Report on the use of modern educational technologies in the educational process

Teachers’ use of modern educational technologies in working with children

Author: Shchegolikhina Tatyana Mikhailovna

The introduction of the Federal State Educational Standard into the educational process in our institution required a thorough analysis of teaching activities. Our team is ready to introduce and accept new things in preschool education. And this can be judged by achievements. According to our teachers, it is not children who should adapt to kindergarten, but a preschool educational institution should strive to create the necessary conditions for each child, taking into account his inclinations and abilities, state of mental and physical health.

Our kindergarten is in search of something new. To implement the state standard in a preschool institution, favorable conditions have been created in the light of modern requirements. There is enough development equipment, methodological and didactic material for educational activities, a modern subject-development environment has been created in accordance with the educational program.

To ensure the quality of preschool education, the professional level of teachers is important. The team has high creative potential. All teachers systematically improve their professional qualifications in the educational process. 100% of teachers have completed course training in the Federal State Educational Standard, of 8 teachers, 2 have the first category, 5 teachers are certified for the first category this year (spring 2016), 40% of teachers received professional education through one-year retraining.

Methodological activity is a holistic system of measures that helps improve the quality and effectiveness of the educational process, ensuring the growth of methodological culture, creative potential and professional skills of a teacher of additional education.

Main goal

methodological work was to create conditions for increasing the level of professional skills of teachers.
To achieve this goal, the following tasks were solved:
§ Providing teachers with the necessary information on the main areas of development of preschool education.

§ Ensuring the continuous growth of teachers’ professional skills.

§ Providing methodological assistance to teachers in the implementation of educational programs that help improve the quality of the educational process.

§ Formation of theoretical and practical readiness of teachers for innovative activities through the introduction of new pedagogical technologies into the educational process (design, research, interactive learning technologies, etc.)

§ Providing methodological and advisory support to teachers interested in mastering and implementing design, research technologies, and interactive learning technologies.

§ Assisting teachers in preparing for certification.

§ Identification, generalization and dissemination of experience in teaching work.

The purpose of an adult’s activity in a preschool educational institution is to construct such

interaction with the child, which will contribute to the formation of his activity in understanding the surrounding reality, the disclosure of his unique individuality.
A condition for achieving this goal is the use of pedagogical technologies. Today, a teacher does not have enough
knowledge about existing technologies; he also needs the ability to apply them in practical activities.
To feel confident in the labor market, a teacher needs knowledge of at least three
fundamentally different technologies: productive (subject-oriented), gentle (person-oriented), and cooperation (partnership) technology. For the teacher,

who learned to work at the technological level, the main reference point

Always

there will be self-development of the child.

Among the pedagogical technologies that we use in working with preschool children, we can highlight health-saving pedagogical technologies, the technology of personality-oriented interaction between the teacher and children, the technology of design and research activities, and information and communication technologies.

In modern conditions, human development is impossible without building a system for the formation of his health. We consider health-saving technology as a “safety certificate” and as a set of those principles, techniques, methods of pedagogical work that complement traditional technologies with health-saving tasks.

Our practice uses health-saving technologies:

physical education and health,

aimed at physical development and strengthening the health of the child - technologies for the development of physical qualities, hardening;

educational

— fostering a culture of health in preschoolers;

maintaining and promoting health

(technology of using outdoor and sports games, gymnastics (for the eyes, breathing, etc.), dynamic pauses, relaxation);

healthy lifestyle training

- technologies for using physical education classes, communicative games, a system of classes from the “Health Lessons” series from M. Lazarev’s “Hello” program, only a few teachers know and master this technology (30%).

Preschool teachers use various health-saving technologies, these are:

-kinesiological gymnastics Brain Jim

Dr. Paul Dennison, this technology is used by teachers of older groups both separately before classes and as a physical activity during educational activities;

- finger gymnastics
-
(V.V. Konovalenko, S.V. Konovalenko) helps strengthen the muscular system, stimulates the overall development of the child; increases brain performance. 100% of teachers are proficient in this technology; the teacher O.G. Turutina has the most experience in using this technology, who has repeatedly conducted seminars and open events on its use;

— music therapy –

All teachers (100%) use it when organizing routine moments, before bedtime and after sleep. Children fall asleep to quiet classical music and wake up. wake up to the singing of birds. Music therapy is also used during integrated classes, during drawing, appliqué, etc.

—breathing exercises

(M Lazarev, “Hello” program) his complex of breathing exercises and singing exercises is developed in a playful and entertaining form, which is accessible to preschool children. The breathing technology of M. Lazarev is used by the music director in his classes, as part of the educational activities and teachers (30%) for the prevention of colds.

breathing exercises, etc.

The use of health-saving technologies contributes to nurturing the child’s interest in the learning process, increases cognitive activity and, most importantly, improves the psycho-emotional well-being and health of children

Design technology

(E.S. Evdokimova) and the use of the project method in preschool educational institutions with integration in various educational fields is a unique means of ensuring cooperation, co-creation of children and adults, a way of implementing a person-oriented approach to education. When using the technology of project activities, the teacher forms a subjective position in the child, reveals his individuality, realizes interests and needs, which in turn contributes to the child’s personal development.

Project activities have become a priority for us

.
The criterion that this principle works is the child’s lively, active, interested participation in a particular project, and not a chain of actions as directed by an adult.
The way of organizing children's activities is changing: not the guidance of an adult, but the joint (partnership) activity of an adult and a child - the basis for the interaction of subjects. Working on project activities, we came to the conclusion that the development of a child’s personality is facilitated by the use not of individual methods, but of an integral system of project activities, ensuring that preschoolers enter into the processes of search, creativity, and independent thinking.

In practice, we have seen that the project method is relevant and very effective. It gives the child the opportunity to experiment, synthesize acquired knowledge, develop creativity and communication skills, create and explore together with his parents, which allows him to successfully adapt to the school learning situation and the world around him. Parents have become active participants in the educational process. The positions of the kindergarten and the family in joint creative activities have become closer.

Preschool teachers actively participate in project activities at the kindergarten and district level.

At the same time, projects and events were carried out within the preschool educational institution: “This Victory Day”, “Earth Day”, “Folk Crafts of the Nizhny Novgorod Region”, “Help Wintering Birds”, “Family Tree” “Healthy Children Grow in a Healthy Family” and etc. The result of the work of teachers, children and their parents was:

— Exhibition of crafts made from natural and waste materials;

— Exhibition of snowmen;

— Workshop of Grandfather Molroz"

- Garbage fantasy;

— Decade of an elderly person

— Exhibition of crafts from vegetables and fruits “Harvest Festival”

— Making feeders (feeders were hung on the territory of the preschool educational institution);

— Exhibition of crafts “Masters and Craftswomen”

— Exhibition of crafts for May 9 “This Victory Day.”

Problem-based learning technology

— The teacher poses questions that encourage children, based on observations and previously acquired knowledge, to compare, juxtapose individual facts, and then come to conclusions through reasoning. Children freely express their thoughts, doubts, follow the answers of their comrades, agree or argue

Research technologies. The research activity of a preschool child is based on research search activity, which, being his natural state, generates research behavior and creates conditions for mental development to unfold into the process of self-development. This technology is actively used by teachers in experimental activities. During this academic year, preschool teachers were tasked with intensifying cognitive and research activities with children of all ages, starting from an early age. All teachers (100%) created conditions for experimental activities in groups, “Science Centers” were created in senior groups, throughout the year the principles and methods of using this technology were studied, seminars and open screenings were held, which affected its active use as a joint activities of the teacher with children and independently.

This year, teachers of senior groups (40%) began using TRIZ technology

(G.S. Altshuller) (theories for solving inventive problems
).
This technology develops systematic thinking and creative imagination in children, provides the ability to work with any information flows, systematize, classify and transform objects and phenomena of the surrounding reality, and solve problems.

Technology of educational games B. Nikitina.

This technology is used by teachers starting from the younger group. The technology of educational games consists of a set of educational games, which, with all their diversity, are based on a general idea and have characteristic features. The main difference between B. Nikitin’s games is that when playing them, the child acts as an active party and he is not taught the ability to perform work according to the proposed template, but develops logical and figurative thinking, creativity, the ability to recognize and construct an image, the ability to independence. Most games are presented in the form of multifunctional puzzles, which provide scope for creativity. You can customize them to suit yourself, your level, your interests, which is very important when individualizing a child’s development.

gaming technology in kindergarten

pedagogical process. A game is an activity in situations aimed at recreating and assimilating social experience in which self-control of behavior is formed and improved. Using gaming technology in their work, educators help bridge the gap that arises during the transition from leading gaming to educational activities. The game gives the educational task a specific, relevant meaning, mobilizes the mental, emotional and volitional forces of children, orients them towards solving the problems set by the teacher. Thanks to the systematic use of gaming technologies, the pace of work in the classroom has increased, the activity of preschoolers has increased, interest in classes and cognitive activity have increased

For the third year in a row, teachers (100%) use museum pedagogy technology

. Together with parents, teachers and children opened their own mini-museums in each group, which are based on the regional characteristics of our region. In 2020, a senior teacher developed a program on museum pedagogy “The Origins of Russian Antiquity”, the program was presented at the regional competition of methodological materials on spiritual and moral education in the Orthodox traditions of preschool children “Lestvitsa” and received 1st place in the nomination “Best author’s program for spiritual and moral education.

Information and communication technologies

E.S.
Evdokimov) is advisable to use in work with children of older preschool age
in connection with the physiologically determined transition for older preschoolers from a visual-objective form of thinking to a visual-figurative one.

In a preschool institution at the moment this is: a computer, a multimedia projector, an interactive whiteboard, a laptop, a TV, as well as a printer, scanner, tape recorder, camera, video camera.

The information and communication technologies we use can be divided into:

multimedia presentations;

information and educational computer programs;

interactive games.

Today ICT allows:

§ show information on the screen in a playful way, which arouses great interest in children, since this corresponds to the main activity of a preschooler - play;

§ present the material to preschoolers in an accessible form, brightly and figuratively;

§ attract children's attention with movement, sound, animation, but do not overload the material with them;

§ promote the development of preschoolers’ research abilities, cognitive activity, skills and talents;

§ encourage children to solve problematic problems and overcome difficulties.

Multimedia presentations are visual, allowing the teacher to build an explanation using video fragments. Information and educational programs for preschoolers allow you to model and clearly demonstrate the content of the topics being studied. Interactive games are used at GCD and Olympiads.

Thus, when analyzing the introduction of modern pedagogical technologies into the educational process, we confirmed the validity of the statement that modern educational technologies are a resource for improving the quality of preschool education.

Personality-oriented technologies

represent the embodiment of humanistic philosophy, psychology and pedagogy. The teacher’s focus is on the child’s unique, holistic personality, striving for maximum realization of their capabilities and the formation of personal qualities.

Teachers of our preschool institution everywhere use situations focused on personal development in their work with children, namely: a situation of success, a situation of turning to the child’s personal experience, situations of choosing a task, and others. Teachers do not interfere with the child’s creativity. They are next to him during the process, accept and understand his position, and take care of the results of children's creative work.

Creating comfortable conditions, an atmosphere of trust, cooperation, empathy - this determines the abandonment of traditional activities. A developmental environment consisting of a number of centers (sensory center, mathematics center, story game center, construction center, art center, etc.) contributes to the organization of meaningful activities for children.

The result of the use of personality-oriented technologies was the provision of rational and emotional unity in learning, which had a beneficial effect on the arbitrariness of children’s motivation.

We hope that the cooperation of the kindergarten teaching staff with parents, the creation of a common attitude toward jointly solving educational problems, and the development of a common cooperation strategy will lead to the implementation of a single, agreed individual approach to the child in order to maximize the development of his personal potential.

It should be noted that 60% of teachers have mastered portfolio technology at the proper level,

as a way of recording, accumulating and assessing the individual achievements of one’s work and the achievements of the child during the period of being in kindergarten. This allows educators to purposefully collect and systematize information about the child, to record the individual, unique subjective manifestations of children, which is especially important in preschool age, when the child’s development is characterized by unevenness, spasmodicity, an individual rate of maturation of mental functions and the accumulation of subjective experience. In their work, educators rely on the help of parents and help them observe, notice everything new and interesting and certainly record and write down. With the help of a portfolio, parents see their child from the outside, his desires, interests. For teachers of the Center, the Portfolio is used as additional material when studying a family - its way of life, interests, traditions. Observing children and their parents in the process of creating a portfolio, teachers noted that such events contribute to the establishment of warmer relationships in the family.

Over the past three years of work at the preschool educational institution, certain traditions have developed: this is an annual leisure activity: “Carols”, “Poetry Evening”, “Museum Week”

, organizing and holding exhibitions of crafts for the New Year holidays, the “Feed the Birds”, “Let’s Green Our Plot” campaigns, etc.

We also do not have the right to forget about parents, who must understand that it is not only the preschool institution that needs to be rebuilt, but also the family that forms the social order for the kindergarten. When interacting with children's families, teachers introduce parents to the new requirements of preschool education. The involvement of parents in the pedagogical process strengthens their interest in cooperation with teachers, makes them not outside observers, but active participants in the educational process, and makes it possible to create in kindergarten an educational environment in which the professional potential of each teacher and the entire teaching staff will be fully realized in the conditions of implementation Federal State Educational Standard.

Improving the quality of organization of methodological work in preschool educational institutions helps teachers to be in a certain “professional tone”, which allows them to initiate and create an atmosphere of professionalism and creativity in a team of like-minded people, developing a unified pedagogical credo.

Implementing the task of providing teachers with the necessary information on the main areas of development of preschool education

, the methodological service has become an advisory center on methodological issues. Planning of advisory assistance is carried out based on the requests and level of preparedness of the staff of educators.

Ensuring the continuous growth of professional skills of teachers

was carried out by the methodological service through competency-oriented technologies for the professional development of teachers, their participation in seminars, competitions, shows of pedagogical creativity, conferences at various levels, open classes, mutual attendance at classes, and certification.

Senior teacher Shchegolikhina T.M.
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Sunday, September 29, 2013 22:29 + to quote book Report on the use of modern educational technologies in the professional activities of a teacher A child is brought up by various accidents that surround him. Pedagogy must give direction to these contingencies. Pedagogical technology is a structure of a teacher’s activity in which the actions included in it are presented in a certain sequence and imply the achievement of a predicted result. Modern pedagogical research shows that the main problem of preschool education is the loss of liveliness and attractiveness of the learning process. The number of preschoolers who do not want to go to school is increasing; Positive motivation for classes has decreased, and children’s academic performance is falling. How to improve the situation? The formation of a new education system, focused on entering the global space, requires significant changes in the pedagogical theory and practice of preschool institutions, and the improvement of pedagogical technologies. Today, any preschool institution, in accordance with the principle of variability, has the right to choose its own model of education and design the pedagogical process based on adequate ideas and technologies. The basis of the activities of all subjects of the pedagogical process is the model “I am learning, not being taught,” therefore, a modern teacher needs to possess a whole arsenal of pedagogical technologies that allow stimulating the child’s cognitive activity. In addition, the teacher must be ready to respond flexibly to emerging changes in the content of education, adapt it taking into account the emerging and constantly changing cognitive interests of children. Based on the above, there is a need to use a range of innovative educational technologies in our work. In my professional activities I use the following technologies: 1. Technology of developmental education (D. B. Elkonina V. V. Davydova, aimed at developing the individual cognitive abilities of each child, at knowing oneself as an individual, at self-determination and self-realization in the learning process; 2. Game technologies in preschool educational institutions: 3. Pedagogy of cooperation (K. D. Ushinsky, N. P. Pirogov, L. N. Tolstoy) 4. TRIZ technology (G. S. Altshuller, A. M. Strauning, aimed at developing creative abilities; 5. Information and communication technologies; 6. Health-saving technologies (N. N. Efimenko) in order to strengthen the health of children; 7. When interacting with children, I use a personality-oriented approach (I. S. Yakimanskaya). 8. Problem-based learning technology (J. Dewey) 9. Technology of project activity (L. S. Kiseleva, T. A. Danilina) Technology of problem-based learning Problem-based learning is based on the ideas of the American psychologist, philosopher and teacher J. Dewey (1859-1952, who in 1894 founded an experimental school in Chicago, in which the basis of education was not the curriculum, but games and work activity. The methods, techniques, and new teaching principles used in this school were not theoretically substantiated and formulated in the form of a concept, but became widespread in the 20-30s of the 20th century. The following people took an active part in developing the concept of problem-based learning: T.V. Kudryavtsev, V.T. Kudryavtsev, I.Ya. Lerner, V. Okon, M.N. Skatkin and others. In the educational process I use the method of problem-based learning aimed at developing child's independence. The main idea of ​​this method is the construction of educational activities through solving cognitive problems that have insufficient conditions for obtaining an answer. The scheme of problem-based learning is presented as a sequence of procedures, including: setting by the teacher an educational problem task, creating a problem situation for children; awareness, acceptance and resolution of the problem that has arisen, during which they master generalized methods of acquiring new knowledge; application of these methods to solve specific problem systems. Basic conditions for the successful use of problem-based learning 1. Problem situations must meet the goals of forming a knowledge system. 2. Be accessible to children and suit their cognitive abilities. 3. Must generate their own cognitive activity and activity. 4. The tasks should be such that the child cannot complete them based on existing knowledge, but sufficient for independent analysis of the problem and finding the unknown. Advantages of problem-based learning: 1. High independence of children; 2. Formation of cognitive interest or personal motivation of the child; 3. Development of children's thinking abilities. TRIZ - technology (theory of solving inventive problems) TRIZ - theory of solving inventive problems. The founder is Genrikh Saulovich Altshuller. The main idea of ​​his technology is that technical systems arise and develop not “at random,” but according to certain laws: these laws can be known and used for conscious - without many empty trials - solving inventive problems. Currently, TRIZ technology by G. S. Altshuller is successfully used in kindergartens to develop speech, inventive ingenuity, creative imagination, and dialectical thinking in preschoolers. The goal of TRIZ is not just to develop children’s imagination, but to teach them to think systematically, with an understanding of the processes taking place. To give educators a tool for specific practical education in children of the qualities of a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their small problems. The use of adapted TRIZ methods in the process provides undoubted advantages: • in enhancing the cognitive activity of children; • in creating motivational guidelines for the manifestation of creativity; • in creating conditions for the development of the figurative side of children's speech (enrichment of the vocabulary of evaluative vocabulary, words with figurative meaning, synonyms and antonyms); • increases the efficiency of mastering all language means; • forms awareness in the construction of lexical and grammatical structures; • develops the flexibility of analytical and synthetic operations in mental activity. When using TRIZ elements when working with preschoolers, I take into account the following didactic principles: 1. The principle of freedom of choice - in any teaching or control action, give the child the right to choose. 2. The principle of openness - you need to provide the child with the opportunity to work with open problems (those that do not have a single correct solution). The terms of the creative task must include different solution options. 3. Principle of activity - practical activity must be included in any creative task. 4. The principle of feedback - the teacher can regularly monitor the process of children mastering mental operations, since new creative tasks contain elements of previous ones. 5. The principle of ideality - creative tasks do not require special equipment and can be part of any lesson, which allows you to make maximum use of the capabilities, knowledge and interests of children. Technology of developmental education The goal of developmental education is the formation of theoretical thinking and consciousness. The ability to develop exists in a person from birth. Development is determined by certain hereditary mechanisms, however, the social environment is also a significant factor in the formation of personality. An important property of personality is self-regulation; it influences the process of human development, which occurs in the individual version. In connection with the development of the theory of developmental learning, assumptions were made that a child from preschool age is able to master many general theoretical concepts. In this regard, it is possible to activate mental development through the content of educational material, in which priority is given to increasing the theoretical level. The technology of developmental education involves the interaction of a teacher and children on the basis of collective distribution activities, the search for various ways to solve educational problems through the organization of educational dialogue in the research and search activities of students. Developmental education technology includes stimulating the child’s reflexive abilities, teaching self-control and self-esteem skills. In any case, developmental education technologies consider the child as an independent subject of the learning process, interacting with the outside world. Project technology Modern conditions are such that a preschooler cannot be a “blank slate” when entering school. Increasingly, the demands placed on a first-grader force them to “develop, invest, inform, train, etc.” Children who have a lot of information and knowledge acquire it haphazardly. The duty of an adult is to help the child learn to find and extract the necessary information, to assimilate it in the form of new knowledge. The teacher competently manages the child, determines the methods and techniques of the student’s education. One of the new most effective innovative technologies has become the project method. The project method is one of the promising methods. A number of authors (L. S. Kiseleva, T. A. Danilina) consider project activities as a variant of an integrated method of teaching preschoolers, as a way of organizing the pedagogical process, based on the interaction of teacher and student, step-by-step practical activities to achieve the goal. The project method is understood as a set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with the obligatory presentation of these results. The essence of the project method is to stimulate children's interest in certain problems that require possession of a certain amount of knowledge, and through project activities that involve solving one or a number of problems, show the practical application of the acquired knowledge. Thus, project activity is a special type of intellectual and creative activity; a set of techniques, operations of mastering a certain area of ​​practical or theoretical knowledge, a particular activity. A feature of project activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, or determine a goal (intention). Therefore, in the educational process of a preschool educational institution, project activities are in the nature of cooperation, in which children and teachers of the preschool educational institution take part, and parents and other family members are also involved. 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. Stage I of project development: I pose the problem for discussion with the children. As a result of a joint discussion, we put forward a hypothesis, which is confirmed by the children in the process of search activity. Stage II of work: We develop a joint action plan to achieve the goal (and the hypothesis is the goal of the project). First, we conduct a general discussion so that the children find out what they already know about a certain subject or phenomenon. Then I record the answers on a piece of Whatman paper so that the group can see them. To record answers, I use conventional schematic symbols that are familiar and accessible to children. Then I ask the second question: “What do we want to know? “I record the answers again, regardless of the fact that they may seem illogical. It is important here to show patience, respect for the point of view of each child, and tactfulness in relation to the ridiculous statements of children. When all the children have spoken, I ask: “How can we find answers to the questions? “When answering this question, children rely on their personal experience. I also take into account the age characteristics of the students. For children of primary preschool age I use hints and leading questions; For children of older preschool age, I provide more independence. The solution to this question is 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 to show flexibility in planning, to be able to subordinate your plan to the interests and opinions of children, including children's activities in the curriculum, sacrificing some planned forms of work. I believe that this skill is an indicator of the high professional skill of the educator, his readiness to deviate from existing stereotypes, putting in first place the intrinsic value of preschool childhood as a period of life and only then as a preparatory stage for the future. Stage III of work Children explore, experiment, search, create. To activate children's thinking, I suggest solving problem situations and puzzles, thereby developing an inquisitive mind. It is necessary 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. Stage IV of the work is the presentation of the project. The presentation can take place in various forms depending on the age of the children and the theme of the project: final games-activities, quiz games, themed entertainment, design of albums, photo exhibitions, mini-museums, creative newspapers. Information and communication technologies Currently, the government of the Russian Federation pays great attention to the education of the information and communication culture of the younger generation. Understanding the requirements put forward by the modern information society, I try to actively use modern information and computer technologies in my professional activities. For this purpose, I completed computer courses (Certificate No. 75 dated March 14, 2009). Every day I am in a state of search and striving for improvement in the field of information technology. The use of information and communication technologies allows me to generalize my teaching experience by posting lesson notes on the pages of the Internet magazine “Planet of Childhood”. I demonstrate my achievements in the field of information and computer technologies during open classes, speeches, master classes, at seminars, methodological associations, competitions at the district and regional level: - in the 2009 academic year in the MDOBU “Kindergarten No. 1 village. Ekaterinoslavka “Sun” at the “Festival of Methodical Ideas” competition showed a comprehensive lesson on the speech and physical development of children “Journey to the land of finger games”. Used multimedia presentations in preparing and conducting the master class “Playing with fingers - developing speech,” as well as the “Speech Stream” system of work; - in the 2010 academic year, as part of the regional competition of the regional competition “Educate a Person”, she showed an open lesson on non-traditional drawing techniques “Visiting the Clown Klepa” (methodological material is presented using multimedia); — in the 2011 academic year, as part of the regional competition “Teacher of the Year”, she showed a comprehensive lesson in the senior group using modern pedagogical technologies “Rainbow of Health”; — in the 2011 academic year at the MDOBU “Kindergarten No. 3, village. Ekaterinoslavka “Thumbelina” showed a master class “The influence of finger gymnastics on the speech development of a child”; — 2012 academic year in MDOBU “Kindergarten No. 4 village. Ekaterinoslavka “Alyonushka” showed for the teaching community a complex lesson in the middle group “The Snow Queen” using a health-forming component, presented a system of work “Variability of the use of non-traditional methods in the speech development of children” using multimedia equipment: When using information and communication technologies, I do not forget about health-saving technologies, I limit the use of technical means of education to a time frame corresponding to the age characteristics of children. Thus, the introduction of ICT in the educational process entails the need to develop ICT - the teacher’s competence, which is his professional characteristic, a component of pedagogical skill. A teacher who skillfully and effectively masters technology and information has a different, new style of thinking and a fundamentally different approach to assessing emerging problems and organizing his activities. Gaming technologies “Game generates joy, freedom, contentment, peace in oneself and around oneself, peace with the world” Friedrich Froebel Currently, in the educational process, the idea of ​​self-development of the individual, his readiness for independent activity, is coming to the fore. The functions of the teacher are changing. Now he is the organizer of intellectual search, emotional experience and practical action. To do this, it is necessary to master new pedagogical technologies that form the active role of the student. Pedagogical technologies must necessarily develop curiosity - the basis of cognitive activity; the ability to independently solve creative (mental, artistic) and other tasks that allow one to be successful in various types of activities: creative imagination as a direction of intellectual and personal development; communication - the ability to communicate with adults and peers; the ability to reflect is one of the main personal qualities; understanding and awareness of oneself (actions, behavior, speech, feelings, states, abilities). After the introduction of FGT into the preschool education system, the teacher must deal with the development of the child, based on the comprehensive thematic principle of constructing the educational process; to solve educational problems not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education; Build educational processes on age adequate forms with children. The development of new technologies in preschool education is the key to the successful development of the child’s personality. Currently, the relevance of the game is increased due to the oversaturation of a modern child with information. Television, video, radio, the Internet increased and diversified the flow of information received. But these sources represent mainly material for passive perception. An important task of teaching preschool children is to develop the skills of independent evaluation and selection of the information received. The game helps to develop such a skill, which serves as a kind of practice of using knowledge gained by children in educational activities and in free activities. The game is a means of cognition of reality and is considered: - as an activity as a result of which the psyche of the child develops; - the special activity of the child, which changes and unfolds as his subjective activity; -Oss attitude of the person to the world around him; - socially set for the child and the type of activity he learned (or attitude to the world); - special content of assimilation; - socio-pedagogical form of organization of children's life and children's society. Thus, the game is a technique of organizing the activities of children in educational activities or a set of techniques built in the logic, both to study a given program material and organizing interested cognitive activities of preschool children. Games or gaming exercises used by the teacher provide an interested perception by children of the material being studied and attract them to master new knowledge. It helps to concentrate the attention of children on the educational task. The game allows you to make more accessible complex learning tasks and contributes to the formation of conscious cognitive motivation of preschool children. One of the advantages of the game is that it always requires the active actions of each child. Therefore, with its help in direct educational activity, the teacher can organize not only the mental, but also the motor activity of children, since the implementation of game tasks in many cases is associated with various movements. It is advisable to include the game or their elements give a specific, relevant meaning to the educational task, mobilize the mental, emotional and volitional forces of children, orient them to solve the tasks. The game activates the interaction of the cognitive and emotional principle in the educational process. She not only inspires children to think of expressing their thoughts, but also ensures the purposefulness of actions, and therefore disciplines the child’s mind. Learning in the form of a game can and should be interesting, entertaining. To implement this approach, it is necessary that educational technologies contain a clearly step -by -step system of game tasks and various games. When using game educational technology, the following principles must be used. 1. The principle of organicity of the game situation to the content of specific educational activities. The gaming situation is not self -focused when building a training process, it is a way to organize children's activities in a direct educational field. In this regard, it is necessary that the game situation be selected “under the material”, and not the subject material for the situation. At the same time, the game actions performed by children organically revealed the essential properties of the material and methods of activity with it. Game actions must correspond to the essence of the material being studied, and not be a way of decorating it. 2. The principle of adequacy of the subject content used. Game activity with educational material should be aimed at identifying and awareness of the essential properties and qualities of the material being studied, and not just to perform game actions on the theme of the material ”3. The principle of interactiveness, observing this principle is necessary from the point of view of modern approaches to the child’s teaching any age. Only in independent activities are full -fledged knowledge and skills are formed. Therefore, when building a gaming educational technology, it is necessary to provide each child with the opportunity to act independently with the studied material. The principle of interactivity involves the participation in the activities of each child in the direct educational field, since to complete the assignment it is necessary not only something to the teacher, but also to complete some kind of educational and game action. Game educational technology is a way of organizing the activities of children in the process of teaching subject content. The purpose of the game educational technology is not the development of game activity, but the organization of the assimilation of objective content (mathematical, natural environmental, etc.) Thus, the technology of gaming learning is based on the principle of activity of the child, is characterized by a high level of motivation and is determined by the natural need of a preschooler. The role of the teacher consists in creating and organizing the subject -spatial environment. Game technology in training is designed to combine elements of the game and teaching. Personal-oriented technologies personality-oriented technologies put the personality of the child in the center of the entire educational system, ensuring comfortable, non-conflict and safe conditions for its development, and the realization of its natural potential. The personality of the child in this technology is not only the subject, but the subject in this way, personality-oriented technologies are characterized by a humanistic orientation and are aimed at the versatile, free and creative development of the child. Within the framework of personality-oriented technologies, humane-personal technologies, cooperation technologies and free education technologies are distinguished by independent areas. When interacting with the children of my group, I use a personality -oriented approach (I. S. Yakimanskaya). A personality-oriented approach is such an approach where the personality of the child is put at the forefront, its identity, self-worth, the subjective experience of each is first revealed, and then consistent with the content of education. The recognition of the child with the main active figure of the entire educational process is personality-oriented pedagogy. According to the theory of A.V. Petrovsky, we note that a personality-oriented model is being replaced by an outdated educational and disciplinary model of education around the approach to children as a full partners in the context of cooperation and denies a manipulative approach to them. I believe that each child is unique in his individuality and has the right to develop at his own pace, along his educational trajectory. In my group are different children, with different levels of development. When using the technology, the division of pupils into conditional groups, taking into account typological features. When forming groups, I take into account the personal attitude of pupils to the surrounding reality, the degree of development of program material, interest in the study of new material, in the personality of the teacher, and the features of the development of mental processes. I use didactic material that differs in content, volume, complexity, methods and techniques for completing tasks. Education returns to the formula “Learning not for school, but for life”. In my classes there is an emphasis on a personal - focused approach in communication, but, namely, I plan a NOD, the joint activity of the teacher and children so that it is aimed not to clarify what the child knows, but to how much his “strength of the mind is developed ”, Inclinations and the ability to reason, critically think, find the right solution, apply knowledge in practice. Pedagogy of cooperation Pedagogy of cooperation is one of the most comprehensive pedagogical generalizations of the 80s, which called numerous innovative processes in education (K. D. Ushinsky, N.P. Pirogov, L. N. Tolstoy). As a holistic technology, the pedagogy of cooperation is not yet embodied in a particular model, does not have regulatory and executive tools; Her ideas were included in almost all modern pedagogical technologies, formed the basis of the Concept of Secondary Education of the Russian Federation. The pedagogy of cooperation has the following classification characteristics: • on a philosophical basis - humanistic • cooperation of the teacher and child on an equal footing: • by the nature of the content: training + educational, humanistic, general, penetrating; • according to the type of control: a system of small groups; • individual + group, differentiated; • at the approach to the child: humane-personal, subject-subject; • according to the prevailing method: problem-search, creative, dialogical, game; • transition from pedagogy with a requirement for pedagogy of relations; • a humane-personal approach to the child; • Unity of training and education. As a system of relations, cooperation is multi -assembled; But the most important place in it is occupied by the relationship “teacher - child”. In the concept of cooperation, the child is represented as the subject of his educational activity. Therefore, two subjects of one process must act together; None of them should stand over the other. In the pedagogy of cooperation, four areas are distinguished: 1. A humane-personal approach to the child. The center of the educational system has the development of the entire integral set of personality traits. The humane-personal approach combines the following ideas: 1. A new view of the personality; 2. Refusal of direct coercion as a method that does not give results in modern conditions; 3. a new interpretation of an individual approach; 4. The formation of a positive self-concept, i.e., the system of conscious and unconscious ideas of the individual about itself, on the basis of which it builds its behavior. 2. The didactic developmental complex opens up new fundamental approaches and trends in solving the issues of “what” and “how” to teach children; The content of learning is considered as a means of personality development; training is conducted by generalized knowledge, skills and methods and methods of thinking; integration, variability; Positive stimulation is used. 3. The concept of education The conceptual provisions of the pedagogy of cooperation reflect the most important trends, according to which education develops in the modern DOU: 1. Standing the child’s personality to the center of the entire educational system; 2. Humanistic orientation of education, the formation of universal values; 3. The development of the creative abilities of the child; Health -saving technologies according to the Research Institute of Hygiene and the Protection of Health of Children and the Scientific Center for the Health of Children of the RAMS, recently the number of healthy preschool children has decreased by 5 times, and among the contingent of children entering the school, they make up only about 10%. 60% of today are children with deviations in physical development. Therefore, the development of new techniques and methods of physical education and recovery of preschool children is represented by one of the most relevant areas of modern pedagogy. For more than 25 years, a candidate of pedagogical sciences, associate professor Nikolai Nikolaevich Efimenko has been engaged in physical education of preschoolers. The author of many books, methodological manuals and articles developed and introduced the unique pedagogical system “Theater of Physical Education and Holy of Children”, which finds more and more recognition of teachers. In my work, I use elements from the program of N. N. Efimenko "Theater of physical development of children." I select such motor situations that contribute to the formation of motor qualities in children as flexibility, dexterity, strength, endurance, speed. Using the program of N. N. Efimenko, the educational process acquires an attractive form, facilitates the process of memorizing and mastering the exercises, increases the emotional background of the lesson, promotes the development of thinking, imagination and creative abilities of the child. A variety of content and forms of working with children, as well as the implementation of the principles of variability, allow the child to successfully realize his own aspiration to improve health on the basis of individual interests and abilities. At the same time, the child has a real opportunity to advance in the development of his own aspirations at an individually given pace. In my classes, children are happy to engage in physical culture with non -standard equipment, perform elements of self -massage to themselves and each other (this gives them great joy, perform exercises for the development of physical qualities, preventive exercises for the prevention of flat feet and scoliosis. They are engaged in orthopedic balls, with massages, with massages, with massage At the gymnastic wall. During classes, music therapy is necessarily used. Thanks to the health -saving direction in my work, the children formed a meaningful attitude to health as an important life value. In their practice, the following health -saving technologies are stirred: 1. Methods of preventing psychoemotional stress in children (psycho -gymnastics) ; 2. Exercises for relieving nervous tension in children (game -regulations); 3. Exercises for the development of the emotional sphere; 4. Healing gymnastics (correctioning, orthopedic, etc.); 5. Different types of massage and self -massaging; 6. Physical education, dynamic pauses; 7. Exercises for the eyes, breathing, fingers, etc. In preparation for the lesson, I adhere to the following combination of elements of modern educational technologies in the structure of directly - educational activity: stage of NOD options for using educational technologies Methods and techniques Pedagogy of cooperation - joint activity of a healthy approach - Psychophysical training (elements of psycho-gymnastics, mood for lesson) Message Topic Topic Problem Learning-creating a problematic situation Pedagogy of cooperation •-work in groups, pairs of information and communication technologies-presentation of visual material work on the topic Individual and differentiated approach-individual, group work. Humanly-personal technology-the creation of a situation of success, developing training-tasks for the development of intellectual skills Game technologies-Game situation Physical Culture of a health-saving approach-dynamic pauses, gymnastics for the eyes, finger, respiratory and other. Reflection Human-personal technology-creating a situation of health-saving approach- “I could ...” “I learned ...” “What did not work out? »

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