Publications by educators. Kindergarten teachers, school teachers and educators

Publications by educators

How to obtain a Certificate of publication in the media for an educator, educator, teacher at MAAM. For evidence: register, publish material, draw up a document.

The best articles for the month in the library at MAAM: original works - winners of professional pedagogical competitions on topics of preschool and school education and development.

Total published: 711 000.

Materials found: 197 Shown: 1 - 10

Inclusive education. Pedagogical support for a child with visual impairment.

Pedagogical support for a child with visual impairment. A child with visual impairment needs increased attention from the teacher, competent construction of his educational route, construction of his trajectory...

The significance of Tuvan national games in correctional work with children with musculoskeletal disorders

Modern approaches to the organization of special education should be based on scientific concepts that make it possible to predict the results of pedagogical work. In this case, it is necessary to take into account not only global experience in the field...

Physical education and health work with children with mental retardation

With the arrival of a preschool institution, a child begins a new stage in his life. During the first time the child is in kindergarten, the behavioral reaction is complicated, sleep, nutrition, and communication are disrupted (the child does not do well...

Sensory development of young children based on the game “Frames and inserts by M. Montessori”

I work with young children. The kids who come to our group practically cannot speak. Based on this, the main tasks that we face are the development of children’s speech. It has long been known that children’s speech directly...

Choreography as a means of comprehensive development of a preschooler

Choreography as a means of comprehensive development of a preschooler Huge opportunities lie in the synthesis of music and plastic arts, the integration of various types of artistic activities. This was known back in the days of ancient Greece, where...

The use of the technological technique “Testing” in the life activities of preschool children

In connection with the new requirements of the State Educational Standards for the organization of the pedagogical process in senior preschool age, it is necessary to provide an intellectual background based on cognitive and research activities, to contribute to the expansion...

Integration of genres of Russian folklore and folklore of the peoples of the North as a condition for the formation of a careful attitude towards nature in children

The article is devoted to the use of methods for integrating different genres of Russian folklore and the folklore of the peoples of the North, in the formation of a careful attitude towards nature in children of middle preschool age and the conditions for their use. Security…

Cooperation between children and adults in the process of identifying, supporting and developing children's giftedness

Children's giftedness Methodist of the Ulybka State Communal Enterprise E.V. Britvina The future is much closer to us, it is very close: it cries, laughs, poses questions, makes us suffer, rejoice, look for answers. This future is children. Live…

Scientific and methodological support for the process of experimental and innovative development in preschool organizations

Methodist of the State Municipal Communal Enterprise “Smile” in Lisakovsk: Britvina E.V. A distinctive feature of modern education is dynamism. Innovative activities of preschool institutions, intensifying in the context of modernization of education, require...

Article for the magazine “Preschool Project Siberia”. Let's learn to live together.

Lately, discussions have often arisen about a tolerant world, a world without violence and cruelty, in which the main value is the unique, inviolable human personality.
But so far the theoretical mood is not... Pages: ...
All sections

Article for teachers of preschool educational institutions on the topic: “Modern educational technologies in preschool educational institutions” article on the topic

An article for preschool teachers on the topic:

“Modern educational technologies in preschool educational institutions” Garafutdinova Dilyara Rafisovna

Educator, MBDOU "General developmental kindergarten No. 82", Nizhnekamsk.

Modern educational technologies in preschool educational institutions

A child is brought up by various accidents that surround him. Pedagogy must give direction to these accidents.V. F. Odoevsky

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

A fundamentally important aspect in pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child. When communicating with children, an adult adheres to the position: “Not next to him, not above him, but together!” Its goal is to promote the development of the child as an individual.

Today we will talk about educational technologies and their effective use in preschool institutions. First, let's remember what the term “technology” itself means.

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

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

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Conceptuality
Systematicity
Controllability
Efficiency
Reproducibility.

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

Systematicity – technology must have all the features of a system:

- logic of the process,

- the interconnection of its parts,

— integrity.

Manageability – the ability to set diagnostic goals, plan, design the learning process, stage-by-stage diagnostics, vary means and methods in order to correct results.

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

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 who uses it, regardless of his experience, length of service, age and personal characteristics.

Educational Technology Structure

The educational technology structure consists of three parts:

The conceptual part is the scientific basis of the technology, i.e. psychological and pedagogical ideas that are embedded in its foundation.
The content part is the general, specific goals and content of the educational material.
The procedural part is a set of forms and methods of children’s educational activities, methods and forms of the teacher’s work, the teacher’s activities in managing the process of mastering the material, diagnostics of the learning process.

Thus, it is obvious: if a certain system claims to be a technology, it must meet all the requirements listed above.

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

Modern educational technologies include:

health-saving technologies;
technology of project activities
research technology
information and communication technologies;
person-oriented technologies;
preschooler and teacher portfolio technology
gaming technology
TRIZ technology, etc.

Health-saving technologies

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

Health-saving pedagogical technologies include all aspects of the teacher’s influence on the 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:

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

medical and preventive (ensuring the preservation and enhancement of children's health under the guidance of medical personnel in accordance with medical requirements and standards, using medical means - technologies for organizing monitoring of the health of preschool children, monitoring children's nutrition, preventive measures, a health-preserving environment in preschool educational institutions);
physical education and health (aimed at the physical development and strengthening of the child’s health - technologies for the development of physical qualities, hardening, breathing exercises, etc.);
ensuring the socio-psychological well-being of the child (ensuring the mental and social health of the child and aimed at ensuring the 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 child’s development in the pedagogical process of the preschool educational institution);
health conservation and health enrichment for teachers (aimed at developing a culture of health for teachers, including a culture of professional health, developing the need for a healthy lifestyle; maintaining and stimulating health (technology for using outdoor and sports games, gymnastics (for the eyes, breathing, etc.), rhythmoplasty, dynamic pauses, relaxation);
educational (cultivating a culture of health in preschool children, person-centered education and training);
teaching a healthy lifestyle (technologies for using physical education classes, communicative games, a system of classes from the “Football Lessons” series, problem-based games (game training, game therapy), self-massage); correctional (art therapy, music technology, fairy tale therapy, psycho-gymnastics, etc.)
Health-saving pedagogical technologies include the pedagogical technology of an active sensory-developmental environment, which is understood as a systemic set and order of functioning of all personal instrumental and methodological means used to achieve pedagogical goals.

2. Technologies of project activities

Goal: 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 teaching of preschoolers unanimously note that life activities organized according to it in kindergarten allow them to get to know the students better and penetrate into the child’s inner world.

Classification of educational projects:

“game” - children’s activities, participation in group activities (games, folk dances, dramatizations, various types 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 artistic (painting), musical (playing the piano) forms;
“constructive”, aimed at creating a specific useful product: putting together a birdhouse, arranging flower beds.

Project types:

according to the dominant method:

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

by the nature of the content:

include the child and his family,
child and nature,
child and the 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 receipt of the result.

by the nature of contacts:

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

by number of participants:

individual,
doubles,
group,
frontal.

by duration:

short,
average duration,
long-term.

3. Research technology

The goal of research activities in kindergarten is to form in preschoolers the basic key competencies and 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 problematic issues;

— observations;

— modeling (creating models about changes in inanimate nature);

- experiments;

— recording the results: observations, experiences, experiments, work activities;

— “immersion” in the colors, sounds, smells and images of nature;

- imitation of voices and sounds of nature;

- use of artistic words;

— didactic games, game-based educational and creative development

situations;

- work assignments, actions.

Contents of educational and research activities

Experiments (experimentation)

State and transformation of matter.
Movement of air and water.
Properties of soil and minerals.
Living conditions of plants.

Collecting (classification work)

Types of plants.
Types of animals.
Types of building structures.
Types of transport.
Types of professions.

Travel on the map

Sides of the world.
Terrain reliefs.
Natural landscapes and their inhabitants.
Parts of the world, their natural and cultural “marks” are 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

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

Informatization of society poses tasks for preschool teachers:

to keep up with the times,
become a guide for a child to the world of new technologies,
mentor in choosing computer programs,
to form the basis of the information culture of his personality,
improve the professional level of teachers and the competence of parents.

Solving these problems is not possible without updating and revising all areas of the kindergarten’s work in the context of informatization.

Requirements for computer programs of preschool educational institutions:

Research character
Easy for children to practice independently
Developing a wide range of skills and understandings
Age appropriate
Entertaining.

Classification of programs:

Development of imagination, thinking, memory
Talking dictionaries of foreign languages
The simplest graphic editors
Travel games
Teaching reading, mathematics
Using multimedia presentations

Computer advantages:

presenting information on a computer screen in a playful way arouses great interest among children;
carries a figurative type of information that is understandable to preschoolers;
movements, sound, animation attract the child’s attention for a long time;
has a stimulus for children's cognitive activity;
provides the opportunity to individualize training;
in the process of working at the computer, the preschooler gains self-confidence;
allows you to simulate life situations that cannot be seen in everyday life.

Mistakes 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
Unplanned, random use of ICT
Overload of demonstration classes.

ICT in the work of a modern teacher:

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

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

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

4. Preparation of group documentation and reports. The computer will allow you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes.

5. Creating presentations in the Power Point program to improve the effectiveness of educational classes with children and the pedagogical competence of parents in the process of holding parent-teacher meetings.

Personally-oriented technology

Personality-oriented technologies place the child’s personality at the center of the entire preschool education system, ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions for its development, and the realization of existing natural potentials.

Personality-oriented technology is implemented in a developmental environment that meets the requirements of the content of new educational programs.

There are attempts to create conditions for personality-oriented interactions with children in a developmental space that allows the child to show his own activity and 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 the opportunity for self-realization in play; the lifestyle is overloaded with various activities, and there is little time left for play.

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

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

This technology can be well implemented in new preschool institutions, where there are rooms for psychological relief - upholstered furniture, many plants that decorate the room, toys that promote individual play, equipment for individual lessons. Music and physical education rooms, aftercare rooms (after illness), a room for the environmental development of preschoolers 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 here. As a rule, in such preschool institutions, children are calm, compliant, and do not have conflicts.

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

Pedagogical technologies based on humanization and democratization of pedagogical relations with procedural orientation, priority of personal relationships, individual approach, democratic management and a strong 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 educational process is constructed on the basis of given initial settings: social order (parents, society), educational guidelines, goals and content of education. These initial guidelines should specify modern approaches to assessing the achievements of preschoolers, as well as create conditions for individual and differentiated tasks.

Identifying the pace of development allows the teacher to support each child at his or her level of development.

Thus, the specificity of the technological approach is that the educational process must guarantee the achievement of its goals. In accordance with this, the technological approach to learning distinguishes:

setting goals and their maximum clarification (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;
The final assessment of the result is the level of development of the preschooler.

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

6.Portfolio technology for preschoolers

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

Section 2 “I’m growing!” The section includes anthropometric data (in artistic and graphic design): “That’s what I am!”, “How I’m growing,” “I’ve grown up,” “I’m big.”

Section 3 “Portrait of my child.” This section contains essays by parents about their baby.

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

Section 5 “This is what I can do.” The section contains samples of the child’s creativity (drawings, stories, homemade books).

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

Section 7 “Advise me...”. The section provides recommendations to parents by the teacher and all specialists working with the child.

Section 8 “Ask, parents!” In this section, parents formulate their questions to preschool specialists.

L. Orlova offers this version of a portfolio, the content of which will primarily be of interest to parents; the portfolio can be filled out both in kindergarten and at home and can be presented as a mini-presentation at a child’s birthday party. The author proposes the following portfolio structure. The title page, which contains information about the child (last name, first name, patronymic, date of birth), records the start and end date of maintaining the portfolio, an image of the child’s palm at the start of maintaining the portfolio, and an image of the palm at the end of maintaining the portfolio.

Section 1 “Get to know me” contains inserts “Admire me”, where portraits of the child taken in different years on his birthdays are sequentially pasted, and “About me”, which contains information about the time and place of birth of the child, the meaning of the child’s name , about the date of his name day celebration, a short story from the parents, why this name was chosen, where the surname came from, information about famous namesakes and famous namesakes, personal information of the child (zodiac sign, horoscopes, talismans, etc.).

Section 2 “I’m growing” includes inserts “Growth Dynamics”, which provides information about the child’s growth from the first year of life, and “My achievements for the year”, which indicates how many centimeters the child has grown, what he has learned over the past year, for example, counting to five, somersault, etc.

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

Section 4 “I’ll help you in any way I can” contains photographs of the child in which he is depicted doing his homework.

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

Section 6 “Winter (spring, summer, autumn) inspiration.” The section contains children's works (drawings, fairy tales, poems, photographs from matinees, recordings of poems that the child recited at the matinee, etc.)

Section 1 “Parents’ information”, which contains the “Let’s get to know each other” section, which includes information about the child, his achievements, which were noted by the parents themselves.

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

Section 3, “The child’s information about himself,” contains information received from the child himself (drawings, games that the child himself came up with, stories about himself, about friends, awards, diplomas, certificates).

block “Which child is good”, which contains information about the child’s personal qualities and includes: an essay by the parents about the child; teachers' thoughts about the child; the child’s answers to questions during the informal conversation “Tell me about yourself”; responses from friends and other children to a request to tell about the child; child’s self-esteem (results of the “Ladder” test); psychological and pedagogical characteristics of the child; “basket of wishes”, the contents of which include gratitude to the child - for kindness, generosity, good deed; letters of gratitude to parents - for raising a child;

the “Which child is skillful” block contains information about what the child can do, what he knows, and includes: parents’ answers to questionnaire questions; feedback from teachers about the child; children's stories about the child; stories from teachers to whom the child goes to clubs and sections; assessment of a child’s participation in actions; the psychologist's characteristics of the child's cognitive interests; diplomas in nominations - for curiosity, skills, initiative, independence;

The “Which child is successful” block contains information about the child’s creative abilities and includes: parental feedback about the child; a child’s story about his successes; creative works (drawings, poems, projects); diplomas; illustrations of success, etc.

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

7. Technology "Teacher's Portfolio"

Modern education needs a new type of teacher:

creative thinkers
proficient in modern educational technologies,
methods of psychological and pedagogical diagnostics,
ways of independently constructing the pedagogical process in the conditions of specific practical activities,
the ability to predict your final result.

Every teacher should have a record of success, which reflects everything joyful, interesting and worthy that happens in the life of a teacher. A teacher’s portfolio can become such a dossier.

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

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

Section 1 “General information about the teacher”

This section allows you to judge the process of individual personal development of the teacher (last name, first name, patronymic, year of birth);
education (what and when did you graduate, specialty obtained and diploma qualification);
labor and teaching experience, work experience in a given educational institution;
advanced training (name of the structure where the courses were taken, year, month, course topics);
copies of documents confirming the availability of academic and honorary titles and degrees;
the most significant government awards, diplomas, letters of gratitude;
diplomas of various competitions;
other documents at the discretion of the teacher.

Section 2 “Results of teaching activities.”

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

materials with the results of children’s mastery of the implemented program;
materials characterizing the level of development of children’s ideas and skills, the level of development of personal qualities;
a comparative analysis of a teacher’s activities over three years based on the results of pedagogical diagnostics, the results of students’ participation in various competitions and olympiads;
analysis of the learning results of pupils in the first grade, etc.

Section 3 “Scientific and methodological activities”

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

materials that describe the technologies used by the teacher in activities with children and justify their choice;
materials characterizing work in a methodological association or creative group;
materials confirming participation in professional and creative pedagogical competitions;
in weeks of pedagogical mastery;
in conducting seminars, round tables, master classes;
original programs, methodological developments;
creative reports, abstracts, reports, articles and other documents.

Section 4 “Subject development environment”

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

plans for organizing a subject-development environment;
sketches, photographs, etc.

Section 5 “Working with parents”

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

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

8. Gaming technology

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

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

groups of games to generalize objects according to certain characteristics;
groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena;
groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc.

Compiling gaming technologies from individual games and elements is the concern of every educator.

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

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

Gaming technologies are closely related to all aspects of the educational work of a kindergarten and the solution of its main tasks. Some modern educational programs propose using folk games as a means of pedagogical correction of children's behavior.

9. TRIZ technology

TRIZ (the theory of solving inventive problems), 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. TRIZ technology adapted for preschool age will allow you to educate and train a child under the motto “Creativity in everything!” Preschool age is unique, because as a 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, systematicity, dialecticity; on the other hand, search activity, the desire for novelty; speech and creative imagination.

The main goal of using TRIZ technology in preschool age is to instill in the child the joy of creative discovery.

The main criterion in working with children is clarity and simplicity in the presentation of material and in the formulation of a seemingly complex situation. You should not force the implementation of TRIZ without children understanding the basic principles using simple examples. Fairy tales, playful, everyday situations - this is the environment through which a child will learn to apply TRIZ solutions to the problems he faces. As he finds contradictions, he himself will strive for an ideal result, using numerous resources.

You can use only TRIZ elements (tools) in your work if the teacher has not sufficiently mastered TRIZ technology.

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 any object or phenomenon that do not cause strong 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 should he move on to considering objects and phenomena that evoke lasting associations.

Often, the teacher is already conducting TRI classes without even knowing it. After all, it is precisely liberated thinking and the ability to go to the end in solving a given task that is the essence of creative pedagogy.

Conclusion: The technological approach, that is, new pedagogical technologies guarantee the achievements of preschoolers and subsequently guarantee their successful learning at school.

Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the 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.

A person cannot truly improve if he does not help others improve. ( Charles Dickens)

Science and education: new times

Scientific and methodological journal “Traditions and innovations in preschool education” 16+

Abbreviated title: Traditions and innovations in preschool education" Transliterated title: "Tradicii i novacii v doshkolnom obrazovanii" International title in English: "Traditions and innovations in preschool education"
Print (printed format):

Certificate of registration of the mass media PI No. FS77-63602 dated November 2, 2015 , (Roskomnadzor). RSCI

No. 1, December 2016

I have an idea!

MODEL OF BUILDING A DEVELOPMENTAL SUBJECT-SPATIAL ENVIRONMENT IN A PRE-SCHOOL EDUCATIONAL INSTITUTION FOR ORGANIZING ADDITIONAL EDUCATIONAL ACTIVITIES FOR PRESCHOOL CHILDREN Liliya Gennadievna Grineva

Innovative forms of work with students and their parents

SAND PLUS INFORMATION TECHNOLOGY EQUALS INTERACTIVE SANDBOX Gin Olga Valentinovna

Corrective work

USE OF GAME METHODS AND TECHNIQUES AT THE STAGE OF SOUND AUTOMATION Borodina Irina Petrovna

MANUAL “Speech Therapy Lotto” Ivantsova Natalya Aleksandrovna

SOME METHODOLOGICAL APPROACHES TO PRODUCING THE SOUND R Pechkareva Evelina Valentinovna , Volodina Lyudmila Alekseevna , Osintseva Irina Alekseevna

Methodical piggy bank

ORGANIZATION OF A DEVELOPMENTAL SUBJECT-SPATIAL ENVIRONMENT FOR THE FORMATION OF MORAL AND PATRIOIC FEELINGS IN SENIOR PRESCHOOL CHILDREN Gribova Ekaterina Sergeevna

INTRODUCING PRESCHOOL CHILDREN TO THE CULTURE OF THE ORYOL REGION Zhidkikh Olga Vladimirovna

DEVELOPMENT OF CHILDREN'S CREATIVE ABILITIES IN THE PROCESS OF THEATER ACTIVITIES Kapninskaya Galina Alekseevna

THE PROBLEM OF ENSURING CONTINUITY IN THE OPERATION OF KINDERGARTEN AND SCHOOL IN THE CONTEXT OF THE INTRODUCTION OF FEDERAL STATE EDUCATIONAL STANDARDS OF PRESCHOOL AND PRIMARY EDUCATION Natalya Nikolaevna Kononenko

THE IMPORTANCE OF FOLKLORE IN THE SPEECH DEVELOPMENT OF EARLY CHILDREN Markitantova Elena Ivanovna

ORGANIZED EDUCATIONAL ACTIVITY IN THE EDUCATIONAL FIELD “SPEECH DEVELOPMENT ” WITH THEATER ELEMENTS FOR CHILDREN OF THE JUNIOR GROUP ON THE TOPIC “BEAR CUBS” Pasechnaya Svetlana Viktorovna

“WINTER IN THE KINGDOM OF CROVING MIRRORS” SCENARIO FOR NEW YEAR’S HOLIDAY Buzinenko Elena Yurievna

FEATURES OF GENDER SOCIALIZATION OF PRESCHOOL CHILDREN IN COMPLETE AND SINGLE-PARENT FAMILIES Dolotenkova Ekaterina Nikolaevna

“WHAT IS WINTER...?” SUMMARY OF Speech Therapy CLASSES IN A MIDDLE GROUP Voistinova Tatyana Mikhailovna, Proshina Olga Vladimirovna, Okun Svetlana Borisovna

Scientific search

ECOLOGICAL TALE AS A METHOD FOR FORMING ECOLOGICAL CULTURE OF PRESCHOOL CHILDREN Tolstoukhova Tatyana Aleksandrovna

Speech development

THE ROLE OF CONNECTED SPEECH DEVELOPMENT IN SPEECH EDUCATION OF PRESCHOOL CHILDREN Metelskaya Elena Mikhailovna

USE OF MNEMOTECHNIQUES AS A NON-TRADITIONAL TECHNIQUE FOR THE DEVELOPMENT OF CONNECTED SPEECH IN PRESCHOOL CHILDREN Razumova Tatyana Aleksandrovna

Social and communicative development

YARD GAMES AS AN ELEMENT OF FORMING A CHILD'S PERSONALITY Lukina Olesya Valerianovna

Preschool management

ORGANIZATION OF WORK ON MORAL AND PATRIOTIC EDUCATION IN A PRESCHOOL EDUCATIONAL INSTITUTION Natalia Nikolaevna Sadovnikova

Aesthetic education

EXPERIENCE OF FORMING EMOTIONAL RESPONSIBILITY IN SENIOR PRESCHOOL CHILDREN THROUGH THEATER ACTIVITIES Tatyana Vyacheslavovna Kostenko

Child development - tips on child development from Childdevelop

Pedagogical science does not define clear criteria for such a concept as the early development of children. The only stereotype fixed in the heads of parents is that a child should be able to read and know the basics of mathematical calculation by school. Information about child development is contradictory and varied. Let us only focus on the fact that in the period from 2 years to 6 years, a child learns about the world and receives information about its patterns and basic concepts. It is during this period that it is necessary to focus on the development of basic skills and abilities. The main thing here is to formulate the child’s concepts in coordinates - what is good and what is bad. Proponents of early development during this period of children’s lives suggest starting to study foreign languages and specializing the child in a certain direction - from music to higher mathematics.

What's negative about this? One. Do not deprive your child of a carefree and happy childhood. Give freedom of action and choice. Here are some basic child development tips from Childdevelop.

Teaching principles are teaching methods, starting points that the teacher uses when selecting content, organizing and teaching methods. They reflect the internal natural aspects of the activities of the teacher and the child, determine the effectiveness of learning at various age stages with various forms of educational organization.

The principles of learning are not once and for all accepted categories. As psychological and pedagogical science develops, they are improved, acquiring a deeper justification (the principle of active learning, developmental learning, etc.)

At the same time, children develop a more loyal attitude to work, interest in the work activities of adults, and diligence. Teaching and upbringing are usually in one whole: by teaching, we educate, and by educating, we teach.

At the same time, training and education, as unique aspects of a single process, have their own composition, their own specific methods, their own material and psychological prerequisites. In the early stages of children's lives, education and upbringing appear in a closer unity, and it is difficult to differentiate them, but as the child grows up, upbringing and education become more clearly differentiated. But this does not mean at all that teaching loses its educational power, and education ceases to be educational. Education at all stages of a child’s development remains educational, and education remains educational.

The principle of science.

Its essence lies in the fact that real knowledge that correctly reflects reality should penetrate into the child’s consciousness. In the classroom, the teacher definitely forms in children specific ideas and knowledge about the world around them, which do not conflict with what the school will teach. A schoolchild’s initial scientific knowledge does not arise out of nowhere, but on the basis of real ideas acquired by children in kindergarten. Thus, a deeper scientific knowledge of reality arises on the basis of a less profound one. Undoubtedly, it is not easy to adhere to this principle when explaining the simplest things to preschoolers. Didactics is designed to prepare educational material in such a way that, on the one hand, it correctly reflects the surrounding reality, and on the other hand, it would be understandable and accessible to children.

The scientific principle ensures the formation in preschool children of elements of a dialectical-material understanding of the world around them.

Scientists have thought about this problem more than once. Where is the age limit, pointing to which we could say with confidence: this is the time when we need to begin forming the elements of a materialistic understanding of the reality surrounding the child. Many who understood the importance and relevance of this problem gave up in indecision when opponents cried out: is it possible to solve this problem regarding preschool age?

The principle of visibility.

The importance of this principle is determined by the specific thinking of a child in kindergarten. The principle of visibility is not new.

At the same time, it is possible that in the process of a child’s development, qualities are formed in him that are directly opposite to those that we would like to see.

The period of preschool childhood is a favorable time for the gradual formation in a child of the foundations of a scientific worldview, that the knowledge, experience of activity, attitude, behavior acquired at this age stage - all this, taken together, prepares in the child that qualitative leap that occurs in the process of forming a worldview on at a later age stage - schooling.

It is no coincidence that children strive to convey any story in figurative language, to imagine it in the form of some kind of visual picture or event. The most complex mental skills - reasoning, counting, proving, analyzing and comparing - come from initial external actions, from working with specific objects. To learn to count in your head, you need to work hard, counting real objects. Real objects and visual images contribute to the correct organization of children’s mental activity. The importance of visual learning is convincingly confirmed by studies that show that basic information is acquired by a person through visual and auditory perception. Visual information is perceived instantly. Auditory information enters our brain sequentially and takes much longer.

Implementing the principle of visibility in the pedagogical process of kindergarten means enriching and expanding the child’s direct sensory experience and clarifying his empirical knowledge.

In preschool institutions, the following types of visualization are used in the learning process: substantive and pictorial. Using object visualization, the teacher shows children natural objects of the outside world, three-dimensional images (stuffed birds, dummies of vegetables, fruits). When using visual aids, the teacher shows pictures, diagrams and other illustrative material.

In teaching children in the classroom, visualization is used primarily in connection with imparting new knowledge to children, as well as when consolidating it, when organizing children’s independent activities.

The following requirements are imposed on the visuals used in the classroom: they must fully reflect everything around them, correspond to the level of development of preschool children, be highly artistic in content and design,

The principle of accessibility.

What the child educator teaches must be understandable to him and also definitely correspond to the child’s development.

There is nothing that educators and psychologists argue about more these days than accessibility. What knowledge, at what age and under what conditions can be given to children? About 15 years ago, they still respected the traditional prohibition: you cannot start learning to read and write before the age of five. Today it is allowed to teach a child even earlier, as long as the rule is sacredly observed: to arouse interest, to encourage the child himself to expect the next “lesson.” If only there was no forced learning, teach with play, with passion.

To master literacy, a child must learn to distinguish the phonetic side of the text. In addition, children at this age are characterized by physiological tongue-tiedness (they do not know how to pronounce hissing, whistling sounds, etc.), which means that it is impossible to prepare them for direct learning to read and write.

An essential feature of the principle of accessibility is the connection of the acquired knowledge with that which has already been formed in the child’s mind. If such a connection cannot be established, then knowledge will be inaccessible to children.

However, what is accessible in teaching children cannot be used as an example of what is easy. Easy training does not cause any mental effort or tension in children, and therefore does not contribute to their development. Accessible learning always involves setting children such tasks, such tasks, the solution or implementation of which would be feasible for children and at the same time cause some strain on their mental powers.

The principle of activity and consciousness.

Experimental data show that if children do not show interest in learning, then the information coming from the teacher to the child is not perceived by them. Even with a child’s neutral mental state, information coming from outside is not perceived by the child’s brain.

The practice of kindergarten shows that many children are intellectually passive due to the fact that the teacher, when explaining educational material, does not provide in advance techniques that activate the child’s cognitive abilities, thinking and behavior, when he “chews” everything down to the smallest details himself, without relying on activity and independence of the child, who has no choice but to “swallow” the next dose of material.

The meaning of this principle lies in the fact that the more a child solves practical and cognitive problems on his own, the more effective his development is.

The most important indicator of the effectiveness of learning is the manifestation of cognitive activity and independence by children. The basis of this reaction is the indicative-exploratory reflex.

The development of the child’s cognitive abilities and creative powers depends on the teacher and the methods and techniques he uses.

Principles of systematicity, consistency and gradualism.

This means that the composition of the training and the specific tasks for its assimilation meet all didactic rules: to go in training from easy to more difficult, from what children already know to the new, unknown, from simple to complex, from close to distant.

Consistency involves studying educational material in such a way that the assimilation of new things is based on the children’s existing knowledge and prepares a further stage in children’s cognitive activity. Based on the program, the teacher determines and prepares the next “dose” of educational material for learning. Each such “dose”, part of the educational material, is presented in conjunction with the previous ones, in complication.

The principle of connection with life follows from the dialectical-materialist law of the unity of theory and practice. Of course, connection with life for young children is limited by their capabilities. Their life is play, work, activities. The acquired knowledge should be used in the specified activities.

The principle of developmental education.

This reveals the dialectical nature of the learning process. Amazing things happen to a child. Yesterday he still couldn’t do something, but today he learned. What seemed difficult yesterday has already been mastered and become simple today. Children gradually become aware of their own growth and become interested in learning. In order for learning to be an exciting, inspired work for children, it is necessary to awaken in children and constantly support the desire to learn, the desire to learn new things. It is this desire that is the emotional stimulus for the child’s independent and active thought. The secret of developing interest in educational activities lies in the child’s personal successes, in his feeling of growth in his capabilities, in mastering educational material. This means that the more success a child has in knowledge and learning, the higher and more stable his desire to acquire new knowledge.

The principle of taking into account age characteristics and an individual approach to children in education.

Children of preschool age differ from each other in everything, including speed of thinking, behavior, etc. Individual differences in children are explained by various natural characteristics, as well as different living and upbringing conditions.

The main way to study the characteristics of preschool children is systematic observation of the child; individual and group conversations; assessment of the results of their tasks, etc. The purpose of the study is to, based on the positive qualities of the individual, prevent and overcome existing shortcomings in the mental and moral development of the child.

The teacher must know what each child is capable of. Some of the 25-30 children quickly grasp the educational material, and some - slowly. You cannot demand the impossible from a preschooler. It is necessary to study the child’s personality, take a closer look at him, and identify his character.

An individual approach is used to create conditions for the comprehensive development of each child and prevent the influence of unpleasant circumstances on his development. Thus, during classes, children with impaired vision and hearing are seated closer to the teacher, closer to visual aids, so that they can better hear the explanation and clearly see the display of the sample and demonstration material.

The teacher restrains impulsive children with weak inhibitory reactions by developing their will. Some children, especially those who have just come to kindergarten, often have slow speech and an insufficient vocabulary. Such children should not be rushed when answering or telling stories. It is necessary to cultivate a favorable attitude towards them on the part of their comrades.

In kindergarten there are children who do not have the habit of mental work; they love to play, but are reluctant to do so. It is these children who need to be given the opportunity to experience the joy of success, which will increase their interest in the content of the lesson and in mental work.