Used educational technologies in dow. Pedagogical technologies used in preschool educational institutions. The main criteria for pedagogical technologies in preschool educational institutions

The Government and expert communities are discussing the addition of the national project "Education". It includes 9 major federal projects, including the foundations of a new approach to testing the professionalism of teachers. In particular, the All-Russian People's Front proposes to abandon the current certification system, and instead introduce a unified professional exam. And although the goals of testing the level of training of teachers will not change, the new exam will allow educators and teachers to build plans for their professional development, independent experts say.

The ONF emphasizes that the exam must meet the requirements of the teacher's professional standard and federal educational standards for general education.

It is not known whether the officials will agree to such a proposal, but now another experiment is being carried out in the Russian Federation - a new model of teacher certification is being tested within the framework of the same Education national project. Its main difference is that teachers must undergo an independent qualification assessment based on the use of unified federal assessment materials. No portfolio, certificates and other materials proving that a specialist teaches children well will be needed. It is planned that certification will begin in 2020 according to the new model. At the same time, the division into mandatory and voluntary will remain, and the frequency of inspections will not change either.

What are the timeframes for certification?

Certification for compliance with the position held in the preschool educational institution (2019) is carried out, depending on its type, in the following terms:

Certification of teaching staff in order to confirm compliance with the position held. It is mandatory and takes place within the time limits specified by the legislation of the Russian Federation. It should be held at least once every 5 years. This type is a test for professional compliance with the position held.
Certification of teaching staff to establish a qualification category is voluntary and is carried out at the request of the employee. This type is a professional eligibility test for an upgrade.

If the category is valid for 5 years, you can be re-tested after 2 years from the date of receipt of the previous category. If the applicant receives a refusal to re-examine, he can apply again after 1 year after the refusal.

According to the regulation on the planned certification of teachers, the period for confirming the compliance with the position held is 5 years. Therefore, in 2019, the teaching staff, certified in 2014, will be sent to it.

To pass the test for compliance with the position held, the employee is sent by the head of the educational institution.

In case of late confirmation of the category, it is canceled.

an employee with the first category must apply for attestation to receive the first category and go through the general procedure;
if the teacher had the highest category, then it will be reduced to the first, while waiting for two years to apply for the highest category is not necessary (meaning if a person has been in this position for two years).

At the same time, qualification categories assigned before 01/01/2011 remain valid for the period for which they were assigned. However, the rule according to which a teacher who has worked in the profession for 20 years was assigned the second category “for life” is cancelled. These educators must also be assessed every five years.

List of required documents

The list of required documents for certification:

Application for certification of a teacher for the highest category (2019).
A copy of the result of the previous certification, if available.
Copies of diplomas in specialized education (secondary and higher pedagogical education).
In case of a change of name, a copy of the document is attached.
A cover letter or reference from the place of work, which can serve as confirmation of the professional competence of the educator.

Application for teacher certification

An application for the highest category of preschool teacher (2019 according to the Federal State Educational Standard) must be completed on a special form in free form. Information about the addressee is filled in the upper right corner. Next, you need to enter basic information about the applicant. This information includes full name. an employee of the preschool educational institution, his address and telephone number, the full name of the educational institution where the applicant works. Further, the following information is indicated in the application step by step:

request for attestation for the selected category;
information about the category at the moment and its validity period;
the grounds for assigning the category are indicated. At this point, it is important to focus on the requirements for the chosen qualification;
a list of educational events in which the employee of the preschool educational institution participated;
information about the applicant. Data on education, general teaching experience, work experience in the last place. If the teacher has certificates, documents on the completion of advanced training courses, it is necessary to reflect this information in the text of the application.

At the end of the document is the date and signature of the applicant.

Sample Application

When filling out the application, the achievements of the educator are highlighted. If you have been involved in methodological development, creating interactive lessons, or other innovations, you must mention this in the text of the application. Also, applied materials demonstrating developments, etc. can be attached to the application.

In some regions, multi-stage attestation procedures are carried out. For example, the Ministry of Education of the Republic of Tatarstan included additional testing in the verification of educators: the list of variable forms related to the examination of the professional competence of the certified employee includes a computer test. Based on the results of testing, the employee is given a certificate indicating the number of points scored. To successfully pass the test, the applicant for the highest qualification category must score 90 points.

We publish examples of tests of the Ministry of Education of the Republic of Tatarstan for certification of educators.

Test tasks for educators

Preschool Pedagogy Tests

Analytical reference for certification for the highest category of educator is a document showing the level of qualification of the teacher based on the conclusions about his professional activities. It indicates all professional achievements for the inter-certification period.

The analytical report of the educator according to the Federal State Educational Standard for certification 2019 consists of:

annotations;
analytical part;
design part;
conclusions;
applications.

The analytical report of the educator for the first category (sample according to the Federal State Educational Standard) contains the following personal data:

Surname, name, patronymic of the applicant.
Information about education.
General work experience.
Length of service in a certified position.
Work experience in an educational institution that sent for certification.
Qualification level for this position.

The next mandatory step when filling out the document is to indicate the required information:

Goals and objectives, the implementation of which is carried out by the applicant.
Achieved goals.
Application of innovations in pedagogical activity.
Data on the professional activity of a preschool educational institution employee: the composition of the group of pupils, positive dynamics in their development, the formation of their personal qualities, the results of various events and other indicators.
Application of knowledge of psychology in the process of professional activity: techniques and methods.
Positive feedback on the teaching activity of the applicant from the parents of pupils of a preschool institution. These data can be verified by the commission.
Information about the implementation of measures aimed at preserving the health of students and the prevention of a healthy lifestyle.
Information about teacher training, advanced training courses, participation in competitions, etc.
Communications of the educator, his publications on the upbringing and education of children and other materials related to his professional activities.
Documentation skills and other skills required for the position.
Prospects for the personal and professional development of the applicant: plans for training, etc.
Date and personal signature of the applicant.

The completed document is stamped by the educational institution in which the applicant currently works, and the signature of the head.

This certificate is a kind of self-analysis of the preschool teacher for category 1 for certification 2019 according to the Federal State Educational Standard, and it shows the achievements of the employee and his plans for professional development.

Sample analytical certificate of the educator for certification

Attestation procedure

Mandatory

Testing for the professional suitability of preschool teachers is carried out every five years. Exceptions are persons who have a challenge from passing the test for good reasons. These include:

pregnant. For them, the test is carried out no earlier than two years after the educator leaves maternity leave for work;
employees with less than 2 years of work experience;
employees who have spent more than 4 months on continuous sick leave. Testing is recommended for them 12 months after they return to work.

The knowledge test procedure consists of several stages:

Formation of an attestation commission.
Preparing a list of those being certified and drawing up a schedule for the audit.
Formation of representation for each subject.
The procedure itself.
Evaluation and presentation of results.

If in previous years a teaching experience of 20 years or more was a guarantor of lifelong preservation of the second category, today there is no such relief. To confirm qualifications, certification of educators is also necessary.

Currently, the Ministry of Education of the Russian Federation is developing new criteria for assessing the professional compliance of teaching staff:

Upon successful completion of the attestation, the commission issues a conclusion on the suitability of the position held.
If the check was unsuccessful, the commission makes a decision on the non-compliance with the position held.

According to this decision, an employment contract with a teacher can be terminated on the basis of paragraph 3 of part 1 of Art. 81 of the Labor Code of the Russian Federation. However, the verdict of non-compliance with the position held does not require the mandatory dismissal of the teacher. An employer can send an employee who has not passed the certification to advanced training courses so that after completing them he can retake it.

But a teacher cannot be fired if it is possible to transfer him, with his written consent, to another, lower, position or lower-paid job. It is also impossible to dismiss a teacher if he falls into the list of persons specified in Art. 261 of the Labor Code of the Russian Federation.

Voluntary

Any educator can take a test to improve their level and submit an application on their own.

Voluntary verification steps include:

Verification of the submitted application.
Appointment of the test period. The period of verification cannot exceed 60 days from the date of commencement of the conduct until the date of the decision.
Written notification of the applicant about the time and place of the inspection. Notification is sent within 30 days.
Evaluation of the subject.
Formulation of test results.

The category is valid for 5 years. You can submit a request for a test of professional knowledge after 2 years after obtaining the previous level. If the candidate was denied certification, a second request can be sent no earlier than one year after the refusal.

If the teacher successfully passes the certification, the commission makes a decision on the teacher's compliance with the requirements for the first (highest) category. Assignment of qualification takes place on the same day, and wages according to the new tariff are paid from the day of qualification. An entry is made in the work book about the corresponding category without mentioning the subject taught.

If the teacher could not pass the certification, the commission makes a decision on non-compliance with the requirements. Those who passed the first category are left without a category and are required to be tested for compliance with their position.

If the teacher handed over to the highest category, then in case of failure, he remains with the first one until the end of its validity period. After the expiration of the term, it will be necessary either to confirm the first category, or to be certified for the highest.

The decision of the attestation commission can be appealed in accordance with the "Procedure for attestation of pedagogical workers". An application for appeal can be submitted to the labor dispute commission at the regional education authority or to the court. An application to the court must be submitted before the expiration of 3 months from the date when the employee learned about the violation of his right.

Currently, there is a problem of insufficient application of modern pedagogical technologies in practice in modern preschool education.
The purpose of this article is to increase the effectiveness of teaching pupils in accordance with the requirements of the Federal State Educational Standard.

Tasks:
improve your level of self-education by mastering modern learning technologies;
apply the acquired knowledge in practice;
determine the effectiveness of modern pedagogical technologies;
improve the quality of education of pupils.

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Modern educational technologies in preschool educational institutions

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

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.

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).

Basic requirements (criteria) of pedagogical technology:

Conceptuality

· Consistency

Manageability

· 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 should be effective in terms of results and optimal in terms of costs, guarantee the achievement of a certain standard of education.

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

Structure of educational technology

The structure of educational technology consists of three parts :

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

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

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

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

Modern educational technologies include:

health-saving technologies;

technologies of project activity

research technology

information and communication technologies;

· personality-oriented technologies;

Portfolio technology for preschoolers and educators

game 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,

from the length of stay of children in it,

from the program on which teachers work,

specific conditions of the preschool educational institution,

the professional competence of the teacher,

indicators of children's health.

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

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

2. 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.);

3. 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 preschool educational institutions);

4. health saving and health enrichment of teachers(aimed at developing a health culture of teachers, including a 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);

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

6. 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.)

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

6.1. 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:

1. by dominant method:

2. research,

3. information,

4. creative,

5. gaming,

6. adventure,

7. practice-oriented.

1. according to the nature of the content:

8. include the child and his family,

9. child and nature,

10. the child and the man-made world,

11. child, society and its cultural values.

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

12. customer,

13. expert,

14. performer,

15. participant from the conception of an idea to the result.

1. according to the nature of contacts:

16. carried out within the same age group,

17. in contact with another age group,

18. inside the preschool,

19. in contact with family,

20. cultural institutions,

21. public organizations (open project).

1. by number of participants:

22. individual,

23. doubles,

24. group,

25. frontal.

1. by duration:

26. short term,

27. medium duration,

28. long term.

6.2. 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.

1. Experiments (experimentation)

o State and transformation of matter.

o Movement of air, water.

o Soil and mineral properties.

o Plant life conditions.

2. Collecting (classification work)

3. Types of plants.

4. Types of animals.

5. Types of building structures.

6. Types of transport.

7. Types of professions.

1. Map travel

Sides of the world.

Terrain reliefs.

Natural landscapes and their inhabitants.

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

0. 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.

6.3. 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 puts before preschool teachers tasks:

· to keep up with the times,

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

a mentor in the selection of computer programs,

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

To 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:

Research character

Easy for children to practice on their own

Developing a wide range of skills and attitudes

Age matching

· Mindfulness.

Program classification:

Development of imagination, thinking, memory

· Speaking dictionaries of foreign languages

The simplest graphic editors

travel games

Teaching reading, math

Use of multimedia presentations

Computer advantages:

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

carries a figurative type of information understandable to preschoolers;

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

It 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, random 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.

1. 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 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 the developing space, allowing the child to show his own activity, to realize himself most fully.

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

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

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

It is good to implement this technology in new preschool institutions where there are rooms for psychological unloading - this is upholstered furniture, a lot of plants that decorate the room, toys that promote individual games, and equipment for individual lessons. Musical and sports halls, aftercare rooms (after an 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 technologyimplements the principle of democratization of preschool education, equality in relations between the teacher and the child, partnership in the system of relations "Adult - Child". The teacher and children create conditions for a developing environment, make manuals, toys, gifts for the holidays. Together they determine a variety of creative activities (games, work, concerts, holidays, entertainment).

Pedagogical technologies based on the humanization and democratization of pedagogical relations with a procedural orientation, the priority of personal relations, 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 educational goals and objectives;

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

final assessment of the result - 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.

6.5. Technology Portfolio Preschooler

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

There are a number of portfolio features:

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

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

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, 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. 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 a child taken in different years on his birthday are pasted in succession, 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 short stories about family members (in addition to personal data, you can mention the profession, character traits, favorite activities, especially 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 doing 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 (a folder of personal achievements of the child) allows for an individual approach to each child and is awarded upon graduation from kindergarten as a gift to the child himself and his family

6.6. 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.

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 qualifications according to the diploma);

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, certificates, 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 implemented program by children;

materials that characterize 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 methodical 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.

6.7. 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 on 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.

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

Game technologies are closely related to 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.

6.8. TRIZ technology

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

The teacher uses non-traditional forms 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.

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.

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

Conclusion: 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.

MBDOU "Kindergarten" Ryabinushka "p. Korobitsyno"

Prepared and conducted by the educator: Nurtdinova N.Yu.

2014

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).

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
swimming 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

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 merits and demerits 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 efficiency 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. Spend educators, head of physical education. As part of a physical education lesson, on a walk, in a group room - sedentary games.
- Relaxation. Spend 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 with a solution of sea salt, is carried out daily after dinner for 2 weeks alternately.
- washing with cold water after a daytime sleep.
- walking barefoot in combination with air baths is 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., senior 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, highlight these issues as well 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.
To create pedagogical conditions for the health-saving process of upbringing and development of childrenin 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 teacher, a psychologist teacher, 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. The 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, 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 by 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.

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 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);

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.

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.

5. Person - oriented 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 the developing space, allowing 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 decorating the room, toys that promote individual games, equipment for individual lessons. Musical and sports halls, aftercare rooms (after an 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 technologyimplements the principle of democratization of preschool education, equality in relations between the teacher and the child, partnership in the system of relations "Adult - Child". The teacher and children create conditions for a developing environment, make manuals, toys, gifts for the holidays. Together they determine a variety of creative activities (games, work, concerts, holidays, entertainment).

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

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.

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

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

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.

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;

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".

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;
author's programs, methodological developments;
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.

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. upbringing of a creative personality, prepared for a 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.

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.

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.

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 areas "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

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 the language of arts, 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.

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

All creative success!!!

Educational technologies in preschool educational institutions according to GEF

Modern educational technologies in preschool educational institutions according to the Federal State Educational Standard implement the main concept of the state standard - the education of a comprehensively developed personality, in which adults are assigned the role of an assistant, not a leader. Pedagogical technologies are designed to stimulate preschool children: cognitive activity and the desire to solve intellectual and creative problems, achieving success in this; sociability with both peers and adults; awareness of one's abilities, actions and feelings; reflection skills. Educational technologies in the preschool educational institution according to the Federal State Educational Standard The functions of the educator are undergoing changes, now he organizes practical action, emotional response and intellectual search for children, in the context of which he needs to master new educational technologies in the preschool educational institution according to the Federal State Educational Standard. The educator needs to solve educational problems during the implementation of regime moments and planned lessons. Pedtechnology is a combination of techniques and pedagogical attitudes, methodological tools used in educational activities. Pedagogical technologies define a set of methods, forms and techniques of teaching, and are characterized by: conceptuality - having a scientific and socio-pedagogical justification; consistency - the technology is distinguished by the integrity and logic of action, the interaction of all stages and components; manageability - with their help, planning, goal setting are carried out, results are evaluated, methods and means are adjusted; efficiency - the results of the application of pedagogical technologies should be commensurate with the costs that guarantee the achievement of the goal; repeatability - it is important that every educator, regardless of professional experience and specialty, can reproduce the technology, making it an effective work tool. The key to the successful development of the personality of a preschooler is the use of effective pedagogical technologies. Approved technologies are made up of the following components: Concept - scientific and methodological basis; Content - the purpose and essence of the educational material; Process - a set of methods and forms of activity of the teacher and students, focused on the development of educational material. Modern educational technologies in preschool educational institutions according to the Federal State Educational Standard Health-saving technologies In total, there are about a hundred pedagogical technologies, among which health-saving technologies occupy a special place, ensuring the implementation of the Federal State Educational Standards requirement for preschoolers to master the principles of safe life and a healthy lifestyle through bioenergetic, psychological and information impact. Features of the implementation of health-saving technologies are directly related to the amount of time that children spend in kindergarten, the conditions and program of preschool educational institutions, the competence of educators and the health of pupils. Health-saving, in turn, are divided into subcategories: preventive - a medical worker monitors the nutrition of children, their health status, applies preventive measures to prevent epidemics, promote a responsible attitude to one's health; socio-psychological support and comfort - a guarantee of social and psycho-physiological well-being of preschoolers, psychological comfort during interaction with teachers and students; wellness - strengthening the health of babies, developing their physical skills through gymnastics, hardening, regular exercise and sports; maintaining teachers' health - promoting a responsible attitude to professional health, following the principles of a healthy lifestyle, performing physical exercises and gymnastics; educational - educate children in a culture of health; introduction to a healthy lifestyle - gaming activities, physical education, art and fairy tale therapy, various trainings; sensory-developing environment - a set of methods and tools that are in demand for the implementation of educational goals. Of key importance are correctional technologies that are relevant for correcting children's behavior, stimulating the development of the emotional-volitional sphere, and psychological gymnastics. Sports and health work is carried out to teach pupils to breathe properly, prevent flat feet and scoliosis, and frequent colds. For this, the following are used: Complexes of breathing exercises and additional attributes that ensure the integration of educational areas and a positive emotional mood of children. Together with the nurse, sessions of the gradual hardening of children, educational work with parents are held. Exercises to maintain posture and prevent flat feet are introduced at regime moments, supplemented by the use of massage mats, health paths and special simulators. Advanced preschool educational institutions use the technique of game stretching, which effectively activates the protective functions of the child's body, promotes psychoenergetic self-regulation, stretching the articular-ligamentous apparatus and muscles, which guarantees a general healing effect. Technologies of project activity Working on projects, pupils master the principles of effective interaction with adults and peers, enrich their own social experience. The use of educational technologies in a preschool educational institution according to the Federal State Educational Standard, in particular, a project one, allows educators to get to know children better, assess their abilities and inner world. Children's projects in preschool educational institutions are different: narrative - children broadcast emotions and impressions in the form of a story, playing music, fine arts; gaming - theatrical, group entertainment, folk dances and games; constructive - represent the creation of socially useful things, for example, caring for flower beds, sewing clothes for dolls, arranging birdhouses; excursions - acquaintance with the surrounding world and nature. Children's projects are divided into adventure, creative, research, information, practical. They are implemented independently, together with a teacher or family members, within a group or preschool educational institution. The timing of projects depends on their types (short-term, medium-term or long-term). Technology of research activities Not all educational technologies used in preschool educational institutions according to the Federal State Educational Standards are as common as research work, the purpose of which is to stimulate thought processes and the acquisition of basic competencies by children. Research activity in kindergarten is impossible without solving inventive problems (TRIZ), because when working on a research project, it is impossible to avoid experiments. As part of the implementation of research activities, children: conduct experiments, observations, model; study the world around us in all the variety of colors, images and sounds; participate in heuristic conversations, creative and didactic games; evaluate and demonstrate the results of experiments, experiments, own observations and manual labor; pose and find answers to problematic questions; learn to imitate the sounds of nature and master the artistic word; perform work activities. The most popular forms of work are: Experimentation - preschoolers get acquainted with substances and their states, practice changing the living conditions of plants, evaluate the properties of minerals, soil, water and air. Collecting - learn to classify professions, types of animals, fish, birds and plants, architectural structures, land and sea transport. Journey - kids get acquainted with the principle of using a map, cardinal points, the concept of time, future, past and present. Information and communication technologies Preschool education is part of a continuous educational process, and therefore puts forward special requirements for the development of information technologies. Innovative educational technologies in preschool educational institutions according to the Federal State Educational Standard for studying the operation of a tablet, computer and interactive whiteboard introduce children to the world of technology, teach mobility, arouse interest in technological progress, and also have a positive effect on the competence of parents and the professional skills of teachers. As part of informatization, IR technologies use computer programs that are entertaining in nature, contributing to the overall development of pupils' competencies, are of a research nature and correspond to the age of children. The programs used in IR education for children are divided into: basic graphic editors; services for the development of thought processes, memorization and imagination; speaking and interactive dictionaries of foreign languages; teaching counting and reading. All this makes it possible to use a figurative type of information accessible to children, demonstrating it in a form that is exciting and interesting for preschoolers. The computer allows you to individualize learning, it stimulates cognition, gives children self-confidence. Teachers actively use ICT, selecting illustrative material necessary for classes, scanning and printing it, studying specialized resources and websites. They exchange pedagogical experience with colleagues from Russia and neighboring countries. The computer makes it quicker and easier for them to complete group reports and documentation, and the PC-based presentations make the activities fun for children and adults (when it comes to meetings and conversations with parents). However, the educator, before using IR technologies, should properly prepare methodically, determine the didactic role of classes, conduct them systematically, and not haphazardly, and not overload the attention of children with a voluminous visual range. Student-centered technology This technology puts the child, for whom safe and comfortable conditions for the development and realization of natural abilities are important, at the center of the preschool educational system. In most kindergartens, there are still difficulties with the implementation of the concept of student-centered interaction, which are associated with the congestion of the daily routine with regime moments. Individualization of education highlights several assistive technologies: Humanistic - have a psychological and therapeutic orientation, thanks to which children with poor health successfully adapt to the kindergarten environment. It is implemented with the help of rooms for psychological relief, in a sports and music hall, a room for productive activities, in which children independently and voluntarily choose their occupation. Collaborative - a democratic approach, according to which children and teachers interact on an equal footing or as partners, together choose directions for creativity. A similar concept dominates in modern educational programs, according to which educators create differentiated tasks in conditions of individualized learning, determines the pace of development. The person-oriented approach contrasts with the classical authoritarian approach, creating favorable conditions for development and creativity. Preschooler Portfolio Technology The preschooler's portfolio collects the key achievements of the child in all activities, so that toddlers can relive situations of success. Through this technology, educators demonstrate the skills and abilities of the child (rating function), the entire amount of work performed in kindergarten (content), the educational progress of the pupil over a certain period of time (diagnostic). Leading methodologists offer several options for portfolio structure. L.I.Adamenko V.Dmitrieva, E.Egorova “A good preschooler” - it lists the personal characteristics of the pupil, the reviews of the educators about him and the essay from the parents, the characteristics from friends and the psychological and pedagogical characteristics, the sheets of gratitude to the child for his actions. "Skillful preschooler" - the results of a survey of parents, information about the skills and abilities of a preschooler, feedback from educators about him, including leaders of sections and circles that the child attended, an assessment of cognitive activity. “Successful preschooler” - creative works, certificates, diplomas, laudatory sheets of the baby, reviews of parents are filed. “Parents are talking” - information about the baby, its features and achievements, which are noted by parents. “Educators are talking” - teachers, observing the activities, communication skills, social interaction and the use of various information by preschoolers, make their own conclusions, which they add to this information block. “The preschooler talks about himself” - the kid demonstrates his diplomas, awards, crafts and drawings, stories about his friends and himself. According to the suggestion of L. Orlova, the portfolio of a pupil of a preschool educational institution should be less formal and more significant for the baby and his family, therefore, at the time the album is filled in, you can attach an image of the child’s foot or palm to compare with the foot and palm at the time of release. The portfolio structure includes six sections: "Introduction" - pictures of the child taken in different years, basic information about the date and place of birth, famous namesakes, the meaning of the baby's name, the tradition of celebrating his birthday. "I'm growing" - reflects the dynamics of growth and the acquisition of useful skills and abilities. "My family" - information about the main family members (age, profession, hobby). “I help as much as I can” - a description or photographs of a baby doing homework. "The world around" - reports on educational walks or excursions of the baby. "Inspiration from nature" - creative works using waste or natural material, photographs from cultural events, video recordings). Having a portfolio of a child, it is easier for the educator to develop an individual approach to him, and upon release, this album can be a pleasant gift for the baby and his parents. Teacher Portfolio Technology A modern educator should be better, more active and more proactive than those who worked ten years ago. A new type of pedagogical worker assumes the possession of modern pedagogical technologies, the skills of predicting and designing the educational process, and diagnostic techniques. The educator portfolio is a way to reflect achievements and demonstrate teaching excellence. The teacher's portfolio contains five main information blocks: General information - it contains basic biographical information, information about the education, experience, qualifications of the teacher, diplomas, copies of documents on awarding degrees and titles. The results of professional activity - reflects the dynamics of the educational work of the educator and may include documents confirming the degree of mastery of the program by children, the acquired skills, the results of the educational activities of graduates of preschool educational institutions in the first grade. Scientific and methodological work - contains documents confirming the professionalism of the educator (a list of used educational technologies according to the Federal State Educational Standard in kindergarten, work in a methodological or creative group, participation in pedagogical skill competitions, master classes, conferences), including author's methodological developments and programs . Subject-developing environment - photographs and layouts of the organization of the subject-developing environment in the group's premises and on the site. Interaction with parents - plans and reports on the results of work with family members of pupils. Game technologies Entertaining games simplify the learning process. It is important that the system of gaming activities be carefully thought out taking into account the knowledge and skills of children, their age. The technology combines a set of games that form the ability to characterize, generalize and systematize objects, distinguish between real and fantasy, develop ingenuity, reaction speed, phonemic hearing, and mental processes. Game technologies are interconnected with the educational, developmental, educational, didactic and socializing tasks of the kindergarten. They are most effective at preschool age, since at this time the play activity is the leading one in children. Among all modern educational technologies in preschool educational institutions according to the Federal State Educational Standards, three of the most popular methods are distinguished in the gaming category: Developing games by B.P. Nikitin rely on the use of squares, maps, plans, cubes, Montessori inserts and other materials through which preschoolers perform tasks, the information they need and gain useful skills. Logic blocks by Zoltan Gyenes is an exciting game for children from 3 to 10 years old, using a set of 48 geometric shapes of different shapes, colors, thicknesses and sizes, developing analytical skills and logical thinking, allowing you to perform basic object actions. "Fairy tale labyrinths" by V. Voskobovich are innovative educational games aimed at children of all ages, stimulating creativity, memory, attention and thinking, practicing speech, fine motor skills, counting skills and other knowledge. Game technologies develop creativity and imagination, observation and attentiveness in preschool children, stimulate the desire to learn new things, give basic ideas about the world around them, and contribute to the harmonious development of logical thinking and emotional-figurative perception. They involve systematic work with increasing complexity, which takes place in an atmosphere of freedom and creativity. Technology "TRIZ" The technology of solving inventive problems or TRIZ appeared thanks to T. Altshuller, who proposed forms of work that stimulate the mental processes in children. Technology develops systematic and flexible thinking in children, encourages them to be creative and search active. During the implementation of TRIZ, children should feel positive emotions from creative discoveries. The material should be presented in a simple and accessible form for children, so that when faced with contradictions or difficulties, preschoolers strive to find the right answer, while using all possible resources. The teacher should not only contribute to the implementation of the “I am learning” model instead of “I am being taught”, stimulating the cognitive activity of the kids, but also be willing to adapt and adjust the content of education in accordance with changes in the cognitive interests of children. That is why each teacher has the right to create their own technologies that will ensure the harmonious development and successful development of the program by preschoolers, it is enough to apply a technological approach and a creative impulse. You can learn more about educational technologies in kindergarten in the articles: 1. TRIZ technology in preschool educational institutions according to GEF 2. Technologies in preschool educational institutions according to GEF 3. Distance learning technologies (DOT) 4. The use of modern educational technologies in teaching primary school students

Anna Kondratieva
Modern educational technologies in preschool educational institutions

« Modern pedagogical technologies in preschool educational institutions» .

Today we will talk about pedagogical technologies and their effective use in a preschool institution. The term itself « technology» - from Greek it is art, skill, skill, a set of techniques and methods of obtaining, processing and processing of raw materials, materials. At present, the concept has firmly entered the pedagogical lexicon "pedagogical technology» . 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).

There is a classification of pedagogical technologies.

After the introduction of the GEF DO in the system of preschool education educational process; decide educational educational activities education; build educational

Today, any preschool institution, in accordance with the principle of variability, has the right to choose its own model education and design the pedagogical process on the basis of adequate ideas and technologies. The basis of the activity of all subjects of the pedagogical process is the model “I am learning myself, not being taught”, That's why contemporary the educator needs to master a whole arsenal of pedagogical technologies to stimulate the cognitive activity of the child. In addition, the teacher must be ready to respond flexibly to emerging changes in the content. education, adapt it to the emerging and constantly changing cognitive interests of children.

The development of new teachers by teachers is the key to the successful development of the child's personality.

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

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

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

2. Gaming technology in preschool:

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

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

5. Information and communication technology;

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

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

8. Technology problem learning (J. Dewey)

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

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

"Health-saving technology in preschool»

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

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

Federal state requirements determined the content and conditions of the organization educational process for the formation of a common culture, the development of physical, intellectual and personal qualities of preschoolers, ensuring their social success, the preservation and strengthening of health, and also highlighted the content of psychological and pedagogical work on the development of children educational areas. All these tasks must be solved by teachers in an integrated manner, ensuring the versatile development of children, taking into account their age and individual characteristics. Such integration is possible only under the condition of a real connection into a single whole of the processes of education, upbringing and development. In this regard, the integrated inclusion of health-saving technologies in the educational space of preschool educational institutions.

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

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

- Technology conservation and promotion health:

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

- Technologies for teaching a healthy lifestyle: Physical education rhythmic, biological Feedback(BOS).problem-game, communicative games, conversations from the series "Health", point self-massage,

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

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

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

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

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

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

In connection with the growth of physical inactivity among children, the issue of including the technique of game stretching in the health work has become relevant.

Applied game stretching technique (or, in other words, stretching) is aimed at activating the protective forces of the children's body, mastering the skills of perfect control of one's body and psychoenergetic self-regulation, at the development and release of the creative and healing capabilities of the subconscious.

The technique of game stretching is based on static stretching of the muscles of the body and the articular-ligamentous apparatus of the arms, legs, spine, which helps to prevent postural disorders and correct it, which has a deep healing effect on the entire body.

Movement is life

It's time for computers

It has become more difficult to live actively.

And children are like old people

Carry backpacks to school.

Movement is life and beauty,

Healthy mind and purpose clear:

Run away from laziness and disease,

Sports are healthier than all.

How to teach to be healthy

And love physical education?

Just do something yourself

And give everything to the kids.

In the eyes of glitter and ringing laughter -

How many joys for all.

Jump, run, throw at the target -

Everyone wants to be smart.

Comes the conclusion without a doubt:

"Health is life,

Life is movement!

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

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

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

After the introduction of FGT into the system of preschool education the educator should be engaged in the development of the child, based on the complex-thematic principle of construction educational process; decide educational tasks not only within the immediate educational activities, but also when conducting regime moments in accordance with the specifics of preschool education; build educational processes on age-appropriate forms of work with children.

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

The purpose of gaming technologies is the solution of the series tasks: didactic, developing, educating, socializing.

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

Technology of educational games B. P. Nikitina.

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

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

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

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

These are Gyenes logic blocks.

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

What are Gyenes blocks?

Gyenes Blocks is a universal educational game.

Gyenesh logic blocks are a set of 48 geometric figures:

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

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

c) two sizes (large and small figures);

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

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

What do Gyenes blocks develop?

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

At what age can you play with blocks?

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

To begin with, I introduce children to blocks. I lay out the set in front of them and let the children play with details: to touch, sort out, hold in hands.

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

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

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

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

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

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

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

8. Continue the chain, alternating blocks by bloom: red, yellow, red, yellow (can be altered in shape, size and thickness).

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

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

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

V. Voskobovich and his "Fairy Labyrinths".

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

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

What distinguishes Voskobovich's games from all the others?

Voskobovich's educational games have a number of features:

1. Wide age range of game participants.

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

2. Multifunctionality of games.

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

3. Variability of game tasks and exercises.

Each game has a large number of diverse game tasks and exercises aimed at solving one educational task.

4. The creativity of each game.

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

Technology resolves the following tasks:

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

Development of observation, research approach to phenomena and objects of the surrounding reality.

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

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

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

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

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

Games aimed at logical and mathematical development.

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

Games with letters, sounds, syllables and words.

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

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

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

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

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

"Music therapy in kindergarten."

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

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

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

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

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

For relaxation, stress relief, pleasant immersion in daytime sleep - calm melodic classical and modern relaxing music, sounds of nature, the sound of the sea.

Children subconsciously calm down and relax.

Quiet gentle light joyful music helps awakening.

It is easier and calmer for children to move from a state of complete rest to vigorous activity.

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

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

How to reduce feelings of anxiety and insecurity?

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

How to reduce nervous excitement?

Hyperactive children often benefit from listening to calm, quiet music for a long time. Bach "Contata 2", Beethoven "Moonlight Sonata", etc.

Do you want peace?

Flute sounds, violin and piano playing have a relaxing effect. The sounds of nature have a calming effect.

Classic: works by Vivaldi, Schubert "Ave Maria", Brahms "Lullaby".

To reduce aggressiveness and disobedience.

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