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Modern developing technologies in the dou according to the Federal State Educational Standard. Modern pedagogical technologies in preschool education. The problem of insufficiency of the use of technologies in the dow according to the Federal State Educational Commission in practice

International pedagogical media 16+

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

Introduction

The relevance of research. Modern pedagogical research shows that the main problem of preschool education is the loss of vivacity, the attractiveness of the process of cognition. The number of preschool children who do not want to go to school is increasing; the positive motivation for classes has decreased, the performance of children is falling.

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

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

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

A fundamentally important aspect in pedagogical technology is the position of the child in the upbringing and educational process, the attitude of adults towards the child. An adult, in communicating with children, adheres to the position: “Not next to him, not above him, but together!”. Its purpose is to contribute to the development of the child as a person.

Thus, using modern educational technologies, it is possible to solve the following interdependent problems:

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

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

3. Increase the motivation of children for learning activities.

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

I'm interested in what I'm being taught;
I am interested in the one who teaches me;
I'm interested in how they teach me.

High motivation for learning activities is also due to the versatility of the educational process. There is a development of different aspects of the personality, through the introduction of various types of activities of students into the educational process.

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

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

It is very difficult for a teacher to overcome the stereotypes of conducting classes that have developed over the years. Modern system education in a preschool educational institution provides the educator with the opportunity to choose among the many innovative methods “his own”, take a fresh look at his own work experience.

The object of the study are modern pedagogical technologies.

The subject of the research is the process of applying modern educational technologies in the learning process.

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

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

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

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

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

3) consider modern technologies for organizing the educational process;

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

Research methods:

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

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

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

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

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

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

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

– social order (parents, regional component, GEF requirements);

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

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

1) ensuring emotional well-being through:

- direct communication with each child;

- respectful attitude to each child, to his feelings and needs;

2) support for the individuality and initiative of children through:

- creation of conditions for the free choice of activities by children, participants in joint activities;

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

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

3) establishing the rules of interaction in different situations:

- creation of conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;

- development of children's communication skills, allowing them to resolve conflict situations with peers;

- development of children's ability to work in a group of peers;

4) the construction of a variable developmental education focused on the level of development, which manifests itself in a child in joint activities with an adult and more experienced peers, but is not actualized in his individual activity (hereinafter referred to as the zone of proximal development of each child), through:

– creation of conditions for mastering cultural means of activity;

- organization of activities that contribute to the development of thinking, speech, communication,

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

- support for the spontaneous play of children, its enrichment, providing play time and space;

– evaluation individual development children;

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

All this obliges us to radically reconsider our attitude to pedagogical technologies as a toolkit for the educational process.

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

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

In preschool education, pedagogical technology is a set of psychological and pedagogical approaches that define a set of forms, methods, methods, teaching methods, educational tools for the implementation of the educational process both in several preschool educational institutions and in a particular kindergarten or even a group.

The essence of the technologization of the educational process of preschoolers: the realization of the objective need to translate the educational process with preschoolers from the paradigm of learning to the paradigm of learning. In fact, the role of preschool education should be not so much to teach children, but to produce the learning of each child through his independent activity, using any means most suitable for this.

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

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

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

1.2 General characteristics of modern educational technologies in preschool educational institutions

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

Modern pedagogical technologies in preschool education are aimed at the implementation of state standards of preschool education.

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

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

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

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Modern educational technologies include:

health-saving technologies;
design technology
research technology
information and communication technologies;
personality-oriented technologies;
technology portfolio of preschooler and educator
gaming technology
TRIZ technology
technologies of the subject-developing environment

Health saving technologies

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

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

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

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

Allocate (in relation to preschool educational institutions) the following classification of health-saving technologies:

Technologies for maintaining and stimulating health.

dynamic pauses (complexes of physical minutes, which may include breathing, finger, articulatory gymnastics, eye gymnastics, etc.)
mobile and sports games
contrast track, exercise equipment
stretching
rhythmoplasty
relaxation

Technologies for teaching a healthy lifestyle.

morning exercises
physical education classes
pool
acupressure(self-massage)
sports entertainment, holidays
health day
Media (situational small games - role-playing imitative simulation game)
Game training and game therapy
Classes from the series "Health"

Correctional technologies

behavior correction technology
art therapy
musical impact technologies
fairy tale therapy
color exposure technology
psycho-gymnastics
phonetic rhythm

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

In the structure of the health regimes of each group, the spectra of medical and restorative techniques, techniques, methods should be woven:

Mimic warm-ups

Gymnastics for the eyes (helping to relieve static tension in the muscles of the eyes, blood circulation)

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

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

Acupressure

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

As a result, health-saving activity forms in the child a strong motivation for a healthy lifestyle, full and uncomplicated development.

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

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

Mobile and sports games. Conducted by educators, head of physical education. As part of a physical education lesson, on a walk, in a group room - sedentary games.

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

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

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

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

Gymnastics is invigorating. Daily after daytime sleep, 5-10 min. The form of carrying out is different: exercises on beds, extensive washing; walking on ribbed planks. Conducted by a teacher.

Gymnastics corrective and orthopedic. In various forms of physical culture and health work. Conducted by educators, head of physical education.

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

Problem-play situations. It is carried out in free time, it is possible in the afternoon. Time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized invisibly for children, by including the teacher in the process of playing activities.

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

Self-massage. In various forms of physical culture and health work or during physical minutes, in order to prevent colds. Conducted by educators.

Psychogymnastics. 1 time per week from older age for 25-30 minutes. Conducted by a psychologist.

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

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

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

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

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

Acupressure. It is held on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age. It is carried out strictly according to a special technique. It is indicated for children with frequent colds and diseases of the upper respiratory tract. visual material is used. Educators, St. nurse, head of physical education.

Art therapy. Sessions of 10-12 lessons for 30-35 minutes. from the middle group. Classes are held in subgroups of 10-13 people, the program has diagnostic tools and includes protocols for classes. Educators, psychologist.

Color exposure technology. As a special lesson 2-4 times a month, depending on the tasks. Special attention needs to be paid color scheme DOW interiors. Properly selected colors relieve tension and increase the emotional mood of the child. Conducted by educators, psychologist.

phonetic rhythm. 2 times a week from a younger age not earlier than after 30 minutes. after eating. In the gym or music halls. ml. age-15 min., older age-30 min. Classes are recommended for children with hearing problems or for preventive purposes. The purpose of the classes is phonetic literate speech without movements. Educators, head of physical education, speech therapist.

Behavior correction technologies. Sessions of 10-12 lessons for 25-30 minutes. from older age. Conducted by special methods in small groups of 6-8 people. Groups are not made up on one basis - children with different problems are engaged in the same group. Classes are held in a playful way, they have diagnostic tools and protocols of classes. Conducted by educators, a psychologist.

Technologies of project activity

Purpose: Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction. Teachers who actively use project technology in the upbringing and education of preschoolers unanimously note that the life activity organized according to it in kindergarten allows you to get to know the pupils better, to penetrate the inner world of the child.

Classification of educational projects:

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

Project types:

by dominant method:

research,
information,
creative,
gaming,
adventure,
practice-oriented.

according to the nature of the content:

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

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

customer,
expert,
executor,
participant from the inception of an idea to the achievement of a result.

according to the nature of contacts:

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

by number of participants:

individual,
double,
group,
frontal.

by duration:

short,
average duration,
long term.

Research Technology

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

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

Methods and techniques for organizing experimental research

activities:

heuristic conversations;

Raising and solving problems of a problem nature;

observations;

Modeling (creating models about changes in inanimate nature);

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

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

Use of artistic word;

Didactic games, game educational and creatively developing

situations;

Job assignments, actions.

Information and Communication Technologies

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

Informatization of society poses the following tasks for preschool teachers:

to keep up with the times,
become a guide for the child to the world of new technologies,
a mentor in the selection of computer programs,
to form the foundations of the information culture of his personality,
raise professional level teachers and parental competence.

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

Requirements for computer programs DOE:

Exploratory nature
Ease for self-study of children
Developing a Wide Range of Skills and Perceptions
Age Compliance
Amusement.

Program classification:

Development of imagination, thinking, memory
Speaking dictionaries of foreign languages
The simplest graphic editors
Travel Games
Learning to read, math
Using multimedia presentations

Person-Centered Technology

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

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

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

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

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

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

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

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

Pedagogical technologies based on the humanization and democratization of pedagogical relations with a procedural orientation, the priority of personal relationships, an individual approach, democratic management and a bright humanistic orientation of the content. The new educational programs "Rainbow", "From Childhood to Adolescence", "Childhood", "From Birth to School" have this approach.

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

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

Thus, the specificity of the technological approach is that the educational process must guarantee the achievement of the goals. In accordance with this, in the technological approach to learning, the following are distinguished:

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

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

Technology Portfolio Preschooler

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

There are a number of portfolio features:

diagnostic (fixes changes and growth over a certain period of time),
meaningful (discloses the whole range of work performed),
rating (shows the range of skills and abilities 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 in gradually, in accordance with the capabilities and achievements of the preschooler.

Gaming technology

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

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

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

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

TRIZ technology. Technology for solving inventive problems

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

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

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

The purpose of using this technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, consistency, dialectics; on the other hand, search activity, striving for novelty; speech and creativity.

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

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

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

Integrated Learning Technology

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

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

Most effective methods and techniques in the integrated lesson:

Comparative analysis, comparison, search, heuristic activity.

Problematic issues, stimulation, manifestation of discoveries, tasks such as "prove", "explain".

Technologies for creating a subject-developing environment

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

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

The construction of a subject-developing environment is the external conditions of the pedagogical process, which allows organizing the independent activity of the child, aimed at his self-development under the supervision of an adult.

The environment should perform educational, developing, educating, stimulating, organizational, communicative functions. But most importantly, it should work for the development of the child's independence and self-activity.

1.3 Basic methodological requirements for modern

educational technologies

Analysis of the works of domestic and foreign authors (V. P. Bespalko, B. S. Bloom, M. V. Klarin, I. Maraev, V. V. Pikan, G. K. Selevko, etc.) on the problems of pedagogical technology made it possible to identify features inherent in pedagogical technologies - the main methodological requirements (technological criteria), which include:

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

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

consistency - pedagogical technology should have all the features of a system: a connected system of prescriptions (stages) leading from goals to tasks and results, the logic of the process, the interconnection of all its parts, integrity. Consistency can be traced through: the predetermination of the process - the presence of algorithmization of pedagogical activity (sequence, timing, interconnection of actions) - the technological chain of pedagogical actions is built strictly in accordance with the goal and should guarantee all students the achievement and lasting assimilation of the level of the state standard of education; the phased and consistent implementation of the elements of pedagogical technology should be reproducible by any teacher, taking into account their own author's style, and on the other hand, guarantee the achievement of the planned results (state standard) by all children;
controllability implies a given (quantitative) assessment of results, knowledge (rating), the possibility of diagnosing results, stage-by-stage diagnostics (an organic part of pedagogical technology is diagnostic procedures corresponding to a given learning strategy, containing criteria, indicators and tools for measuring performance, i.e. we are talking about the presence of a system of control tasks that are adequate to the goals, as well as the presence of a control algorithm (types, goals, frequency, methods of control) for effective planning, designing the learning process (education, development), variation by means and methods in order to correct the results;
efficiency (effectiveness) - modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs, guarantee the achievement of a certain educational standard;
reproducibility (algorithmicity, designability, integrity and manageability) - implies the possibility of using (repetition, reproduction) of pedagogical technology in other educational institutions of the same type, by other subjects.

- visualization (the use of various audiovisual and electronic computing equipment, as well as the design and use of various didactic materials and manuals).

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

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

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

It is essential that the combined didactic technology may have qualities that are superior to the qualities of each of its constituent technologies.

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

2.1 Ascertaining experiment

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

The purpose of the ascertaining experiment is to reveal the knowledge, ideas of children about a healthy lifestyle and the ability to use ways to protect their health at the beginning of the experimental work. In the course of the ascertaining experiment of children, the method - conversation, the method of modeling problem situations and the method - observation were used, aimed at determining the level of formation of knowledge of the basics of a healthy lifestyle in children of older preschool age.

The technique of ascertaining experiment consisted of two stages.

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

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

The children were asked the following questions.

What is health?
What should be done to avoid pain?
What parts of the human body do you know?
What is a daily routine and why follow it?
Why do you need to recharge?
Show me how to properly wash my face and hands?
Why do we brush our teeth and when should we do it?
Which foods are healthy and which are not?
Do you think it is safe to drink tap water and why?

10. What are vitamins and why are they needed?

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

If you sneeze and cough, how can you protect those around you from your illness?
If a stranger offers you a candy or an apple, what will you do?
Can you eat and play with animals at the same time? Why?
Why doctors are needed and when they need to be called for help

Children's responses differing in completeness and quality of content prompted the definition of criteria for three levels of knowledge formation about a healthy lifestyle in children. The following conditional levels have been developed:

1.High level. The child has a fairly complete, accurate, generalized and conscious knowledge of a healthy lifestyle, linking it with certain activities necessary to maintain health. The child interprets the concept of "health" as a state of a person when he is not sick, has some ideas about the factors of harm and benefit to health, knows about possible reasons diseases and some measures for their prevention. The child is aware of the importance of lifestyle for health and establishes the relationship of a healthy lifestyle with environment. The child's ideas about a healthy lifestyle are elementary, but holistic.

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

3.Low level. The child finds it difficult to explain the semantic meaning of the concept of "health", the significance of familiar activities for health, has no idea about the factors of harm and benefit to health. The child does not realize the importance of lifestyle for health and cannot establish the relationship of a healthy lifestyle with the environment. The child has formed fragmentary, unsystematic ideas about a healthy lifestyle.

The answers made it possible to analyze and interpret the knowledge and ideas of children. The analysis showed that the answers of the majority of children were not complete and informative, the questions about health, daily routine and vitamins caused the greatest difficulty.

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

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

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

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

The level of cultural and hygienic skills includes:

Neat eating skills include the ability to:

Proper use of a tablespoon and teaspoon, fork, napkin;
Do not crumble bread;
Chew food with your mouth closed;
Do not talk with a full mouth;
Quietly leave the table at the end of the meal;
Thank;
Use only your device.

Handwashing and personal hygiene skills include the ability to:

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

Skills for taking off and putting on clothes in a certain order include the ability to:

Unfasten buttons;
Take off the dress (trousers);
Hang carefully;
Take off your shirt and carefully hang it over your trousers;
Take off your shoes;
Remove tights, hang on a shirt (dress);
Put on in reverse order.

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

Levels of formation of cultural and hygienic skills.

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

Medium level (62-40 points) - one or more skills are in the process of formation;

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

An analysis of the results showed the following (Table 2) that most of the children in the experimental group have skills in their infancy, while one child has no skills.

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

According to the results of the study, the majority of children in the control group did not develop skills. In both groups, it was observed that the children did not say thank you when leaving the table at the end of the meal. Children do not always wipe their hands with their own towels, they hang them in the wrong places. Many children in both the experimental and control groups showed a negative reaction to the teacher's suggestion to brush their hair.

2.2 Formative experiment

The data of the ascertaining experiment confirmed the need for special work as part of a formative experiment, the purpose of which was to develop the content of educational activities aimed at forming the habit of a healthy lifestyle in children of older preschool age, through modern educational health-saving technology.

The main goal of modern educational health-saving technology is to maintain a high level of health of preschoolers, to develop high-quality knowledge and skills in building an active and healthy lifestyle. It should be noted that health-saving technologies in kindergarten according to the Federal State Educational Standard differ from other educational technologies in their comprehensive diagnostics of the state of the child's body and the ability to analyze the dynamics, thanks to which they get a complete picture of the preschooler's health assessment.

To achieve this goal, the following tasks were identified:

Help children to increase the level of cognitive activity.
To form in children an understanding of health as a state of unity of the physical, mental and social components of this phenomenon.
To increase the level of children's knowledge about the factors influencing human health (positively, negatively).
To increase the level of knowledge, skills and abilities in the field of methods and ways of maintaining and strengthening health.

Table 3. Program of the formative stage of the experiment

Goals and objectives

Forms and methods of work.

1.Introductory lesson "What is health?"

Purpose: to achieve children's awareness of the term health as a state of complete physical and mental well-being of a person. Familiarize yourself with the work plan for the "Book of Health".

1. Help children understand the term health as a state of complete physical and mental well-being of a person. Familiarize yourself with the work plan for the "Book of Health".

2. Contribute to the development of the internal action plan of the pupils.

3. Cultivate a sense of responsibility for yourself and the people around you.

Frontal, in pairs.

Story, explanation, dialogue, discussion and analysis of life situations, exercises.

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

Purpose: to promote the upbringing of children's responsibility for the preservation and strengthening of physical Health through awareness of the importance and value of the skeleton in human life.

1. Introduce the functions of bones and joints.

Frontal.

Story, dialogue, construction, exercises, explanation on the poster.

3. Lesson on the topic: "Digestive organs".

Purpose: to promote the education of culture healthy eating by revealing the importance of the digestive organs in human life and the rules of healthy eating.

1. Introduce the work of the digestive system and the rules of a healthy diet.

2. To promote the development of cognitive interest in the topic "Health".

3. Contribute to the education of a culture of healthy nutrition in children.

Frontal, group.

Story, explanation, dialogue, exercises, game, visualization.

4. Lesson on the topic: “Respiratory organs. How and why do we breathe?

Purpose: to achieve children's awareness of the value of the respiratory organs and the importance of their strengthening and development.

1. To introduce students to the respiratory organs and techniques, as well as factors affecting the respiratory organs.

2. To promote the development of the ability to keep their respiratory organs healthy.

3. To cultivate a caring attitude towards your body.

Frontal, in pairs.

Story, explanation, dialogue, exercises, visualization.

5. Lesson on the topic: "Organs of vision."

Purpose: to convince pupils of the need to comply with hygiene rules aimed at preserving vision.

1. Consider the structure of the organs of vision, as well as the role of the organs of vision in human life and factors influencing it.

2. To promote the development of hygiene skills in maintaining and relieving stress from the organs of vision.

3. To promote the education of respect for the organs of vision.

Frontal, in pairs.

Story, explanation, demonstration of visual teaching aids, dialogue, exercises.

6. Lesson on the topic: "Organs of hearing."

Purpose: To reveal the essence and convince pupils of the importance of preserving hearing.

1. To introduce students to the structure, the role of the hearing organs and the factors affecting it.

2. To promote the development of skills in the field of protection and strengthening of hearing.

3. To promote the education of a thrifty attitude towards one's own hearing and others.

Frontal.

Story, explanation, demonstration and story on the poster, exercises, dialogue.

7. Lesson on the topic: “Circulatory organs. Heart".

Purpose: to convince pupils of the importance of outdoor activities and physical education in human life.

1. To reveal the essence of the work of the heart, to determine its role in human life.

2. Promote development elementary representations students about the preservation and strengthening of the activity of the heart.

3. Contribute to the formation of a positive attitude of pupils to outdoor activities.

Frontal, in pairs.

Story, explanation, dialogue, demonstration and story on the poster, exercises.

8. Lesson on the topic: "Hardening of the body"

Purpose: To promote the development of a conscious interest in hardening procedures.

1. To acquaint students with the rules of hardening the body, with the importance of hardening in strengthening immunity.

2. Contribute to the formation of a positive attitude of pupils to hardening procedures.

3. Promote the education of responsibility for one's health.

Frontal.

Story, explanation, dialogue, beliefs.

9. Hiking.

Purpose: To promote the formation of a positive attitude of pupils to active healthy recreation.

1. Reveal the elementary rules and methods of organizing a camp site.

2. To promote the development of the ability to work collectively in organizing a recreation area for tourists.

3. To promote the education of respect for nature.

Collective competitive.

Storytelling, explanation, dialogue, demonstration of activities and natural objects, practical application of knowledge.

10. Lesson: "Smoking is harmful to health."

1. Contribute to the growth of self-awareness and self-esteem of pupils.

2. Promote the development of awareness of the consequences and making the right decisions.

Frontal.

Game, conversation, demonstration of experience.

11. Lesson: "Take care of your teeth from a young age"

Purpose: to encourage pupils to consciously independently observe the rules of oral hygiene.

1. Introduce children to the structure of teeth, as well as the factors that affect them.

2. To promote the development of hygiene skills to maintain the oral cavity in a healthy state.

3. Encourage pupils to follow the rules of oral hygiene.

Frontal. Story, exercises, demonstration and explanation on posters.

12. Individual conversations about massage and self-massage

Purpose: to help increase the motivation of pupils to visit a massage therapist, as well as to develop self-massage skills.

1. To introduce children to the types of massage and its practical significance in human life.

2. To promote the development of elementary skills in self-massage.

3. Contribute to the education of the desire to improve their health.

Individual.

Story, explanation, exercises.

13. Final event "Connoisseurs Tournament".

1. Help the children, in a playful way, to remember and consolidate knowledge on the topic "Health and its preservation."

2. To promote the development of the ability to take care of one's health.

Discussion, exercises.

14. Staging of the play-fairy tale "Health Secrets".

Purpose: To contribute to the education of activity in the field of healthy lifestyle promotion, by convincing of its necessity and enriching the experience of advocacy work.

1. Reveal the essence of propaganda activities.

2. Contribute to the development of the creative beginning of pupils.

3. Contribute to the education of activity in the field of promoting a healthy lifestyle.

Collective.

Collective distribution of roles and responsibilities, explanation, rehearsals, persuasion.

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

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

The program developed by us includes not only questions physical health but also questions of its spiritual side. Since from childhood it is necessary that the child learns to love himself, for people, for life. Only a person who lives in harmony with himself and with the world will be truly healthy.

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

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

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

2.3 Control experiment

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

The purpose of the first stage of the control experiment is to reveal the knowledge and ideas of children about a healthy lifestyle at the end of the study. The analysis showed that the answers of the majority of children differed in accuracy, completeness and content.

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

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

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

It should be noted that after conducting a series of classes with children aimed at developing the habit of eating, they not only increased the level of formation of the operational side of the skill, but also the level of cultural behavior at the table. For example: children began to eat more measuredly, did not make noise at the table, etc. In addition, we began to notice less negative reactions to attempts by an adult to help pupils during meals.

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

Table 5 - The results of the study of the formation of practical skills and habits of a healthy lifestyle of children in the experimental and control groups at the end of the study

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

Table 6 - The results of the achievements of the children of the experimental group at the end of the study

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

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

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

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

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

First of all, it is necessary to arouse in children the desire to act in a certain way. This can be largely facilitated by the conditions of the kindergarten: a comfortable room, furniture appropriate for the age of the children. But it is not enough to arouse desire, one must teach the child to act accordingly. The activity of children is of a pronounced imitative nature, so it is necessary to pay more attention to showing how to hold a spoon, a cup, how to move your hands when washing.

A demonstration followed by an explanation allows for a quick transition to verbal directions or requirements. It should be borne in mind that it is difficult for a small child to give up his desires, it is difficult to slow down his actions, it is much easier for him to do something, therefore, in your demands, you should try to distract the child from unnecessary actions and switch him to the right one.

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

The dynamics of changes in the level of formation of cultural and hygienic skills in the process of experimental work was traced. Other things being equal, at the initial stage of the experiment, the level of formation of children was approximately the same. Analysis of the results before and after the formative experiment indicates the effectiveness of the methodology we have developed to improve the work. The results of the children have improved. One child reached a high level, and the average level also increased.

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

Parents began to devote more time and attention to the formation of good habits in children, began to be more attentive to their behavior, trying to get rid of bad habits. Educational work among parents through the corner of information, consultations, parent meetings gave positive results.

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

Thus, the results of the control experiment allow us to conclude that the content of pedagogical activity on the formation of the habit of a healthy lifestyle in children of older preschool age was developed correctly, and the pedagogical work carried out with children was quite effective.

Conclusion

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

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

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

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

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

In preschool education, modern pedagogical technology is a set of psychological and pedagogical approaches that define a set of forms, methods, methods, teaching methods, educational tools for the implementation of the educational process both in several preschool educational institutions and in a particular kindergarten or even a group.

The essence of modern technologization of the educational process of preschoolers: the realization of the objective need to translate the educational process with preschoolers from the paradigm of learning to the paradigm of learning.

List of sources used

Annex 1

Examples of conducted classes on the topic "Health and its preservation"

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

Purpose: To bring students to the awareness of the need to take care of their skeleton through familiarity with the functions of bones and joints, as well as through teaching elementary rules for maintaining posture.

Learn about the functions of bones and joints.

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

3. Raise responsibility for your physical health.

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

Course progress.

Organizing time.

Let's remember the motto of our classes.

I can think, I can reason

What is good for health, then I will choose!

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

Topic conversation.

What do you think, thanks to what our body has a shape, and does not spread in the form of a shapeless mass? And why do we walk straight? (bones, spine hold, skeleton).

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

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

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

What helps a person move? (bones).

Good sit down. Let's make little people using plasticine and sticks (Children make little people, but the legs and arms are made from solid sticks).

Try to tilt the man's torso forward, backward. Now try to bend his arms and legs (children fail, sticks break). Why don't the human arms and legs bend? (Because we made them non-composite).

Z. Work with the poster "Structure of the skeleton."

Right! Human bones form a skeleton, look at the poster. The skeleton is needed in order to support our body, otherwise it would resemble a shapeless jellyfish. And the bones of the skeleton protect the brain, lungs, heart and other vital organs from damage. Where the bones connect, their ends form strong but flexible joints - joints that our little men lacked. The joints contain a special fluid that, like oil, lubricates their surface during movement and does not allow the bones to rub against each other.

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

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

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

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

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

Well done! Pay attention to the structure of the hand and foot of a person. Why do you think they have so many bones? (because without this we would not be able to do anything with our hands if the fingers had no joints. We would walk like robots, stepping with a solid foot)

Practical work on the topic.

Alyosha's mother repeats early in the morning:

“Lesha don’t hunch! Watch your posture!

He would follow her, but the trouble is -

Lyosha never met her!

Do you guys know what posture is? (This is how you sit, stand.)

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

Good girls! You are all absolutely right! And now we will do exercises that are useful for our posture and growth. 1) Sitting on a chair, raise your hands up, bend over. Take a deep breath. Lower your hands - exhale. Repeat this exercise five times. 2) Now stand with your back to the wall at a distance of half a meter from it (about half a step). Leaning back, touch the wall with your fingers. Repeat the exercise, also five times. 3) For the next exercise, stand one behind the other, about a step away from the person in front of you. Put these sandbags on your head (I give out pre-prepared pillows), and we will walk a circle around our office one after another. Keep your back and head straight so that the pad does not fall. (Children do all the exercises).

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

Design of the Health Book page. Summary of the lesson.

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

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

Lesson on the topic "Smoking is harmful to health!"

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

Contribute to the growth of self-awareness and self-esteem of pupils.
To promote the development of awareness of the consequences and making the right decisions.
Contribute to the development of a positive attitude towards healthy lifestyles.

Equipment: picture - “Lungs of a smoker”; the image of the "river of life", "brooks" - methods of maintaining and strengthening health, "stones" - factors that negatively affect health; tokens - hearts;

Lesson progress

Org. moment (traditional greeting and pronunciation of the motto of the classes on the topic "Health").
Setting the topic and objectives of the lesson.

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

Well done! What will be discussed in our lesson? (on the dangers of smoking).

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

Work on the topic.

Every person wants to live a long and happy life. Imagine that our life is a river into which many streams flow - our needs and joys. Find streams and imagine them to the river. These streams help us to be healthy. We got a real river, into which streams flow and feed it. The river of life is amazing and unique, but only a healthy person can cope with its flow. Sometimes contradictions arise: a person knows that it is impossible to do this, but he does it anyway. Then stones appear on the river of life, which interfere with the flow of the river. These are the ones that interfere with our health. Find these "stones" and lay them on our river. (children find "stones" and attach them to the "river").

Look, these stones block the "river of life" and it becomes clogged, disappears. This is how our health deteriorates. Think and say which of these evils is most harmful to our health. (Smoking)

Conducting an experiment.

Now we will go to the open-air laboratory (we go out to the playground on the street). Through experience, you will see the consequences of smoking - how the tarry substances released from tobacco enter the lungs and what trace they leave there.

Demonstration explanation:

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

Outcome.

To get used to a cigarette is easy, but it is difficult to wean. A bad habit is developed, a reflex to smoking. It is better not to start smoking, and if you smoke, then quickly part with a cigarette. You all have a healthy red heart beating. Think and vote for what you will give your heart to:

Healthy lifestyle;
Bad habit - smoking.

Well done you did right choice. You will be healthy - you will get everything.

The final lesson is the game "Connoisseurs Tournament".

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

Help the children, in a playful way, to remember and consolidate knowledge on the topic "Health and its preservation."
Help develop the ability to take care of your health.
Contribute to the development of a positive attitude towards healthy lifestyles.

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

Equipment: home theater, Karaoke disk, Volchek with an arrow, envelopes with questions, four Active Pause signs, two Move Transition signs, two Black Box signs, a heart and a card with the image of the lungs, cards with food names.

Conditions of the competition:

The arrow is activated. When the pointer arrow stops, the team member takes the envelope with the number, reads the question in the envelope aloud.
You have one minute to think.
the team prepares a response and chooses a participant to voice it.
If the team is not ready, does not know the answer, then the opposing team answers.
The arrow shows the "Transition of the move" - the opponents are lucky, their move.
The arrow shows an “Active pause”, then, depending on what is drawn under it, they do it (eyes and nose - they do respiratory and eye gymnastics; skeleton - they do an accessible set of exercises for posture; note - they call impromptu the song under which it is located song, this is the number of the song in the Karaoke catalog that they will perform).
If the “Active pause” has not fallen out within ten minutes, then the playing team is invited to choose any of them at random.
"Black box" - a description of the functions of a human organ is given, the team must answer what lies in the box (heart, lungs).

The jury sums up. The winning team is awarded.

Questions in envelopes.

What is health? Answer: health is the complete physical and mental well-being of a person.
What are the factors influencing human health? Answer: the man himself, ecology, society, heredity.
Choose cards with the names of foods that are useful and necessary for health. List how they are useful. Answer: vegetables and fruits are the main source of vitamins; bread, cereals, pasta are a rich source of carbohydrates that energize our body; milk, yogurt and cheese provide our body with calcium; meat, fish and eggs are rich in proteins that help our body grow; butter, cream and vegetable oil are sources of fats, which are also needed by the body, but in small quantities.
What rules must be observed in order not to spoil the vision? Answer: watch TV and study on the computer for no more than thirty minutes a day; write, draw and read while sitting at the table so that the light falls on the left; do not sit close to the TV; do eye exercises.
How can you save your hearing? Answer: you need to protect your ears from the wind, clean them at least once a week, do not allow water to enter, do not pick your ears with sharp objects, do not turn on loud music and TV.
Name the functions of the skeleton, bones and joints in the human body. Answer: the skeleton serves as a support for the human body, all bones have their purpose, they protect internal organs from damage, and also thanks to the bones, joints and the reasonable arrangement of the spine, we can bend, run, jump, write, draw, in general move.
List the basic rules for eating. Answer: do not rush while eating, chew your food thoroughly, do not eat on the go, do not overeat, observe the meal regimen (breakfast, lunch, afternoon tea, dinner by the hour), do not talk while eating.
Name the positive qualities of a person in the first letters of the names of the players on your team. For example: Zoya - caring, healthy, groovy (active); Vanya is loyal, hardy, polite and so on.
List the signs of stress known to us and actions that can improve a person's well-being caused by stress. Answer: signs of stress - fear, anxiety, uncertainty, confusion, depression, panic; activities - play with friends, ride a bike, cry, eat, scream loudly, get enough sleep, listen to music.
Complete the proverbs: “In a healthy body - ...”, “Time is for business ...”, “First think ...”, “Bath soars - ...”, “Cleanliness - ...”, “Who chews for a long time ...”. Answer: a healthy mind, an hour of fun, then act, health rules, a guarantee of health, lives long.

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

Modern pedagogical technologies in preschool education are aimed at the implementation of state standards of preschool education.

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

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

Modern educational technologies include:

health-saving technologies;
design technology
research technology
information and communication technologies;
personality-oriented technologies;
technology portfolio of preschooler and educator
gaming technology
TRIZ technology
technologies of the subject-developing environment
In practice, I implement such modern educational technologies as: student-centered learning, gaming, ICT, health-saving technologies.

Health saving technologies

The purpose of such technologies is to provide the child with the opportunity to maintain health, to develop the necessary knowledge, skills, and habits for a healthy lifestyle.

For the implementation of enriched physical development and health improvement of children in kindergarten, we use these types of health-saving technologies.

Technologies for maintaining and stimulating health.

dynamic pauses (complexes of physical minutes, which may include breathing, finger, articulatory gymnastics, eye gymnastics, etc.)
mobile and sports games
relaxation
Technologies for teaching a healthy lifestyle.

morning exercises
physical education classes
sports entertainment, holidays
health day
Also in each group there are "Health Corners". They are equipped with both traditional aids and non-standard sports equipment made by the hands of teachers: a massage path, massagers, exercise machines and more.

In order to increase the motivation of parents, as well as their enlightenment on issues of health saving, health promotion, we use the following methods in our work:

parent meetings;

Folders-sliders;

Questioning;

Joint sports holidays

health days;

The main educators of the child are the parents. From how the child’s day regimen is properly organized, what attention the parents pay to the child’s health, his mood, the state of physical comfort depend. The healthy lifestyle of a child, to which he is taught in an educational institution, must find daily support at home.

Also in our work we use personality-oriented technologies, putting the personality of the child at the center of the educational process, providing comfortable, conflict-free and safe conditions for its development, and the realization of its natural potentials.

We organize the educational process on the basis of respect for the personality of the child, taking into account the peculiarities of his individual development, attitude towards him as a conscious, full participant in the educational process.

We strive to establish a trusting relationship with children, show respect for the personality of each child, pay attention to the mood of the child, his desires, achievements, failures.

To learn about the mood of each child, mood calendars maintained by children help.

After talking with the child, we find out the reason for this or that mood, and then we use game technologies (a game situation or a surprise moment that allow us to evoke positive emotions in children if the child had a sad mood.

Thus, the mood calendar helps us to implement individual work, find an individual approach to the child, and provide comfortable, conflict-free conditions for his development.

Privacy corner - helps children calm down, relax, resolve conflict, play with their favorite toy, look at photos, books, call mom or just daydream.

Being close to children, we create conditions for the formation of positive relationships with peers, encourage children to show empathy, pity, and a sense of joy for another. We provide children with the opportunity to choose activities according to their interests, more often using encouragement than censure.

I hope that the use of student-centered technology will allow me to reveal the individuality of each child, help it manifest itself, gain stability.

Gaming technology

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

games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them;
groups of games for the generalization of objects according to certain characteristics;
groups of games, during which preschoolers develop the ability to distinguish real phenomena from unreal ones;
groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.
A feature of gaming technologies is that gaming moments penetrate into all types of children's activities: work and play, educational activities and play, everyday household activities related to the implementation of the daily routine and play.

The material studied in the process of playing activity is forgotten by children to a lesser extent than the material in which the game was not used. This is primarily due to the fact that the game organically combines entertainment, which makes the process of cognition accessible and exciting, and activities, thanks to the participation of which, the assimilation of knowledge becomes more qualitative and durable.

In activities with the help of gaming technologies, children develop mental processes. Game technologies can be aimed at developing attention, perception, thinking, and creative abilities.
Practice has shown that the use of gaming technologies in our DU significantly increased the interest of pupils in educational activities, they began to memorize the material better, their consciousness and thinking became more liberated. Hence, the level of assimilation of knowledge by children has increased.

In our preschool institution, teachers actively use ICT in their activities.

ICT refers to the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

According to the areas of use of information and communication technologies in the system of activities of the preschool educational institution, we divide into:

The use of ICT in the organization of the educational process with children;

The use of ICT in the process of interaction between teachers and parents;

The use of ICT in the process and organization of methodological work with teaching staff.

In working with children, we use the created multimedia presentations, aimed both at obtaining new knowledge and at consolidating existing ones. When introducing children to new topic you can invite them to watch a video clip or presentation.

The use of ICT allows you to explain to the child in an accessible form some points that

They are not clear to him “in words” (for example, such a phenomenon as the water cycle in nature becomes available after watching the presentation)

It is not possible to observe in reality, because climatic conditions do not allow (ice drift, flight of birds, northern lights, etc.).

Active use of the Internet gives us the opportunity to take part with children in distance competitions of various levels in various areas of development.

Modern technical means are also used by us in the design of visual material, booklets, parent meetings, round tables.

Information and communication technologies in the work of a modern teacher.

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

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

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

4. Creation of presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent meetings. The use of a multimedia projector in the classroom, at teachers' councils, RMS

Thus, the use of ICT contributes to improving the quality of the educational process: teachers have the opportunity to professional communication in a wide audience of Internet users, their social status is increasing. The use of EER (electronic educational resources) in working with children serves to increase the cognitive motivation of pupils, respectively, there is an increase in their achievements, key competencies. Parents have become more respectful of educators, listen to their advice, and participate more actively in the life of the group.

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

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

I want to end with the words: create yourself. As there are no children without imagination, so there is no teacher without creative impulses.
Creative success to you!

Modern educational technologies in preschool educational institutions

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

Modern pedagogical technologies in preschool education are aimed at the implementation of state standards of preschool education.

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

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

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

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Modern educational technologies include:

health-saving technologies;

design technology

research technology

information and communication technologies;

personality-oriented technologies;

technology portfolio of preschooler and educator

gaming technology

TRIZ technology

technologies of the subject-developing environment

Health saving technologies

aim health-saving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills and habits for a healthy lifestyle.

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

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

on the type of preschool institution,

on the length of stay of children in it,

from the program under which teachers work,

specific conditions of the preschool educational institution,

professional competence of the teacher,

indicators of children's health.

Allocate (in relation to preschool educational institutions) the following classification of health-saving technologies:

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

Technologies for maintaining and stimulating health.

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

mobile and sports games

contrast track, exercise equipment

stretching

rhythmoplasty

relaxation

Technologies for teaching a healthy lifestyle.

morning exercises

physical education classes

acupressure (self-massage)
sports entertainment, holidays
health day
Media (situational small games - role-playing imitative simulation game)
Game training and game therapy
Classes from the series "Health"

Correctional technologies

behavior correction technology

art therapy

musical impact technologies

fairy tale therapy

color exposure technology

psycho-gymnastics

phonetic rhythm

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

In the structure of the health regimes of each group, the spectra of medical and restorative techniques, techniques, methods should be woven:
- mimic workouts
- gymnastics for the eyes (helping to relieve static tension in the muscles of the eyes, blood circulation)
- finger gymnastics (trains fine motor skills, stimulates speech, spatial thinking, attention, blood circulation, imagination, speed of reaction)
- breathing exercises (promotes the development and strengthening of the chest)
- acupressure
-games, exercises for the prevention and correction of flat feet and posture.
As a result, health-saving activity forms in the child a strong motivation for a healthy lifestyle, full and uncomplicated development.
The set goals are successfully implemented in practice.
-Dynamic pauses , which are carried out by the teacher during classes, 2-5 minutes, as the children get tired. May include elements of gymnastics for the eyes, breathing exercises and others, depending on the type of activity.
With the help of proper breathing, you can avoid sinusitis, asthma, neurosis, get rid of headaches, runny nose, colds, indigestion and sleep, and quickly restore performance after mental and physical fatigue. For proper breathing, the following rules must be observed: you need to breathe only through the nose evenly and rhythmically; try to fill the lungs with air as much as possible when inhaling and exhale as deeply as possible; stop doing breathing exercises if you experience the slightest discomfort.
- You need to do breathing exercises in a well-ventilated room, in a calm environment. The development of the complex should be carried out gradually, adding one exercise every week.
- The systematic use of physical education leads to an improvement in the psycho-emotional state, to a change in attitude towards oneself and one's health. It is possible to suggest a physical minutes to one of the children.
-Mobile and sports games . Conducted by educators, head of physical education. As part of a physical education lesson, on a walk, in a group room - sedentary games.
-Relaxation. Conducted by educators, head of physical education, psychologist in any suitable room. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninoff), sounds of nature.
-Finger gymnastics . It is carried out from a young age individually or with a subgroup daily by a teacher or speech therapist. Recommended for all children, especially those with speech problems. It is held at any convenient time, as well as during classes.
-Gymnastics for the eyes . Daily for 3-5 minutes. at any free time and during classes to relieve visual stress in children.
-Respiratory gymnastics . In various forms of physical culture and health work, at physical. minutes during classes and after sleep: during gymnastics.
-Gymnastics invigorating . Daily after daytime sleep, 5-10 min. The form of carrying out is different: exercises on beds, extensive washing; walking on ribbed planks. Conducted by a teacher.
-Gymnastics corrective and orthopedic . In various forms of physical culture and health work. Conducted by educators, head of physical education.
-Physical education. They are held in a well-ventilated room 2-3 times a week, in the gym. Younger age - 15-20 minutes, middle age - 20-25 minutes, senior age - 25-30 minutes. Conducted by educators, head of physical education.
- Problem-play situations. It is carried out in free time, it is possible in the afternoon. Time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized invisibly for children, by including the teacher in the process of playing activities.
The possibility of purposeful formation of the foundations of mental self-regulation in children of 5 years of age is achieved through mobile, role-playing games, and physical education sessions.
- Communication games on the course "Knowing myself" by M.V.Karepanova and E.V.Kharlampova.
1 time per week for 30 min. from older age. They include conversations, sketches and games of varying degrees of mobility, drawing classes that help children adapt in a team. Conducted by a psychologist.
- Classes from the series "Health" on life safety for children and parents as a cognitive development. 1 time per week for 30 min. from Art. age in the afternoon. Conducted by educators.

- Self massage . In various forms of physical culture and health work or during physical minutes, in order to prevent colds. Conducted by educators.
-Psycho-gymnastics . 1 time per week from older age for 25-30 minutes. Conducted by a psychologist.
-Technology of influence through fairy tales
A fairy tale is a mirror reflecting the real world through the prism of personal perception. In it, perhaps, everything that does not happen in life . In fairy tale therapy classes, children learn to compose verbal images. They remember old and come up with new images, children increase their figurative repertoire, and the inner world of the child becomes more interesting, richer. This is a true chance to understand and accept yourself and the world, increase self-esteem and change in the desired direction.
Since feelings are not only positive, but also negative, the images in children are born not only joyful, but also frightening. One of the important goals of these activities is to transform negative images into positive ones so that the world of the child is beautiful and joyful.
A calm state of the nervous system returns the child to health.
A fairy tale can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children.
-Technologies of musical impact . In various forms of physical culture and health work. They are used to relieve stress, increase emotional mood, etc. Conducted by educators and music director.
Additionally, hardening methods can be used:
- rinsing the throat and mouth with solutions of herbs (eucalyptus, sage, chamomile, calendula, etc.), which have an antiseptic effect on the mucous membrane of the respiratory tract, or a solution sea salt held daily in the afternoon for 2 weeks alternately.
- washing cold water after daytime sleep.
- barefoot in combination with air baths carried out in physical education classes and after daytime sleep.
- A healthy lifestyle includes adequate physical activity, rational nutrition, personal hygiene, a healthy psychological climate in the family, at school, in kindergarten, no bad habits, attentive attitude to one's health.

- Stretching. Not earlier than 30 min. after meals, 2 times a week for 30 minutes. from middle age in a gym or music room or in a group room, in a well-ventilated area Recommended for children with sluggish posture and flat feet. Be wary of disproportionate stress on the muscles Head of Physical Education

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

- Acupressure. It is held on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age. It is carried out strictly according to a special technique. It is indicated for children with frequent colds and diseases of the upper respiratory tract. visual material is used. Educators, St. nurse, head of physical education.

- arttherapy . Sessions of 10-12 lessons for 30-35 minutes. from the middle group. Classes are held in subgroups of 10-13 people, the program has diagnostic tools and includes protocols for classes. Educators, psychologist.

- Color exposure technology. As a special lesson 2-4 times a month, depending on the tasks. It is necessary to pay special attention to the color scheme of the interiors of the preschool educational institution. Properly selected colors relieve tension and increase the emotional mood of the child. Conducted by educators, psychologist.

- Phonetic rhythm. 2 times a week from a younger age not earlier than after 30 minutes. after eating. In the gym or music halls. ml. age-15 min., older age-30 min. Classes are recommended for children with hearing problems or for preventive purposes. The purpose of the classes is phonetic literate speech without movements. Educators, head of physical education, speech therapist.

- Behavior correction technologies. Sessions of 10-12 lessons for 25-30 minutes. from older age. Conducted by special methods in small groups of 6-8 people. Groups are not made up on one basis - children with different problems are engaged in the same group. Classes are held in a playful way, they have diagnostic tools and protocols of classes. Conducted by educators, a psychologist.

What health-saving educational technologies are used in work with parents?
- consultations, recommendations and conversations with parents on disease prevention, personal hygiene, the benefits of additional walks and classes in various sports sections, to highlight these issues also at parent meetings; slide folders; personal example of a teacher, non-traditional forms of work with parents, practical demonstrations (workshops); questioning; joint actions: sports holidays, days of health; memos, booklets from the series "Finger gymnastics", "How to harden a child properly?", open days; teaching parents the techniques and methods of healing children (trainings, workshops); issue of the newspaper DOW and other forms of work.
Forcreation of pedagogical conditions for the health-saving process of upbringing and development of children in a preschool institution are: the organization of various activities for children in a playful way; construction of the educational process in the form of a model of culture; organization of cultural creativity of preschoolers; equipping children's activities with equipment, toys, games, game exercises and manuals
All this the work is carried out comprehensively, throughout the day and with the participation of medical and pedagogical workers: an educator, a speech therapist, a psychologist, a physical education instructor, and a music director.
The main educators of the child are the parents. From how the child’s day regimen is properly organized, what attention the parents pay to the child’s health, his mood, the state of physical comfort depend. A healthy lifestyle of a child, to which he is taught in an educational institution, can either find daily support at home, and then be fixed, or not found, and then the information received will be superfluous and painful for the child.
Health care is one of the most important tasks of every person. Among all earthly blessings, health is a valuable gift, given to man nature, which cannot be replaced by anything, but people do not take care of health as it is necessary.
But it is important to understand that taking care of the health of our children today is a full-fledged labor potential of our country in the near future.
All of us, parents, doctors, teachers, want our children to study well, to become stronger year by year, to grow up and enter into a great life as people who are not only knowledgeable, but also healthy. After all, health is a priceless gift.

2. Technologies of project activity

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

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

Classification of educational projects:

"gaming" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment);

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

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

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

Project types:

by dominant method:

research,

information,

creative,

adventure,
practice-oriented.

according to the nature of the content:

include the child and his family,

child and nature

child and man-made world,

child, society and its cultural values.

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

customer,

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

according to the nature of contacts:

carried out within the same age group,

in contact with another age group,

inside the dow

in contact with family

cultural institutions,

public organizations (open project).

by number of participants:

individual,

group,
frontal.

by duration:

short,

average duration,

long term.

3. Research technology

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

Methods and techniques for organizing experimental research

activities:

heuristic conversations;

Raising and solving problems of a problem nature;

observations;

Modeling (creating models about changes in inanimate nature);

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

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

Use of artistic word;

Didactic games, game educational and creatively developing

situations;

Job assignments, actions.

Experiments (experimentation)

State and transformation of matter.

The movement of air, water.

Soil and mineral properties.

plant life conditions.

Collecting (classification work)

Types of plants.

Types of animals.

Types of building structures.

Types of transport.

Types of professions.

Map travel

Sides of the world.

Terrain reliefs.

Natural landscapes and their inhabitants.

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

Journey along the "river of time"

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

History of housing and improvement.

4. Information and Communication Technologies

Informatization of society puts before preschool teachers tasks:

to keep up with the times,

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

a mentor in the selection of computer programs,

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

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

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

Requirements for computer programs DOE:

Exploratory nature

Ease for self-study of children

Developing a Wide Range of Skills and Perceptions

Age Compliance

Amusement.

Program classification:

Development of imagination, thinking, memory

Speaking dictionaries of foreign languages

The simplest graphic editors

Travel Games

Learning to read, math

Using multimedia presentations

Computer advantages:

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

carries a figurative type of information understandable to preschoolers;

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

has a stimulus for the cognitive activity of children;

provides an opportunity for individualization of training;

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

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

Errors when using information and communication technologies:

Insufficient methodological preparedness of the teacher

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

Unscheduled, accidental use of ICT

Demonstration overload.

ICT in the work of a modern teacher:

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

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

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

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

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

5. Person - oriented technology

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

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

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

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

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

It is good to implement this technology in new preschool institutions (for example: kindergarten No. 2), where there are rooms for psychological unloading - this is upholstered furniture, a lot of plants that decorate the room, toys that promote individual games, equipment for individual lessons. Music and sports halls, aftercare rooms (after illness), a room for the ecological development of a preschooler and productive activities, where children can choose an activity of interest. All this contributes to comprehensive respect and love for the child, faith in creative forces, there is no coercion. As a rule, in such preschool institutions, children are calm, compliant, not in conflict.

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

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

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

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

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

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

6.Technology portfolio of a preschooler

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

There are a number of portfolio features:

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

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

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

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

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

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

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

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

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

L. Orlova offers such a portfolio option, the content of which will be of interest to parents in the first place, a portfolio can be filled out both in kindergarten and at home and can be presented as a mini-presentation at a child's birthday. The author proposes the following portfolio structure. The title page, which contains information about the child (last name, first name, patronymic, date of birth), the start date and end date of maintaining the portfolio, the image of the child’s hand at the time the portfolio was started and the image of the hand at the end of the portfolio.

Section 1 "Get to know me" contains inserts “Admire me”, where portraits of the child are successively pasted, made in different years on his birthday, and “About me”, which contains information about the time and place of the child’s birth, the meaning of the child’s name, the date of the celebration of his name day, a short story of 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 growth of the child 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, count to five, somersault, etc.

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

Section 4 "I will help in any way I can" contains photographs of the child, in which he is shown performing homework.

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

Section 6 "Inspiration of winter (spring, summer, autumn)". The section contains children's works (drawings, fairy tales, poems, photographs from matinees, records of poems that the child told at the matinee, etc.)

V. Dmitrieva, E. Egorova also offer a specific portfolio structure:

Section 1 Parent Information, in which there is a heading "Let's get to know each other", which includes information about the child, his achievements, which were noted by the parents themselves.

Section 2 "Information of teachers" contains information about the observations of teachers of the child during his stay in kindergarten in four key areas: social contacts, communicative activity, independent use of various sources of information and activity as such.

Section 3 "Information of the child 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 "What a good child", which contains information about the personal qualities of the child and includes: an essay by the parents about the child; reflections of educators about the child; the child's answers to questions during the informal conversation "Tell me about yourself"; answers of friends, other children to the request to tell about the child; self-esteem of the child (the results of the "Ladder" test); psychological and pedagogical characteristics of the child; "basket of wishes", which includes gratitude to the child - for kindness, generosity, a good deed; letters of thanks to parents - for raising a child;

block "What a skillful child" contains information about what the child can do, what he knows, and includes: parents' answers to questionnaires; reviews of educators about the child; children's stories about a child; stories of teachers to whom the child goes to circles and sections; assessment of the child's participation in actions; the psychologist's characterization of the child's cognitive interests; diplomas in nominations - for curiosity, skills, initiative, independence;

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

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

7. Technology "Portfolio of the teacher"

modern education needs a new type of teacher:

creative thinking,

owning modern technologies education,

methods of psychological and pedagogical diagnostics,

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

the ability to predict your end result.

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

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

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

Section 1 " General information about the teacher"

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

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

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

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

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

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

diplomas of various competitions;

other documents at the discretion of the teacher.

Section 2 "Results of pedagogical activity" .

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

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

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

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

Section 3 "Scientific and methodological activities"

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

materials characterizing the work in a methodological association, a creative group;

materials confirming participation in professional and creative pedagogical competitions;

in weeks of teaching;

in holding seminars, round tables, master classes;

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

Section 4 "Subject-developing environment"

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

plans for organizing a subject-developing environment;

sketches, photographs, etc.

Section 5 "Working with parents"

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

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

8. Gaming technology

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

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

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

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

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

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

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

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

9. Technology "TRIZ"

Technology for solving inventive problems

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

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

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

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

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

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

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

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

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

10. Integrated learning technology

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

The most effective methods and techniques in an integrated lesson:

Comparative analysis, comparison, search, heuristic activity.

Problem questions, stimulation, manifestation of discoveries, tasks like "prove", "explain".

Sample structure:

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

- main part : new tasks based on the content of various areas based on visibility; enrichment and activation of the dictionary;

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

Each lesson is led by 2 or more teachers.

Method of preparation and conduct:

Area selection

Accounting for software requirements;

Basic direction;

To identify the basic principle of building a lesson system;

Consider developing tasks;

Use a variety of activities;

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

The use of more attributes and visual material;

Use methods and techniques of a productive nature;

Take into account a person-centered approach;

More appropriate integration of the areas of "Cognition and Physical Culture»; "Cognition: mathematics and artistic creativity"; "Music and knowledge", "Artistic creativity and music"; "Communication and Art. creation"

11. Technologies for creating a subject-developing environment

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

All creative success!!!

Modern educational technologies in preschool educational institutions

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

Modern pedagogical technologies in preschool education are aimed at the implementation of state standards of preschool education.

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

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

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

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Conceptuality

Consistency

Controllability

Efficiency

Reproducibility

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

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

process logic,

The interconnection of its parts

Integrity.

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

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

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

Structure of educational technology

The structure of educational technology consists ofthree parts :

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

Content - these are general, specific goals and the content of the educational material.

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

So obviously: if a certain system claims to betechnologies , it must meet all the requirements listed above.

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

Modern educational technologies include :

health-saving technologies;

design technology

research technology

information and communication technologies;

personality-oriented technologies;

technology portfolio of preschooler and educator

gaming technology

TRIZ technology, etc.

Health saving technologies

aim health-saving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills and habits for a healthy lifestyle.

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

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

on the type of preschool institution,

on the length of stay of children in it,

from the program under which teachers work,

specific conditions of the preschool educational institution,

professional competence of the teacher,

indicators of children's health.

Allocate (in relation to preschool educational institutions) the following classification of health-saving technologies:

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

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

ensuring the socio-psychological well-being of the child (providing the mental and social health of the child and aimed at ensuring emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family; technologies for psychological and pedagogical support of the development of the child in the pedagogical process of the preschool educational institution);

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

educational (education of a culture of health of preschool children, personality-oriented education and training);

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

Health-saving pedagogical technologies includepedagogical technology of an active sensory-developing environment, which is understood asWith a dark totality and order of functioning of all personal instrumental and methodological means used to achieve pedagogical goals.

2. Technologies of project activity

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

Classification of educational projects:

"gaming" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment);

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

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

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

Project types:

by dominant method:

research,

information,

creative,

gaming,

adventure,

practice-oriented.

according to the nature of the content:

include the child and his family,

child and nature

child and man-made world,

child, society and its cultural values.

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

customer,

expert,

executor,

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

according to the nature of contacts:

carried out within the same age group,

in contact with another age group,

inside the dow

in contact with family

cultural institutions,

public organizations (open project).

by number of participants:

individual,

double,

group,

frontal.

by duration:

short,

average duration,

long term.

3. Research technology

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

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

Methods and techniques for organizing experimental research

activities:

heuristic conversations;

Raising and solving problems of a problem nature;

observations;

Modeling (creating models about changes in inanimate nature);

Experiences;

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

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

Use of artistic word;

Didactic games, game educational and creatively developing

situations;

Job assignments, actions.

The content of cognitive research activities

Experiments (experimentation)

State and transformation of matter.

The movement of air, water.

Soil and mineral properties.

plant life conditions.

Collecting (classification work)

Types of plants.

Types of animals.

Types of building structures.

Types of transport.

Types of professions.

Map travel

Sides of the world.

Terrain reliefs.

Natural landscapes and their inhabitants.

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

Journey along the "river of time"

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

History of housing and improvement.

4. Information and Communication Technologies

Informatization of society puts before preschool teacherstasks:

to keep up with the times,

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

a mentor in the selection of computer programs,

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

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

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

Requirements for computer programs DOE:

Exploratory nature

Ease for self-study of children

Developing a Wide Range of Skills and Perceptions

Age Compliance

Amusement.

Program classification:

Development of imagination, thinking, memory

Speaking dictionaries of foreign languages

The simplest graphic editors

Travel Games

Learning to read, math

Using multimedia presentations

Computer advantages:

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

carries a figurative type of information understandable to preschoolers;

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

has a stimulus for the cognitive activity of children;

provides an opportunity for individualization of training;

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

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

Errors when using information and communication technologies:

Insufficient methodological preparedness of the teacher

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

Unscheduled, accidental use of ICT

Demonstration overload.

ICT in the work of a modern teacher:

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

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

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

Person-Centered Technology

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

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

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

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

Pedagogical technologies based on the humanization and democratization of pedagogical relations with a procedural orientation, the priority of personal relationships, an individual approach, democratic management and a bright humanistic orientation of the content. The new educational programs "Rainbow", "Childhood", "From Birth to School" have this approach.

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

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

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

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

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

6.Technology portfolio of a preschooler

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

There are a number of portfolio features:

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

meaningful (discloses the whole range of work performed),

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

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

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

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

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

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

P the portfolio can be filled out both in kindergarten and at home and can be presented as a mini-presentation at the child's birthday.

7. Technology "Portfolio of the teacher"

Modern education needs a new type of teacher:

creative thinking,

owning modern technologies of education,

methods of psychological and pedagogical diagnostics,

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

the ability to predict your end result.

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

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

Section 1 "General information about the teacher"

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

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

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

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

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

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

diplomas of various competitions;

other documents at the discretion of the teacher.

Section 2 "Results of pedagogical activity" .

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

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

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

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

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

Section 3 "Scientific and methodological activities"

The content of this section contains materials that testify to the professionalism of the teacher. It can be: