
Section 1 “General information about the teacher”
· This section allows you to judge the process of individual personal development of the teacher (last name, first name, patronymic, year of birth);
· education (what and when you graduated from, the specialty you received and your diploma qualifications);
· labor and teaching experience, work experience in a given educational institution;
· advanced training (name of the structure where the courses were taken, year, month, course topics);
· copies of documents confirming the availability of academic and honorary titles and degrees;
· the most significant government awards, diplomas, letters of gratitude;
· Diplomas of various competitions;
· other documents at the discretion of the teacher.
Section 2 “Results of teaching activities.”
The content of this section forms an idea of the dynamics of the results of a teacher’s activities over a certain period. The section may include:
· materials with the results of children’s mastery of the implemented program;
· materials characterizing the level of development of children’s ideas and skills, the level of development of personal qualities;
· comparative analysis of a teacher’s activities over three years based on the results of pedagogical diagnostics, the results of students’ participation in various competitions and olympiads;
· analysis of the learning results of students in the first grade, etc.
Section 3 “Scientific and methodological activities”
The content of this section contains materials that indicate the professionalism of the teacher. It can be:
· materials that describe the technologies used by the teacher in activities with children and justify their choice;
· materials characterizing work in a methodological association, creative group;
· materials confirming participation in professional and creative pedagogical competitions;
· in weeks of teaching;
· conducting seminars, round tables, master classes;
· original programs, methodological developments;
· creative reports, abstracts, reports, articles and other documents.
Section 4 “Subject development environment”
Contains information about the organization of a subject-development environment in groups and classrooms:
· plans for organizing a subject-development environment;
· sketches, photographs, etc.
Section 5 “Working with parents”
Contains information about working with parents of students (work plans; event scenarios, etc.).
Thus, the portfolio will allow the teacher himself to analyze and present significant professional results and achievements, and will ensure monitoring of his professional growth.
Consultation for young teachers “Modern technologies in preschool educational institutions”
Nina Myasnikova
Consultation for young teachers “Modern technologies in preschool educational institutions”
Modern realities and the requirements set by the state for the quality of educational activities in kindergartens imply that the teacher must master the necessary educational technologies.
Technology comes from the Greek words “craft, art” and “law, science” - it is the science of craftsmanship.
Technology is a set of techniques used in any business, art, skill (explanatory dictionary).
The core of any technology: goal - means - rules for their use - result.
Pedagogical technology is a system of functioning of all components of the pedagogical process, built on a scientific basis, programmed in time and space and leading to the intended results (G. K. Selevko).
Structure of pedagogical technology:
-conceptual basis (scientific basis)
-content part (goals and content of training and education)
-procedural part (forms, methods, means, conditions for organizing the educational process, results).
· Technology
- This is a tool for the professional activity of a teacher.
· The essence of pedagogical technology is that it has a pronounced phasing (step-by-step, includes a set of certain professional actions at each stage, allowing the teacher, even in the design process, to foresee the intermediate and final results of his own professional and pedagogical activities.
Pedagogical technologies can be used both in working with children and in working with the teaching staff and parents of students.
There are several approaches to classifying technologies.
The most complete classification belongs to G.K. Selevko. It combines technologies according to essential and instrumentally significant properties
Technologies used in working with children:
1. Health-saving educational technologies in kindergarten
- These are, first of all, technologies for educating a valeological culture or a culture of health in preschoolers. The purpose of these technologies is to develop a child’s conscious attitude towards health and human life, accumulate knowledge about health and develop the ability to protect, support and preserve it, acquire valeological competence, allowing a preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior, tasks associated with provision of basic medical and psychological self-help and assistance.
2. Technology of developmental education
(educational program of preschool educational institution).
Developmental education is a direction in the theory and practice of education, focusing on the development of physical, cognitive and moral abilities of students through the use of their potential. This is motivation for specific actions, for knowledge, for new things.
Developmental environment of preschool educational institutions, preschool educational institutions programs.
3. Technology of project activities
Project activity is a purposeful activity with a specific purpose, according to a specific plan, to solve search, research, and practical problems in any area of educational content.
The main goal of the project method in a preschool institution is the development of a free creative personality, which is determined by the developmental tasks and tasks of children's research activities. The tasks of research activities are specific for each age. So, when working with children of primary preschool age, can a teacher use hints and leading questions? And children of older preschool age need to be given more independence
1. Choosing a topic is the teacher’s first step in working on the project.
2. The second step is thematic planning on the selected problem for the week, which takes into account all types of children's activities: play, cognitive-practical, artistic-speech, work, communication, etc. At the stage of developing the content of classes, games, walks, observations and other activities related to the topic of the project, educators pay special attention to organizing the environment in groups and in the preschool institution as a whole. The environment should be a backdrop for heuristic, search activities and develop curiosity in a preschooler. When the basic conditions for working on the project are prepared (planning, environment, the joint work of the teacher and children begins
Stage I of project development - goal setting: the teacher brings the problem to the children for discussion. As a result of a joint discussion, a hypothesis is put forward, which the teacher invites the children to confirm in the process of search activity.
Stage II of work on the project is the development of a joint action plan to achieve the goal (and the hypothesis is the goal of the project). First, a general discussion is held so that the children find out what they already know about a certain subject or phenomenon. The teacher records the answers on a large piece of Whatman paper so that the group can see them. Then the teacher asks the second question: “What do we want to know?” The answers are again recorded, regardless of the fact that they may seem stupid or illogical. When all the children have spoken, the teacher asks: “How can we find answers to the questions?” When answering this question, children rely on their personal experience. It is also necessary to take into account the age characteristics of the students. The solution to this question can be various activities: reading books, encyclopedias, contacting parents, specialists, conducting experiments, thematic excursions. The proposals received are additions and changes to the teacher’s already prepared thematic plan. It is important that the teacher shows flexibility in planning, manages to subordinate his plan to the interests and opinions of children, including children's activities in the curriculum, sacrificing some planned forms of work. This skill is an indicator of the high professional skill of the educator, his willingness to deviate from existing stereotypes, putting first the intrinsic value of preschool childhood as a period of life and only then as a preparatory stage for the future. After drawing up a joint action plan, the
The third stage of work on the project is its practical part. Children explore, experiment, search, create. To activate children's thinking, the teacher offers to solve problem situations and puzzles, thereby developing an inquisitive mind. It is necessary that the teacher be able to create a situation where the child must learn something on his own, guess, try, invent something. The environment around the child should be, as it were, unfinished, unfinished. A special role in this case is played by corners on cognitive and practical activities. The final, IV stage of work on the project is the presentation of the project. The presentation can take place in various forms depending on the age of the children and the topic of the project: final games-activities, quiz games, themed entertainment, design of albums, photo exhibitions, mini-museums, creative newspapers Projects, regardless of type, creative, research, informational , open, playful, practice-oriented, etc., need constant attention, help and accompaniment from adults at every stage of implementation. The specificity of using the project method in preschool practice is that adults need to “guide” the child, help detect a problem or even provoke its occurrence, arouse interest in it and “draw” children into a joint project, without overdoing it with parental care and help.
4. Research technology
Research activity should be considered as a special type of intellectual and creative activity, generated as a result of the functioning of the mechanisms of search activity and built on the basis of research behavior.
For research activities, the following types of research can be selected that are accessible and interesting to children of senior preschool age:
• experiments (experimentation) - mastering cause-and-effect relationships and relationships;
• collecting (classification work) - mastering genus-species relationships;
• travel on the map - mastering spatial patterns and relationships (ideas about the space of the world);
• traveling along the “river of time” - mastering temporal relations (ideas of historical time - from past to present).
Contents of educational and research activities
• Experimentation (experimentation). State and transformation of matter. Movement of air and water.
• Properties of soil and minerals. Living conditions of plants.
• Collecting (classification work)
• Plant species. Types of animals. Types of building structures. Types of transport. Types of professions
• Travel on the map
• Cardinal directions. 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.
5. Technology of problem-based learning in kindergarten
There are four levels of learning problems:
1. The teacher himself poses the problem (task) and solves it himself with active listening and discussion by the children.
2. The teacher poses a problem, the children independently or under his guidance find a solution. The teacher directs the child to independently search for solutions (partial search method).
3. The child poses a problem, the teacher helps to solve it. The child develops the ability to independently formulate a problem.
4. The child poses the problem himself and solves it himself. The teacher does not even point out the problem: the child must see it on his own, and when he sees it, formulate and explore the possibilities and ways to solve it. (Research method)
As a result, the ability to independently analyze a problem situation and independently find the correct answer is developed.
The first stage of the problem solving process is the search for means of analyzing the conditions of the problem with updating previous knowledge and methods of action: “What do we need to remember to solve our problem?”, “What can we use from what we know to find the unknown
At the second stage, the process of solving the problem occurs. It consists in the discovery of new, previously unknown connections and relationships between the elements of the problem, i.e., putting forward hypotheses, searching for a “key,” ideas for a solution. At the second stage of the solution, the child searches “in external conditions”, in various sources of knowledge.
The third stage of solving a problem is proving and testing the hypothesis, implementing the solution found.
5. TRIZ in preschool educational institutions (the theory of solving inventive problems)
TRIZ is not a strict scientific theory. TRIZ is a generalized experience of invention and study of the laws of development of science and technology. As a result of its development, TRIZ has gone beyond solving inventive problems in the technical field, and today is also used in non-technical fields (business, art, literature, pedagogy, politics, etc.).
Today, there are many courses in which adults learn to play in order to learn to go beyond traditional business. After all, original thinking is the key to survival in the fight for competition. Our time is a time of economic, political, moral crises, when the old system of values and norms has collapsed, and the new one has not yet taken shape. Modern society places new demands on the education system of the younger generation, including its first stage – preschool education. But the problem is not in the search for gifted geniuses, but in the purposeful formation of creative abilities, the development of a non-standard vision of the world, and new thinking. It is creativity, the ability to invent and create something new that best shapes a child’s personality, develops his independence and cognitive interest. Preschool age is unique, because as the child develops, so will his life. That is why it is important not to miss this period to unleash the creative potential of every child.
Practice has shown that this problem cannot be fully solved using traditional forms of work. Today this makes possible TRIZ - the theory of solving inventive problems, originally addressed to engineering and technical workers, in recent decades has aroused keen interest among practicing teachers. The TRIZ-pedagogy system has been developing since the early 80s. years, in response to the demand of the time for the preparation of innovative-minded individuals who know how to solve problems. Adapted for preschool age, TRIZ technology allows you to educate and educate a child under the motto “Creativity in everything.”
The focus of TRIZ - pedagogy - is a creative person who has a rich flexible systemic imagination.
The purpose of using TRIZ technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, systematicity, dialecticism, and on the other hand, search activity, the desire for novelty, the development of speech and creative imagination.
TRIZ, as a universal toolkit, is used in all classes. This allows us to form a unified, harmonious, scientifically based model of the world in the child’s mind. A situation of success is created, the results of the decision are exchanged, the decision of one child activates the thought of another, expands the range of imagination, stimulates its development
TRIZ gives you the opportunity to show your individuality and teaches children to think outside the box. TRIZ develops such moral qualities as the ability to rejoice in the successes of others, the desire to help, and the desire to find a way out of a difficult situation. TRIZ allows you to gain knowledge without overload, without cramming. That is why we use TRIZ technologies in classes and in free activities.
The main means of working with children is pedagogical search. A teacher should not give children ready-made knowledge or reveal the truth to them, he should teach them to find it.
The TRIZ program for preschoolers is a program of collective games and activities. They teach children to identify contradictions, the properties of objects, phenomena and resolve these contradictions. Resolving contradictions is the key to creative thinking.
At the first stage, classes are given not as a form, but as a search for truth and essence. The child is introduced to the problem of multifunctional use of an object.
The next stage is the “mystery of the double,” or the identification of contradictions in an object or phenomenon. When something in it is good, and something is bad, something is harmful, something interferes, and something is needed.
The next stage is resolving contradictions. To resolve contradictions, there is a whole system of game and fairytale tasks. For example, the task: “How can you transfer water in a sieve?” The teacher creates a contradiction; There must be water in the sieve in order to transfer it, and there should be no water, since it cannot be transferred in the sieve - it will leak out. The contradiction is resolved by changing the state of aggregation of the substance – water. The water will be in the sieve in a modified form (ice) and it will not be there, because ice is not water. The solution to the problem is to transfer water in the form of ice in a sieve.
The next stage in the TRIZ program is solving fairy tale problems and inventing new fairy tales using special methods. This method consists in the fact that familiar objects begin to have unusual properties. All this work includes different types of children's activities - play, speech, drawing, modeling, appliqué, design.
The topics of games and creative tasks in classes to familiarize yourself with the outside world and develop speech depend on the topic of the material being studied. The purpose of the games is search, research, and inventive activity. Developed thinking presupposes the vision of a contradiction, its formation and solution. The result of resolving the contradiction is an invention. Children learn this in the games “On the contrary”, “Good - bad”, “SOS Letter”, which the Gnome from the magical land of TRIZ introduces to children. In classes to familiarize themselves with fiction, children compose fairy tales using diagrams. I started this work with familiar fairy tales, proverbs, and sayings. Then we tried to come up with fairy tales ourselves and lay them out schematically using counting sticks.
Creativity is the most effective way of active personal development and the development of humanity in today's rapidly changing world.
6. Technology of multi-level training
is a pedagogical technology for organizing a process within which different levels of learning material are assumed. That is, the depth and complexity of the same educational material is different in groups of levels A, B, C, which makes it possible for each student to master educational material at different levels (A, B, C, but not lower than basic, depending on abilities and individual personality traits of each student.
is a technology in which the criterion for assessing a child’s activity is his efforts to master this material and use it creatively.
The basis of multi-level learning technology is:
¦ psychological and pedagogical diagnostics of the student;
¦ network planning;
¦ multi-level didactic material.
7. Technology of collective learning method
All forms of organizing the learning process are divided into general and specific. General forms do not depend on specific didactic tasks and are determined only by the structure of communication between students and trainees.
There are 4 such forms: individual, pair, group, collective.
Learning is communication between students and trainees, that is, communication between those who have knowledge and experience and those who acquire them. Communication, in the process and through which all types of human activity are reproduced and assimilated.
There is no learning outside of communication. Communication can occur directly (through spoken language, people hear and see each other) and indirectly (through written speech (newspapers, magazines, etc.), when people do not see or hear each other).
Indirect learning between students and trainees in the educational process gives us an individual form of organizing work. The child completes educational tasks (writes, reads, solves problems, performs experiments, and at the same time does not enter into direct communication with anyone, no one cooperates with him.
Direct communication between people has a different structure: it can occur in pairs (a paired form of organizing learning, for example, a child works together on an article, solves problems, learns poems, with many people (a group form of organizing the educational process, if one teaches several people).
Individual, pair, and group forms of organizing training sessions are traditional. None of these forms are collective.
A collective form of organizing the learning process is only the work of students in pairs of shifts (communication either with each individual or in turn).
The main features of CSR (mainly over traditional education):
- focus on the individual abilities of children, learning occurs in accordance with the abilities of the children (individual pace of learning).
— meaningfulness of the cognition process.
- everyone teaches everyone and everyone teaches everyone.
— during collective training sessions (CLS), knowledge is good, skills are confident, skills are reliable.
— learning is conducted on the basis and in an atmosphere of mutual understanding and cooperation between teacher and child.
— interpersonal relationships are activated (child - child), which contribute to the implementation in teaching of the principles of continuous and immediate transfer of knowledge.
— the leading organizational form of learning is collective, i.e., the work of children in pairs of shifts.
Through a combination of different organizational forms, collective learning methods ensure the success of each child's learning.
The following types of work can be distinguished in a single pair: discussing something, studying new material together, teaching each other, training, checking.
In collective training sessions in groups of different ages and levels, students develop skills of self-organization, self-government, self-control, self-esteem and mutual assessment.
With collective methods (CSR), each child has the opportunity to implement an individual development trajectory:
· Students realize different goals, study different fragments of educational material, in different ways and means, for different times;
· Different children master the same program along different educational routes;
· The presence of combined study groups as places of intersection of different routes for the advancement of students. At the same time, all four organizational forms of training are combined: individual, pair, group and collective.
CSE is ideal for working in a multi-level group or class, as it allows not only to differentiate, but also to individualize the learning process in terms of the volume of material and the pace of work for each child. The development of interest and cognitive activity of students within the framework of this variant of organizing educational work is also associated with the very form of presentation of the material. Matching the volume and pace of presentation of material to the individual characteristics of students creates a feeling of successful activity for each student. The specificity of collective teaching methods is the observance of the following principles: • the presence of rotating pairs of students; • their mutual training; • mutual control; • mutual management
A collective way of learning is such an organization in which learning is carried out through communication in dynamic pairs, when everyone teaches everyone.
8. Interactive technology in preschool educational institutions, ICT technology.
The use of ICT is one of the effective ways to increase motivation and individualize children's learning, develop their creative abilities and create a favorable emotional background. It also allows you to move from an explanatory and illustrated method of teaching to an activity-based one, in which the child takes an active part in this activity. This promotes conscious assimilation of new knowledge.
When working with an interactive board, children develop all mental processes: attention, thinking, memory; speech, as well as fine motor skills.
9. Gaming technology.
Pedagogical technology for organizing role-playing games.
The theme of role-playing games is related to social reality.
Technology stages:
Stage 1:
Enriching ideas about the sphere of reality that the child will reflect in the game (observations, stories, conversations about impressions). It is important to introduce the child to people, their activities, and relationships.
Stage 2:
Organization of a role-playing game (“game of preparation for the game”).
Determining the situation of interaction between people, inventing and composing events, the course of their development in accordance with the theme of the game;
Creation of an object-based play environment based on the organization of productive and artistic activities of children, co-creation with teachers, children's collecting, joint play activities of the teacher with children;
Stage 3: Independent play activities of children; organizing a role-playing game with an imaginary partner for whom the child speaks
10. Integrated learning technology
An integrated lesson differs from a traditional lesson in the use of interdisciplinary connections, which provide only occasional inclusion of material from other subjects.
Integration - combine knowledge from different educational fields on an equal basis, complementing each other. At the same time, several development problems are solved. In the form of integrated classes, it is better to conduct general classes, presentations of topics, and final classes.
The most effective methods and techniques in an integrated lesson:
— comparative analysis, comparison, search, heuristic activity.
- problematic questions, stimulation, manifestation of discoveries, tasks like “prove”, “explain”.
6.7. Gaming technology
It is built as a holistic education, covering a certain part of the educational process and united by common content, plot, and character. It includes sequentially:
· games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them;
· groups of games to generalize objects according to certain characteristics;
· groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena;
· groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc.
Compiling gaming technologies from individual games and elements is the concern of every educator.
Learning in the form of a game can and should be interesting, entertaining, but not entertaining. To implement this approach, it is necessary that educational technologies developed for teaching preschoolers contain a clearly defined and step-by-step described system of gaming tasks and various games so that, using this system, the teacher can be confident that as a result he will receive a guaranteed level of learning a child of one or another subject content. Of course, this level of the child’s achievements must be diagnosed, and the technology used by the teacher must provide this diagnosis with appropriate materials.
In activities with the help of gaming technologies, children develop mental processes.
Game technologies are closely related to all aspects of the educational work of a kindergarten and the solution of its main tasks. Some modern educational programs propose using folk games as a means of pedagogical correction of children's behavior.
Examples of original pedagogical technologies
Recently, the practice of using proprietary innovative programs in kindergartens has become increasingly common. The list of the most popular ones is given below.
Technology of developmental education Elkonina D. B.
The technology of developmental education in preschool educational institutions according to the Federal State Educational Standard is based on a program developed in the 1960-1970s. The program is focused on the development of modern scientific and theoretical thinking. Instead of rational-empirical thinking, which is based on practical observations, the teacher is faced with the task of basing the educational process on theoretical knowledge. They are based on meaningful generalizations. As part of the process, the method of problematizing knowledge, the methodology of educational tasks and collective mental activity are used.
Principles of developmental education
Pedagogy of cooperation Ushinsky K. D.
The pedagogy of cooperation is different:
- unity of training and education;
- humane and personal approach to the pupil;
- pedagogy of relationships.
Different creative drawing techniques with children
Additional Information! The pedagogy of cooperation implies that the student and teacher develop together, that mutual understanding is established between them. It also means that a preschool educational institution or school institution is the main factor in the education of the individual.
TRIZ technology Altshuler G. S.
TRIZ is a technology for solving inventive problems. This program implies that, knowing the laws of technical systems, you can instantly, without errors, find solutions to various problems.
If TRIZ is used in a preschool educational institution, the child learns to understand the essence of the subject, find contradictions in it, and then develops his imagination. In the long term, TRIZ develops a child in such a way that he learns to find a way out of any difficult situations using inventive thinking.
The essence of TRIZ
Problem-based learning technology by J. Dewey
Appeared in the 20-30s of the last century. The essence of the method is the creation of problem situations by the teacher, the development of activities with a focus on work and play. Students must resolve the problem situation on their own. This helps to satisfy the 4 basic instincts of learning (according to J. Dewey): research, construction, social and creative. As a result, the child masters creative and professional knowledge, and at the preschool level, develops mental activity.
Technology of project activities Kiseleva L. S.
Development of creative thinking, communication and cognitive skills through the implementation of projects. The teacher gives the students a task for independent implementation. Preschool students must prepare material and complete a specific task. Projects can be informational, creative, or research.
Important! The teacher’s task is to teach the child how to collect information, and the student’s task is to apply this knowledge in practice when implementing the project. In preschool educational institutions, project work is a joint activity of teachers, parents and students.
