Modern technologies for artistic and aesthetic development in visual arts classes

MAGAZINE Preschooler.RF

The use of modern technologies in the artistic and aesthetic development of preschool children.

Preschool age is the time when the foundations for the entire future development of humanity are laid. This is the most important stage in the development and education of the individual. This is a period of development of cognitive interest and curiosity, initial socialization, activation of independent thinking, and introduction of the child to knowledge of the world around him. In this regard, the education of preschoolers’ artistic taste, the formation of their creative skills, and their awareness of the sense of beauty is of particular relevance.

The artistic and aesthetic development of a preschooler is formed in the process of artistic and aesthetic activity through practical and emotional experience. This contributes to the development of such personality qualities as cognitive activity, emotional competence, independence, initiative, etc.

Based on the requirements of the Federal State Educational Standard for Preschool Education, the main tasks of the artistic and aesthetic development of a preschooler are:

• development of children's artistic creativity, interest in independent creative activities (visual, constructive-model, musical, etc.);
• satisfying children's needs for self-expression;
• the formation of interest in the aesthetic side of the surrounding reality, an aesthetic attitude towards objects and phenomena of the surrounding world, works of art;
• perception of music, fiction, folklore;
• development of children’s aesthetic feelings, artistic perception, figurative ideas, imagination, artistic and creative abilities;
• the formation of an aesthetic attitude towards the surrounding world.

The main means of solving these problems are modern pedagogical technologies (activity-type technologies), which make it possible to move to a qualitatively new level of training and education and contribute to the formation of a diversified, competent, creative, initiative personality of a preschool child. In modern pedagogical practice, there are many pedagogical technologies aimed at solving specific pedagogical problems.

In my work, I use such pedagogical technologies that help bring me, as a modern teacher, as close as possible to solving problems from the point of view of the artistic and aesthetic development of children:

• gaming technology
• research technology (experimentation)
• information and communication technologies;
• TRIZ technology ;
• technology of project activities.

The relevance of technologies for artistic and aesthetic development lies in the fact that they contribute to the development in children of:

• imaginative thinking;
• aesthetic perception;
• imagination, without which no artistic or creative activity is possible;
• emotional attitude to objects of an aesthetic nature;
• fine motor skills

Gaming technology

For preschoolers, the leading activity is play. Acquaintance with color and its properties begins in the game. Experimenting with material, mixing two or more colors, getting a new color for children is not an easy everyday thing, but a real miracle that happens here and now. It inspires children to seek new discoveries. Using colored pencils, wax crayons, and oil crayons, you can obtain new colors and shades by applying shading with the end of a pencil, chalk, or shading the crayons in two or three colors. Children develop interest in visual arts, creative imagination, and confidence in their own abilities.

Moreover, in my work I use such game techniques as a surprise moment (Droplet came to visit, “Blob the Mischief”, etc.), game situations ( “let’s help Bead find his color” ), which serve as motivation for active activities of the child, have a positive emotional response. Also, in fine arts classes, I actively use fairy-tale characters, games to develop the eye, correct a mistake, assemble a pattern, mix colors, etc.

Technology of research activities (experimentation)

Creative development begins with experimentation. Thanks to experimentation, children acquire such important qualities as creativity, independence, readiness for alternative solutions, the ability to reason logically, etc.

The experiment performs another important function - it allows the child to get rid of the fear of failure in his artistic searches.

Games with colors:

• Obtaining new shades by mixing paints.
• Use of different visual materials and imaging techniques.
• Mastery of various visual instruments.
• Creation of various visual materials.

The proposed games with colors help to introduce the preschooler to research, experimental activities, and the search for non-standard ways to solve problems. It should be noted that in the creative development of a child, the interaction between teacher and parent, parents and children is of great importance. In my practice, I use a variety of games with color, based on the optical properties of light perception, experiments with mixing colors, as well as various pigments and experiments with different materials.

ICT technologies

The modern pedagogical process has changed with the advent of the computer, an increase in the flow of information, cultural changes have occurred, and science is rapidly developing. This necessitates the reorientation of the teacher from the process of transferring ready-made knowledge to the process of creativity, the development of the individuality of each child, which is especially important in the preschool education system. In order to develop the creative abilities of preschoolers, the teacher himself must be a creative person and strive to master modern technological techniques. In the process of artistic and aesthetic development of a child, the ability for figurative, panoramic, multisensory perception of the world is formed, which plays a significant role in systemic thinking and creative decision-making. ICT helps improve the quality of the educational process and serves to develop the cognitive motivation of preschoolers. The positive side of this technology is that it allows you to increase the amount of illustration material, provides clarity, and allows you to quickly and better remember the material.

In my activities, I actively use ICT tools: a computer (music accompaniment, watching videos, presentations), as well as an interactive whiteboard. This allows me to ensure that the demo material is clear. Demonstration of presentations in visual arts classes helps to better convey the material through the use of a large number of illustrations. I also use a multimedia projector in my work, showing video material from virtual excursions to museums in the city and beyond. Learning for children becomes more fun and exciting, the material is better absorbed, causing positive emotions.

Technologies of project activities

The active use of design technology in the education and training of preschoolers and kindergartens allows you to get to know the preschooler better and penetrate into the child’s inner world. Children's project activities involve them completing collective, subgroup or individual projects together with the teacher and parents. Project activity allows you to combine different types of creativity when different artistic materials and techniques are combined. The participation of children and parents in experimenting and creating creative works contributes to the comprehensive development of the child, strengthening mutual understanding in the family, and creative manifestations not only in preschoolers, but also in their parents. At the beginning of the school year, I carried out the “Autumn Leaf” ; the project was designed not only for children, but for their parents. An event plan was developed, which included conversations, didactic and active games, organized thematic games during walks, an exhibition and a creative master class together with parents. This made it possible to update parent-child relationships, reveal the individual abilities of children, realize their interests and needs, which in turn made it possible to unleash the creative potential of all project participants.

TRIZ technology (the theory of solving inventive problems)

TRIZ methods and techniques cover many areas of educational activities. They did not ignore the visual arts either. There are methods and techniques that are firmly integrated into the structure of classes and planning of visual activities, enriching it with their diversity.

The goal of introducing TRIZ techniques into children's visual activities is to educate a creative, aesthetically developed personality capable of self-expression through various forms of visual activity.

Main goals:

• to cultivate the qualities of a creative personality;
• to develop creative work skills, including the following components: development of imagination, originality of thinking;
• develop the child’s ability to adapt to unexpected changes in the situation, the ability to reason and draw conclusions;
• develop resourcefulness, attentiveness and intelligence.

In my work, I use the following techniques of fantasy and development of creative imagination using non-traditional drawing techniques: blotography, monotype, drawing with threads, drops.

Association games, non-objective drawing on the topic: “Autumn is...” , “Spring is...” . I often use games of opposites, one object - different materials (discs, plasticine, waste and natural materials).

Thus, the use of TRIZ methods in a modern kindergarten can have a positive effect on the development of the qualities of a creative personality, productive imagination and visual skills of preschoolers.

To summarize all of the above, I would like to note that the use of modern technologies in the artistic and aesthetic development of preschool children not only contributes to the individual development of children, but is also an excellent means of developing a sustainable interest in experimental, research activities, and a creative search for solutions to non-standard problems.

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PEDAGOGICAL DIAGNOSTICS “PHYSICAL DEVELOPMENT”. PREPARATORY GROUP. GEF DO

Date: October 5-16, 2016

No.	Last name, first name of the child	INDICATORS / MANIFESTATION
		Physical Culture																	Formation of initial ideas about a healthy lifestyle
		Performs all types of basic movements correctly (walking, running, jumping, throwing, climbing)	Performs physical exercises from different starting positions clearly and rhythmically, at a given pace, to music, according to verbal instructions	Participates in games with sports elements	Performs a jump onto a soft surface from a height of up to 40 cm	Long jumps from a standing position of at least 100 cm	Long jumps from a run up to 180 cm	Jumps in height from a running start to a height of at least 50cm	Jumps over a short and long rope in different ways	Run 30 m, (min. and sec.)	Run 90 m (min. and sec.)	Get up to squat in 30 seconds	Throws a medicine ball (1kg) into the distance	Throws objects at a target from different positions	Hit vertical and horizontal targets from a distance of 4-5 m	Throws objects with the right and left hands at a distance of 5-12 m	Throws objects at a moving target	Able to change formation in 3-4 columns, in 2-3 circles while moving, in 2 ranks after planning for the first or second, maintains intervals while moving	Can ensure correct posture	Applies personal hygiene skills (performs consciously and independently)	Applies cultural and hygienic skills (can monitor one’s appearance, etc.)	Ideas about a healthy lifestyle have been formed
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Efficiency of pedagogical influences %

Legend:

Manifestation: not formed; is in the formative stage; formed

Note:

ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.

ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.

ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random

Analytical report on the results of pedagogical diagnostics

in the educational field "Physical development"

Target:

— individualization of education for physical development (including support for the child, building his educational trajectory of his development);

— optimization of work with a group of children on physical development.

Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)

Diagnostic results: the effectiveness of pedagogical actions was %, namely:

Physical Culture- %;

Formation of initial ideas about a healthy lifestyle - %.

Issues identified:

Causes:

Number of children with special educational needs:

Prospects for optimizing the physical development group:

Develop individual educational routes for the physical development of pupils:

PEDAGOGICAL DIAGNOSTICS “SOCIO-COMMUNICATIVE DEVELOPMENT” PREPARATORY GROUP. GEF DO

Date: October 5-16, 2016

No.	Last name, first name of the child	INDICATORS / MANIFESTATION
		Child in family and community					Socialization, development of communication, moral education																	Labor education					Forming the foundations of security
		Has an idea of ​​how a person’s position changes with age	The qualities characteristic of their gender are developed in boys and girls	Knows home address and telephone number, first and middle names of parents, their professions	Takes all possible participation in the life of the preschool institution	Takes part in project activities	Complies with the rules of organized behavior in everyday life	Complies with the rules of organized behavior on the street	Complies with the rules of organized behavior in public places	Complies with the rules of organized behavior in public places	In didactic games, negotiates with peers about the order of moves, the choice of cards, schemes	Independently chooses or invents a variety of game plots	Sticks to the intended plan while playing, leaving room for improvisation	Finds a new interpretation of the role and performs it	Models the subject-game environment necessary for the game	Develops the plot over a long period of time (several days, weeks)	Shows himself to be a tolerant and friendly partner	In communication, he expresses his point of view and treats the opinions of others with respect.	Regulates his behavior based on the norms and rules he has learned and accepted in society	The behavior of a boy/girl in most cases corresponds to the traditional idea of ​​the behavior of a man/woman	Strives to follow a positive example	Capable of establishing stable contacts with peers	In joint games, he controls the implementation of the rules and is able to develop the plot of the game with minimal use of toys.	Can independently care for clothes and eliminate disorder in their appearance	Monitors the state of his workspace before and after classes	Responsibly performs duty duties	Shows diligence at work	Brings what he starts to completion	Follows the rules of organized behavior on the road	Possesses emergency behavior skills	Possesses environmentally friendly behavior skills
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Efficiency of pedagogical influences %

Legend:

Manifestation: not formed; is in the formative stage; formed

Note:

ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.

ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.

ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random

Analytical report on the results of pedagogical diagnostics

in the educational field “Social and communicative development”

Target:

— individualization of education for social and communicative development (including support for the child, building his educational trajectory of his development);

— optimization of work with a group of children on social and communicative development.

Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)

Diagnostic results: the effectiveness of pedagogical actions was %, namely:

Socialization, development of communication, moral education – %. Child in the family and community - % Self-care, independence, labor education - % Formation of the foundations of safety - % Identified problems :

Causes:

Number of children with special educational needs:

Prospects for optimizing a group of children in terms of social and communicative development:

PEDAGOGICAL DIAGNOSTICS “ARTISTIC AND AESTHETIC DEVELOPMENT”. PREPARATORY GROUP. GEF DO

Date: October 5-16, 2016

No.	Last name, first name of the child	INDICATORS / MANIFESTATION
		Introduction to the arts		Visual activities					Constructive modeling activities					Musical activities
		Distinguishes between types of fine arts, names the main visual means	Developed artistic perception of works of art	Creates individual and collective drawings, decorative, subject and plot compositions on themes of the surrounding life, literary works	Uses various materials and methods of creating images	Sculpts various objects, creates decorative compositions in various ways	Paints sculpted items based on folk art	Creates plot and decorative compositions, creates images using various methods of cutting and tearing paper of various textures	Able to design objects taking into account their functional purpose	Creates design options for the same object according to 2-3 conditions	Creates different designs from paper	Creates various images from natural materials with taking into account its texture, color and shape	Creates and plays out a design united by a common theme (team work)	Can talk about a piece of music he listened to, express his opinion, compare it with another	Hears the development of a musical image in a work	Names favorite works and their authors	Sings without tension, easily, loudly, expressively	Correctly conveys the melody in songs with musical accompaniment	Sings solo and in choir	Performs movements in dances, exercises, games rhythmically, musically and expressively	Participates in the creation of creative sketches	Plays solo and in an orchestra, performs simple melodies on high-pitched children's musical instruments, improvises	Actively participates in musical performances of songs, comes up with his own variations of movements in games and round dances. Shows creativity by participating in musical dramatization games and theatrical games	Recognizes the National Anthem of the Russian Federation. Anthem of Tula
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Efficiency of pedagogical influences %

Legend:

Manifestation: not formed; is in the formative stage; formed

Note:

ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.

ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.

ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random

Analytical report on the results of pedagogical diagnostics

in the educational field "Artistic and Aesthetic Development"

Target:

— individualization of education for artistic and aesthetic development (including support for the child, building his educational trajectory of his development);

— optimization of work with a group of children on artistic and aesthetic development.

Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)

Diagnostic results: the effectiveness of pedagogical actions was %, namely:

Introduction to art - %. Visual activity - % Constructive-model activity - % Musical activity - % Identified problems :

Causes:

Number of children with special educational needs:

Prospects for optimizing the group for artistic and aesthetic development:

Develop individual educational routes for students

PEDAGOGICAL DIAGNOSTICS “COGNITIVE DEVELOPMENT”. PREPARATORY GROUP. GEF DO

Date: October 5-16, 2016

No.	Last name, first name of the child	INDICATORS / MANIFESTATION
		Formation of elementary mathematical concepts												Development of cognitive and research activities					Subject environment		Social world				Natural world
		Independently combines various groups of objects that have a common feature into a single set, removes its individual parts from the set, establishes connections and relationships between the whole and the set and its various parts, finds parts of the whole set and the whole from known parts	Counts to 10 and beyond (quantitative and ordinal counting within 20)	Correlates the number (0-9) and the number of objects	Composes and solves one-step addition and subtraction problems	Distinguishes between quantities: length (width, height), volume (capacity), mass (weight of an object), and methods of measuring them	Measures and compares lengths and volumes	Able to divide an object/figure into equal parts, compare the whole and the part	Distinguishes and names: segment, angle, circle, oval, polygon, ball, cube, compares them	Has an understanding of time relationships day/week/month, determines time by clock	Knows the composition of the first ten numbers	Able to obtain each number by adding/subtracting one	Orients himself in the surrounding space and on a plane, indicates the relative position and direction of movement of objects, uses symbolic notations	Knows generalized methods of studying objects using a system of sensory standards and perceptual actions	Acts independently in accordance with the proposed algorithm	Fine motor skills of the hands are developed in a variety of activities.	Takes an active part in all types of projects	Pays attention to analyzing the effectiveness of information sources	Has ideas and some signs of objects in the surrounding world	Selects and groups objects according to cognitive task	Knows about his family	Has an idea of ​​the immediate social environment (kindergarten, school and library, etc.)	Knows the coat of arms, flag, Anthem of Russia, names the main city of the country, has an idea about his native land and its attractions	Knows family holidays and traditions, some public holidays	Knows some representatives of the animal world (animals, birds, etc.) and has ideas about their interaction with humans	Knows the characteristic signs of the seasons and correlates with each season the characteristics of the lives of people, animals, and plants	Knows the rules of behavior in nature and follows them	Establishes elementary cause-and-effect relationships between natural phenomena
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Efficiency of pedagogical influences %

Legend:

Manifestation: not formed; is in the formative stage; formed

Note:

ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.

ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.

ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random

Analytical report on the results of pedagogical diagnostics

in the educational field "Cognitive Development"

Target:

— individualization of education for cognitive development (including support for the child, building his educational trajectory of his development);

— optimization of work with a group of children on cognitive development.

Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)

Diagnostic results: the effectiveness of pedagogical actions was %, namely:

Formation of elementary mathematical concepts - %. Development of cognitive and research activities - %

Familiarization with the subject environment

Familiarization with the social environment – ​​% Familiarization with the natural world – %

Issues identified:

Causes:

Number of children with special educational needs:

Prospects for optimizing a group of children in terms of cognitive development:

Develop individual educational routes for students:

PEDAGOGICAL DIAGNOSTICS “SPEECH DEVELOPMENT”. PREPARATION GROUP. GEF DO

Date: October 5-16, 2016

No.	Last name, first name of the child	INDICATORS / MANIFESTATION
		Speech development						Fiction
		Through speech, he takes initiative in communicating with teachers, institution staff, parents of other children, supports the topic of conversation that arises on the initiative of an adult, answers questions and responds to requests, talks on various topics (everyday, social, educational, personal, etc.)	Uses synonyms, antonyms, and complex sentences of various types in speech	Retells and acts out small literary works with the help of dramatization, composes stories about the subject according to a plan and model, according to a plot picture, a set of pictures with a plot development of the action	Distinguishes between the concepts of “sound”, “syllable”, “word”, “sentence”	Names words in a sentence, sounds and syllables in words in sequence	Finds words in a sentence with a given sound, determines the place of the sound in the word	Recognizes works, names 2-3 authors, names favorite books, sets out their content, including large works (in a conversation with a teacher, or based on a book)	Likes to listen to new fairy tales, stories, poems, prefers reading, participates in discussions, expresses his point of view	Looks at illustrated publications with interest, names 2-3 illustrators	Reads poetry expressively, retells excerpts from works	Distinguishes the genre of the work
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Efficiency of pedagogical influences %

Legend:

Manifestation: not formed; is in the formative stage; formed

Note:

ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.

ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.

ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random

Analytical report on the results of pedagogical diagnostics

in the educational field "Speech development"

Target:

— individualization of education for speech development (including support for the child, building his educational trajectory of his development);

— optimization of work with a group of children on speech development.

Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)

Diagnostic results: the effectiveness of pedagogical actions was %, namely:

Fiction - %. Speech development - %

Issues identified:

Causes:

Number of children with special educational needs:

Prospects for optimizing a group of children in speech development:

Develop individual educational routes for students:

Modern technologies of artistic and aesthetic education of junior schoolchildren.

Technology is a complex of scientific and engineering knowledge embodied in methods and means of labor, sets of material factors of production, types of their combination to create a specific product or service.

The term “educational technologies” originated thirty years ago in American pedagogy.

Pedagogical technology is research aimed at identifying principles and developing methods for optimizing the educational process, designing and applying techniques, and evaluating the methods used.

In fact, pedagogical technology introduces a systematic method of consciousness, taking into account technical and human resources and their interaction.

In educational practice, the concept of “pedagogical technologies” is used at three levels (Selevko G.K.):

the general pedagogical (general didactic) level characterizes the educational process in a region, educational institution, at a certain stage of education;

particular methodological (subject) level is a set of methods and means for implementing the content of training and education within one subject;

local (modular) level – technology of individual parts of the educational process, private didactic and educational tasks.

New educational technologies arise as a result of scientific research. For example, the advent of cybernetics contributed to the development of programmed learning; the results of the development of human thinking led to the need for problem-based learning.

The number of modern pedagogical technologies is quite large - about 100.

These technologies cover all the main trends and directions in the development of education, foreign educational technologies of past years, technologies embedded in modern variable textbooks, and educational technologies. For example, in the book by G.K. Selevko “Modern educational technologies” describes 50 pedagogical technologies, and among them:

§ pedagogical technologies based on the personal orientation of the pedagogical process (humane-personal technology of Sh.A. Amonashvili and others).

§ pedagogical technologies based on the activation and intensification of students’ activities (game technologies; technologies for communicative teaching of foreign language culture - E.I. Passov);

§ alternative technologies (free labor technologies – Celestin Frenet);

§ nature-conforming technologies (self-development technologies – Maria Montessori);

§ technologies of developmental education (technologies of self-development education) - G.K. Selevko and pedagogical technologies of copyright schools.

Modern technologies of aesthetic and labor training and education carried out in school realize different goals. This is, first of all, the education of hard work and respect for work and working people, the formation of the ability to see the aesthetic quality of work and its results; this is the mastery of various production skills, tools, tools, etc.; This is the instillation of the ability to receive satisfaction and pleasure from work and its results. However, the pedagogical effect of labor is far from being limited to these somewhat highly specialized tasks. Work also develops such qualities as curiosity, initiative, will, a sense of collectivism, etc. Only in the process of work do children learn to see the beauty of their socially useful activities, especially when the results of their educational and creative activities are used for their intended purpose and they see all this, that is, they see the practicality and usefulness of their work. In addition, in the process of work in a children's team, the beauty of human relationships is born. And this, first of all, is comradely mutual assistance, the ability to respect and appreciate the result of the work of one’s comrades. Therefore, we, teachers, need to use technologies that would create special conditions for the teacher to tactfully convey aesthetic attitudes, aesthetic tastes, ideals in the process of teaching and upbringing, such as: subject technologies, modular or local, specific personal, monotechnologies, polytechnologies ( syncretic), flexible technologies, etc. (G.K. Selevko).

A group of authors N.M. Konysheva, V.G. Mashinistov, V.I. Romanina developed a traditional course - “Labor training” in primary school, the goal of which is “the education of a creative, active personality with an interest in technical and artistic creativity and a desire to work” [7, 143]. This group of scientist-teachers traditionally believes that labor education in the learning process is the leading direction in preparing schoolchildren for work and choosing a profession.

The content of the “Labor Training” course is presented in sections. The sections highlight types of labor. The section “Technical work” consists of two parts: processing of paper and cardboard and technical modeling; section “Domestic labor” – fabric processing and self-service; section “Basics of artistic processing of various materials” (processing of natural materials, plastics, etc.).

For each type of work, the program contains a list of topics, technical and technological information, conversations (educational and educational), experiments and observations, practical work, objects of work (see more details - [7]).

The important thing about the program is that it directs the teacher’s activities towards creative search and the introduction of modifying innovations into the educational process. “The teacher has the right, taking into account regional characteristics, national traditions, ethnographic specifics, and the school’s capabilities, to make adjustments to the order of studying educational material, to the list of products and practical work” [ibid., 144‒145]. The purpose of these innovations is to update and expand the practical content of labor training and education of junior schoolchildren, deepen knowledge about the material and spiritual culture of the people and increase the level of professional culture of teachers.

The “School of Masters” program by T. M. Geronimus is innovative. The goal of labor training, according to the author of the program, will be achieved if the child takes the position in a labor lesson: “I want to do this. Myself. I’ve already done something similar, you don’t need to help me, I’ll try to figure it out.” The teacher’s task is not so much to help the student understand or produce something, but to create conditions under which his potential will be fully used.

Structurally, the “School of Masters” program differs from the previous one. Its content is divided not according to the types of materials being processed, but according to the components of student activity in the classroom.

The first section, “Learning to Reflect,” determines the content and nature of the joint work of the teacher and the junior student to understand the upcoming practical activity.

The second section, “Preparing for practical work,” provides a set of independent and collective actions to prepare the workplace, consciously select the required amount of material, and read the instruction card, which makes it possible to do without the help of a teacher when making a product.

The third and fourth sections, “Learning to perform new operations” and “We make beautiful products,” define the range of operations mastered in the lessons and the list of recommended products.

The final section of the program T.M. Geronimus “During the year we learned new words” is a kind of reference-controller for the teacher who organizes the mastery of terms in a labor lesson, and all the listed words are introduced into the lesson not at the level of definition, but at the level of recognizing them by meaning.

According to T.M. Geronimus, the main task of a teacher conducting labor lessons should be to take care of the developmental nature of learning inherent in the content of the program. The methodological solution to this problem will be that you need to try to explain less, better involve children in the discussion, you should not overload the lesson with new information, rush the children and immediately seek help if something doesn’t work out. The child must try to overcome himself; in this he learns to be an adult, a master [7, 194‒211].

Another innovative, modular direction in labor education and training is the author’s program by N.M. Konysheva “Artistic and design activities” (basics of design education). The author directs his efforts to change the teacher’s position regarding practical lessons, and first of all this should be expressed in the following:

1) the teacher clearly understands that these lessons are necessary to deepen general education, the normal formation of cognitive processes and the development of the child’s personality;

2) the teacher regards this subject as a holistic course with its own content, and not as a set of individual crafts;

3) the teacher evaluates any new educational materials for practical lessons not from the point of view of the novelty or originality of the products offered in them, but from the point of view of the general educational value of the content and methodology of the lessons [4, 7].

The program offers a unified system of interrelated topics, which gradually become more complex from class to class and at the same time reveal the diverse connections between the subject practical activities of a person with his history and culture, as well as with the natural world. The main thing in the content of training is the moral, aesthetic and socio-historical experience of humanity, reflected in material culture. Since in manual labor lessons students make things, it becomes possible to focus children’s attention on the most important aspects of the world of things. At the same time, all professional and practical knowledge and skills do not remain outside the scope of this program, but are its constituent elements [4, 208‒209].

Primary school teachers pay close attention to the labor training program compiled by N.A. Tsirulik and T.N. Prosnyakova within the framework of the system of L.V. Zankov, which is aimed at developing manual skills through mastering a variety of manual operations, developing the ability to navigate tasks for reproducing an image or creative imagination, developing skills in planning a sequence of actions and exercising control at different stages of execution, familiarization with different materials , their properties and origin. The program has a traditional division of work by type of processed materials. Two main sections are distinguished: types of artistic processing of materials, modeling and design. The methodological system presented in the program by T.N. Prosnyakova for the “Technology” course in grades 3-4, aimed at achieving the overall development of younger schoolchildren. The specific task of the subject is to maximize the disclosure of the student’s creative potential through artistic work, to educate an individually expressed, creative personality [9, 202].

A very interesting and popular program of the creative workshop “Artistic Labor and Art” by O.A. Kurevina and E.A. Luttseva for 4th grade, the goal of which is the self-development and development of the personality of each child in the process of mastering the world through his own creative subject activity. Course objectives:

– expanding the general cultural horizons of students;

– development of the quality of a creative personality who can:

a) set a goal;

b) seek and find solutions to problems posed by the teacher or arising in one’s own life;

c) choose means and implement your plan;

d) realize and evaluate your individual experience;

e) explain your actions according to the aesthetic context;

– general acquaintance with art as a result of the reflection of the social and aesthetic ideal of a person in images;

– the formation of aesthetic experience and technological knowledge and skills as the basis for the practical implementation of the plan.

Another author, Yu.A. Poluyanov sees innovation in the process of integration into a single subject of two primary school courses – “Fine Arts” and “Technology”. According to the author, “combining artistic and labor processes in teaching junior schoolchildren significantly increases the pedagogical means of influencing the overall development of children and, at the same time, expands the possibilities for identifying and developing their individual abilities... Art brings creativity into labor activities and is characteristic of every artistic activity strives for perfection in a wide variety of labor operations” [10, 249].

The main goal of the proposed Yu.A. Poluyanov innovations - the development of the child’s general and artistic abilities. The content of classes in primary schools according to his program is designed to ensure that younger schoolchildren, using the material of plastic arts, artistic and technical design, try out general methods of artistic and labor activity, which can become the basis for their subsequent development.

The authors of the modern innovative direction, the educational field of “Technology”, see the main goal of labor education and training in preparing students for an independent working life in a market economy [8, 5].

Scientific supervisors of the program V.D. Simonenko and Yu.L. Khotuntsev believe that “these goals can be achieved if the necessary attention is paid to the polytechnic, economic and environmental aspects of activity, familiarization with information and high technologies, high-quality performance of work and readiness for self-education, restoration and preservation family, national and regional traditions and universal human values” [8, 5].

All of the above and other programs of labor training and teaching technology in primary schools are the fruit of the colossal work of scientists, teachers and methodologists, which is a serious methodological baggage for every primary school teacher. With a thorough mastery of the starting points of the programs and the implementation of their content in practical work, it is possible to significantly improve the organization of labor education in modern primary schools.

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Model of health-saving technologies in preschool educational institutions

Klimova O.I. Model of health-saving technologies in preschool educational institutions // Sovushka. 2022. N2 (16). URL: https://kssovushka.ru/zhurnal/16/ (access date: 01/03/2022).

Order No. 316260

Technology is, first of all, a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, with the goal of optimizing forms of education (UNESCO).

Health-saving technology is a system of measures that includes the interrelation and interaction of all factors of the educational environment aimed at preserving the health of a child at all stages of his learning and development. The concept of preschool education provides for not only the preservation, but also the active formation of a healthy lifestyle and the health of pupils.

Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity (WHO).

Physical health is the perfection of self-regulation in the body, maximum adaptation to the environment.

Physical activity is a natural need for a healthy, developing body to move (in childhood it acts as a prerequisite for the child’s mental development).

Mental health is a high consciousness, developed thinking, great internal and moral strength that encourages creative activity.

Mental activity is the need of a normally developing child to understand the surrounding life: nature, human relationships; in knowing yourself.

Health-saving educational technologies are the most significant among all known technologies in terms of the degree of influence on children’s health. Their main feature is the use of psychological and pedagogical techniques, methods, and approaches to solving emerging problems.

Modern health-saving technologies

Types of health-saving pedagogical technologies	Time spent in the daily routine	Features of the methodology	Responsible
1. Technologies for preserving and promoting health
Stretching	Not earlier than in 30 minutes. after meals, 2 times a week for 30 minutes. from middle age in physical education or music halls or in a group room, in a well-ventilated area	Recommended for children with sluggish posture and flat feet. Beware of disproportionate stress on muscles	Head of Physical Education
Rhythmoplasty	Not earlier than in 30 minutes. 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 of the child	Head of physical education, music director, preschool teacher
Dynamic pauses	During classes 2-5 minutes, as children get tired	Recommended for all children as a preventive measure against fatigue. May include elements of eye exercises, breathing exercises and others, depending on the type of activity	Educators
Outdoor and sports games	As part of a physical education class, on a walk, in a group room - small with an average degree of mobility. Daily for all age groups	Games are selected according to the age of the child, the place and time of the game. In preschool educational institutions we use only elements of sports games	Teachers, head of physical education
Relaxation	In any suitable room. Depending on the condition of the children and goals, the teacher determines the intensity of the technology. For all age groups	You can use calm classical music (Tchaikovsky, Rachmaninov), sounds of nature	Teachers, head of physical education, psychologist
Aesthetic technologies	Implemented in artistic and aesthetic classes, when visiting museums, theaters, exhibitions, etc., decorating premises for holidays, etc. For all age groups	It is carried out in classes according to the preschool educational program, as well as according to a specially planned schedule of events. Of particular importance is working with families, instilling aesthetic taste in children	All preschool teachers
Finger gymnastics	From a young age, individually or with a subgroup daily	Recommended for all children, especially those with speech problems. Conducted at any convenient time (at any convenient time)	Teachers, speech therapist
Gymnastics for the eyes	Every day for 3-5 minutes. at any free time; depending on the intensity of visual load from a young age	It is recommended to use visual material, demonstration by the teacher	All teachers
Breathing exercises	In various forms of physical education and health work	Ensure the room is ventilated and the teacher give children instructions on mandatory nasal hygiene before the procedure.	All teachers
Invigorating gymnastics	Every day after nap, 5-10 min.	The form of implementation is different: exercises on beds, extensive washing; walking on ribbed planks; easy running from the bedroom to a group with a difference in temperature in the rooms and others depending on the conditions of the preschool educational institution	Educators
Corrective gymnastics	In various forms of physical education and health work	The form of implementation depends on the task and the number of children	Teachers, head of physical education
Orthopedic gymnastics	In various forms of physical education and health work	Recommended for children with flat feet and as a preventive measure for diseases of the supporting arch of the foot.	Teachers, head of physical education
2. Technologies for teaching a healthy lifestyle
Physical education lesson	2-3 times a week in the gym or music hall. Early age - in a group room, 10 min. Younger age - 15-20 minutes, middle age - 20-25 minutes, older age - 25-30 minutes.	Classes are conducted in accordance with the program according to which the preschool educational institution operates. Before class, the room must be well ventilated.	Teachers, head of physical education
Problem-based games (game training and game therapy)	In your free time, maybe in the afternoon. Time is not strictly fixed, depending on the tasks set by the teacher	The lesson can be organized unnoticed by the child by including the teacher in the process of play activities	Teachers, psychologist
Communication games	1-2 times a week for 30 minutes. from an older age	Classes are structured according to a specific scheme and consist of several parts. They include conversations, sketches and games of varying degrees of mobility, drawing, modeling, etc.	Teachers, psychologist
Lessons from the “Health” series	Once a week for 30 minutes. from Art. age	Can be included in the lesson schedule as cognitive development	Educators, head of physical education, teacher-valeologist
Self-massage	Depending on the goals set by the teacher, sessions or in various forms of physical education and health work	It is necessary to explain to the child the seriousness of the procedure and give children basic knowledge of how not to harm their body	Educators, Art. nurse, head of physical education
Acupressure self-massage	Conducted 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. Indicated for children with frequent colds and diseases of the ENT organs. Visual material is used	Educators, Art. nurse, head of physical education
Biofeedback (BFB)	From 10 to 15 sessions of working with a computer for 5-10 minutes. in a special room. Recommended for older adults	Compliance with computer rules is required. A special technique for preschoolers is recommended	Valeologist teacher, specially trained teacher
3. Corrective technologies
Art therapy	Sessions of 10-12 lessons for 30-35 minutes. from middle group	Classes are conducted in subgroups of 10-13 people, the program has diagnostic tools and includes training protocols	Teachers, psychologist
Music influence technologies	In various forms of physical education and health work; or separate classes 2-4 times a month depending on your goals	Used as an aid as part of other technologies; to relieve stress, increase emotional mood, etc.	All teachers
Fairy tale therapy	2-4 lessons per month for 30 minutes. from an older age	Classes are used for psychological therapeutic and developmental work. 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	Teachers, psychologist
Color influence technologies	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 preschool educational institutions. Properly selected colors relieve tension and increase a child’s emotional mood.	Teachers, psychologist
Behavior correction technologies	Sessions of 10-12 lessons for 25-30 minutes. from an older age	They are carried out using special methods in small groups of 6-8 people. Groups are not formed according to one criterion - children with different problems study in the same group. Classes are conducted in the form of a game, have diagnostic tools and training protocols	Teachers, psychologist
Psychogymnas-tika	1-2 times a week from older age for 25-30 minutes.	Classes are conducted using special methods	Teachers, psychologist
Phonetic rhythm	2 times a week from a young age, no earlier than every 30 minutes. after eating. In the physical education or music halls. Jr. age - 15 min., older age - 30 min.	Classes are recommended for children with hearing problems or for preventive purposes. The goal of the classes is phonetic literate speech without movements.	Teachers, head of physical education, speech therapist

The use of health-saving pedagogical technologies in the work of preschool educational institutions will increase the effectiveness of the educational process, will form among teachers and parents value orientations aimed at preserving and strengthening the health of pupils, if conditions are created for the possibility of adjusting technologies, depending on the specific conditions and specialization of the preschool educational institution; if, based on statistical monitoring of children's health, the necessary amendments are made to the intensity of technological influences, an individual approach to each child is ensured; Positive motivation will be generated among preschool teachers and parents of children.

Forms of organizing health-saving work:

1. physical education classes
2. independent activities of children
3. outdoor games
4. morning exercises (traditional, breathing, sound)
5. motor-health-improving physical training sessions
6. exercise after nap
7. physical exercises combined with hardening procedures
8. physical exercise walks (to the park, to the stadium)
9. physical education
10. sports holidays
11. health procedures in the aquatic environment.

Health-saving technologies used in combination ultimately form a strong motivation in the child for a healthy lifestyle.

Non-traditional methods of aesthetic development of preschool children in the context of the implementation of the Federal State Educational Standard in preschool educational institutions

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Additional resources for studying this program:

Electives Seminars
Dear students! Our Institute regularly hosts various promotions and discounts, which you can find out about on the website in the “News” section.

Document : certificate of advanced training of the established form (sent by Russian Post).

Relevance of the problem:

• It is in preschool age that all the foundations for the future development of humanity are laid. Preschool age is the most important stage of personality development and education. This is the period of the child’s familiarization with the knowledge of the world around him, the period of his initial socialization. It is at this age that independent thinking is activated, children’s cognitive interest and curiosity develops.
• In this regard, the education of preschoolers’ artistic taste, the formation of their creative skills, and their awareness of the sense of beauty is of particular relevance.
• Today, the problem of the harmonious development of a child as the basis for the formation of a future personality is all-encompassing. It depends on the successful solution of many educational tasks, among which the issue of aesthetic education occupies a special place.
• Aesthetic education is a purposeful process of developing a person’s aesthetic attitude to reality.

The purpose of mastering the program: to develop professional awareness of teachers about approaches to the problem of aesthetic education of preschool children.

Category of students: the program is aimed at educators and methodologists of preschool educational institutions.

Scope of application: the competencies, skills, and knowledge obtained after completing the courses can be used by the student in work in the field of preschool education.

Form of training : 100% distance learning (on the job), training takes place online on the educational portal https://new.in-texno.ru/

Distance learning tools: electronic educational and methodological complexes, including electronic textbooks, teaching aids, educational videos and audio recordings.

Form of final certification: pass testing.

Program content:

1. The content of approaches to the problem of aesthetic education of preschool children. 2. Aesthetic education: concept, criteria of aesthetic education. 3. Forms and methods of aesthetic education of preschool children. 4. Decorative and applied arts as a means of aesthetic education for preschool children. 5. Museum art as a means of socialization and artistic and aesthetic development of preschool children. 6 Artistic and aesthetic education of children through non-traditional drawing techniques.

You can find out more about the program and training in the Education Department by phone:.

According to the PROGRAM “From birth to school”



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Page 1 of 3Next ⇒ PEDAGOGICAL DIAGNOSTICS level of preschool education According to the PROGRAM “From birth to school” Junior group PEDAGOGICAL DIAGNOSTICS “PHYSICAL DEVELOPMENT”. 2 JUNIOR GROUP. GEF DO The date of the:
No.

Last name, first name of the child

INDICATORS / MANIFESTATION Physical Culture HealthWalks straight, maintaining a given direction Runs, maintaining balance, changing direction, running pace in accordance with the task Maintains balance when walking on a limited plane, when stepping over objects Maintains balance when running on a limited plane (the plane is limited by lines on the floor) Crawls on all fours in an arbitrary manner Climbing a ladder in any way Climbs the gymnastic wall in any way Long jumps, pushing off with both legs Rolls the ball in a given direction Throws the ball with both hands from the chest Hit the ball on the floor 2-3 times and catches Throws the ball up 2-3 times and catches Throws objects into the distance Performs age-appropriate hygiene procedures independently (or after a reminder) adult) observes the basic rules of behavior while eating He himself (or after a reminder from an adult) observes the basic rules of behavior when washing himself Has a basic understanding of the value of health, the benefits of hardening, the need to observe hygiene rules in everyday life.1234 Efficiency of pedagogical influences %

Legend:

Manifestation: not formed; is in the formative stage; formed

Note:

ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.

ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.

ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random

Analytical report on the results of pedagogical diagnostics

in the educational field "Physical development"

Target:

— individualization of education for physical development (including support for the child, building his educational trajectory of his development);

— optimization of work with a group of children on physical development.

Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)

Diagnostic results: the effectiveness of pedagogical actions was %, namely:

Physical Culture- %;

Formation of initial ideas about a healthy lifestyle - %.

Issues identified:

Causes:

Number of children with special educational needs:

Prospects for optimizing the physical development group:

Develop individual educational routes for the physical development of pupils:

Last name, first name of the child

INDICATORS / MANIFESTATION Labor education Target:

— individualization of education for social and communicative development (including support for the child, building his educational trajectory of his development);

— optimization of work with a group of children on social and communicative development.

Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)

Diagnostic results: the effectiveness of pedagogical actions was %, namely:

Socialization, development of communication, moral education – %. Child in the family and community - % Self-care, independence, labor education - % Formation of the foundations of safety - % Identified problems :

Causes:

Number of children with special educational needs:

Prospects for optimizing a group of children in terms of social and communicative development:

Develop individual educational routes for students:

Last name, first name of the child

INDICATORS / MANIFESTATION Musical activities Introduced to the arts Constructive modeling activities Target:

— individualization of education for artistic and aesthetic development (including support for the child, building his educational trajectory of his development);

— optimization of work with a group of children on artistic and aesthetic development.

Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)

Diagnostic results: the effectiveness of pedagogical actions was -%, namely:

Introduction to art - %. Visual activity - % Constructive-model activity - % Musical activity - % Identified problems :

Causes:

Number of children with special educational needs:

Prospects for optimizing the group for artistic and aesthetic development:

Develop individual educational routes for students:

Last name, first name of the child

INDICATORS / MANIFESTATION FEMP Social world Natural worldThe object environment examines objects, highlighting their color, size, shape; encourage to include hand movements on an object in the process of getting to know it Groups objects by color, size, shape, selects according to one characteristic With the help of an adult, makes groups of homogeneous objects and selects one object from the group (for example, collect all the large ones and find red among them Finds it in a familiar environment environment, several identical objects according to one characteristic Correctly determines the quantitative relationship of two groups of objects (understands the specific meaning of the words “more, less,” “the same”) Distinguishes between a circle, a square, a triangle, objects with corners and a round shape Understands the meaning of the designations: up and down , front-back, left-right, on, above, under Understands the meaning of words: morning, evening, day, night Knows his name, age, gender Interested in himself (Who am I?), information about himself, about the changes happening to him Orients himself in the room groups, on the site (veranda) of the group Names unfamiliar objects, explains their purpose, signs (color, shape, material) Recognizes and names some plants, animals, their young Identifies the most characteristic seasonal changes in nature Knows several family holidays Interested in new objects, the immediate environment, their purpose , properties. Uses different methods of examining objects, including simple experiments12345

Legend:

Manifestation: not formed; is in the formative stage; formed

Note:

ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.

ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.

ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random

Analytical report on the results of pedagogical diagnostics

in the educational field "Cognitive Development"

Target:

— individualization of education for cognitive development (including support for the child, building his educational trajectory of his development);

— optimization of work with a group of children on cognitive development.

Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)

Diagnostic results: the effectiveness of pedagogical actions was -%, namely:

Formation of elementary mathematical concepts - %. Development of cognitive and research activities - % Familiarization with the subject environment - % Familiarization with the natural world - %

Issues identified:

Causes:

Number of children with special educational needs:

Prospects for optimizing a group of children in terms of cognitive development:

Develop individual educational routes for students:

Last name, first name of the child

INDICATORS / MANIFESTATION Fiction Speech developmentKnows how to listen to works of art, monitors the development of action. With the help of a teacher, he stages and dramatizes short excerpts from folk tales. Reads nursery rhymes and short poems by heart. Shows interest in books. Uses speech to initiate communication. Addresses an adult with requests, questions, shares impressions from personal experience. Answers questions. various questions related to the subject environment Accompanies individual games, drawing, design, everyday activities with speech. Enters into playful interaction with peers using speech Uses all parts of speech, simple common and uncommon sentences with homogeneous members 12345

Legend:

Manifestation: not formed; is in the formative stage; formed

Note:

ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.

ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.

ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random

Analytical report on the results of pedagogical diagnostics

in the educational field "Speech development"

Target:

— individualization of education for speech development (including support for the child, building his educational trajectory of his development);

— optimization of work with a group of children on speech development.

Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)

Diagnostic results: the effectiveness of pedagogical actions was -%, namely:

Fiction - %. Speech development - %

Issues identified:

Causes:

Number of children with special educational needs:

Prospects for optimizing a group of children in speech development:

Develop individual educational routes for students:

PEDAGOGICAL DIAGNOSTICS

level of preschool education

according to the PROGRAM “From birth to school”

Junior group

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