The use of innovative forms, methods, technologies in working with preschool children

The use of innovative forms, methods, technologies in working with preschool children

The process of reorganizing the entire education system places high demands on the organization of preschool education and training, and intensifies the search for new, more effective psychological and pedagogical approaches to this process.

The development of preschool education and its transition to a new qualitative level cannot be carried out without the development of innovative forms, methods, means and innovative technologies.

Innovative activity of a teacher

is a necessary part of the educational process. The introduction of innovations means the need for educators to adapt their activities to changing conditions and use non-standard techniques in educational processes. The work of a teacher should not be limited to exclusively old and proven methods; some variety is necessary.

In the modern understanding, innovation is “the manifestation of new forms or elements of something, as well as a newly formed form or element.” A synonym for innovation is the concept of “innovation”.

The innovative activity of the teacher is

to begin mastering developmental innovations, to introduce new forms, methods, techniques, tools, technologies, programs into the educational process. Apply and study in practice, use your personal experience and knowledge.

The purpose of using innovation is

to create a person-oriented educational environment in preschool educational institutions, allowing to create conditions for full physical, spiritual, psycho-emotional health, interpersonal, group developmental interaction of children, parents, teachers and specialists.

Tasks:

to cultivate the social and personal qualities of preschoolers who can think outside the box and creatively;

develop initiative, curiosity, volition, the ability for creative self-expression, stimulate communicative, cognitive, play and other activity of children in various types of activities;

to develop children’s skills in using modern innovative technologies aimed at the successful socialization of the individual in society and increasing the level of intellectual thinking and creative imagination.

Any technology has means that motivate, activate, and shape the activities of students. In some technologies, these means constitute the main idea and basis for the effectiveness of the results. Such technologies include gaming technologies.

Play is the leading activity

, all preschool age. The developmental potential of the game lies in its very nature. The pedagogical value of the game lies in the fact that it becomes the strongest motivational factor; the child is guided by personal attitudes and motives.

The effectiveness of using innovative technologies in preschool education

Currently, the main goal of the ongoing reform in the field of education in our country is the formation and education of individuals with modern, diversified thinking, who can take a creative approach to their work.

Innovations determine new methods, forms, objects, technologies used in pedagogical practice, aimed at developing the child’s personality abilities.

In this regard, today's innovative activities related to teaching in kindergartens are the main factor in the professional development of teachers of preschool organizations.

The child of the modern world is our tomorrow's future.

The formation of the younger generation, its development, detailed study and definition of its inner world, and the creation of conditions for the further development of its abilities and capabilities becomes the main task of every teacher.

This all depends on the ability to perfectly apply new pedagogical technologies of preschool teachers for sufficient education and personal development of children in preschool institutions. Because in the present period, just as innovative pedagogical technologies are important in the field of education and science, pedagogical technologies also play an important role in the training and education of preschool children.

“Innovative technologies are subjects and methods associated with priority goals of knowledge: teaching is a complex and open system of new tasks, contents, forms and methods, connected by a single general concept of organizing the educational process, here each position influences the other and ultimately constitutes a complex of positive conditions for the development of the child."

It is known that the direct responsibility of every teacher today is to create conditions for free, active development, acquisition of diverse knowledge, and creative development of the future generation.

Since, innovative activity - deep knowledge of teachers of pedagogical technologies, methods and techniques, psychology and pedagogy in working with kindergarten children helps teachers achieve any specific goals.

More specifically, these activities promote interest and vitality, making the learning process conscious and of quality.

The requirement of the trend of new technology influences the achievement of goals in a child’s education, the development of his mental abilities through actions, increasing cognitive activity, diversified development and the ability to quickly accept new things.

At this period of development of society, technologization in the process of training and education in the educational system of preschool institutions is one of the main tasks. In this regard, various teaching and educational technologies are created and used in the practice of preschool institutions.

For example, the innovative technologies used: collaborative pedagogy, humane learning, game-based learning, problem-based learning, modular learning, learning through reference signals, developmental learning, computer-based learning technology, program learning, leveled learning and more. Of these, I would like to note the effectiveness of the design technology.

The design method is an innovative pedagogical technology.

A pedagogical project is a set of actions organized specifically by a teacher, as a result of which the child will be able to make decisions independently, make his own choice, and as a result of his work and creativity he becomes responsible. Stimulates specific tasks requiring specialized knowledge and the actual application of knowledge covering problem solving through project activities.

The peculiarity of the project technology is the child’s ability to design upcoming actions and the ability to be its subject.

A project is a pedagogical method through which a child, in achieving a goal, perceives the environment through periodic processes and pre-planned practical actions.

The design method is a way to achieve a procedural didactic goal, which will give a specific result through a thorough study of the problem.

The design method always foreshadows some solution to the problem.

The design method is a teaching method aimed at the individual. Through the content of the training and a set of tasks, he develops mastery and skills. Also helping to stimulate children's research actions through a set of tasks in the content part of training, the information being taught is taken in the form of some kind of action or product, developing mastery and skills.

Advantages of project-based learning: thinking on a logical level and active research is encouraged, increasing self-confidence and capabilities in children; when working with a project in comparison with traditional learning, children gradually accept the responsibility of their learning.

As a result, the quality of learning and thinking ability, the ability to understand a problem, the ability to collaborate and the skill of building activities such as relationships are improved and the possibility of developing methods is increased.

At the same time, the possibility of learning with different levels of development of children increases.

The main idea of the design method: the development of cognitive interest in children, the ability to independently, with the help of a teacher or parents, fill their knowledge, find what they need in the information space and develop critical thinking. The purpose of learning technology through play provides a didactic, educational, social goal.

The peculiarity of gaming technology is that the psychological mechanism of gaming action is based on the individual’s own preferences. Provides for the development of such qualities in the child as curiosity, cognition, and creative qualities.

Play for a child is both learning and work.

Play is a way of understanding the environment. It not only helps to overcome the difficulties encountered in life, but also develops their organizational abilities and increases their desire to understand the surrounding environment.

The technology of problem-based learning is to teach the child to work independently, develop cognitive and creative abilities. That is, increasing the activity of children, creating a problem that stimulates the child’s interest in the material being taught, the child perceives not only through the senses, he masters the material in order to satisfy the need for knowledge, the child connects learning with his life and work.

The technology of independent development is the diversified development of the child, nurturing independence, reuniting the world of objects and mental actions in the child’s mind. A natural approach is needed here in accordance with the child’s development, only then will the child be able to develop himself. As the pedagogy of M. Montessori explains, the whole life of a child, from birth to adulthood, is the development of his freedom and independence. The peculiarity of this technology is that there is no single program; everyone follows the path intended for him by nature. There are no classes in kindergartens; every day begins with a meeting and after the meeting, everyone does whatever they want. The actions of each child, depending on his work, are assessed by another child.

The main task here is for the child to evaluate himself.

Pedagogy of cooperation is the transition of the teacher from demanding pedagogy to pedagogy of relationships.

Addressing the child from a humane perspective, the integral unity of teaching and upbringing: educator-child, child-educator, child-child, that is, both the child and the educator are subjects. At the same time, humane relationships with the child as an individual. Mutual understanding between the child and the teacher, cooperative relationships.

The main goal of this technology is to educate a child as a citizen, to develop and nurture curiosity, and to instill warmth in the child’s heart and soul.

The technology of selective-level training is the development of knowledge, skills and abilities. Teaching each child at his own level to adapt, adapting learning in accordance with different groups.

The technology of modular learning is the design of the integrity of learning, the organization of the pedagogical process focused on achieving set goals, the analysis of the result by the teacher, the choice and formation by the teacher of a system, the results of which can be analyzed and explained.

Prevention of difficulties encountered in work carried out by children and drawing up a system of correctional work.

The technology of developing learning is to further develop the child by teaching him. To develop in a child a love of freedom, determination, honor and dignity, a sense of pride, individuality, humanity, hard work, activity and other qualities.

Currently, the “Step by Step” technology is largely used in preschool institutions.

The basis of Montessori pedagogy is the creation of a special environment and promoting the child’s self-development in it. Montessori asked the question: “What is necessary for the development of a child?” and proved in the schools he opened that this requires the desire to serve oneself and self-development. Therefore, the child’s adaptation to life is carried out in a developing environment.

A developmental environment is a subject-spatial environment created by a teacher, in which various materials that attract attention and arouse interest are freely available: the conditions for teaching and raising children in it allow each child to develop at an individual pace.

The main goal of the “Step by Step” technology is learning, taking into account the individual perception and development levels of each child. These pedagogical technologies can be used only taking into account the age differences of kindergarten children and the perception capabilities of each child at each stage. The ability to remember in preschool children is weak, the processes of perception are unstable. That's why they love to touch and see things. In this regard, in the process of teaching preschool children, visual aids and gaming technology should be widely used.

A teacher is an important person who lays the foundation of knowledge in a child.

The requirements for training an innovator educator are aimed at introducing new ways and training aimed at mastering professional skills at the present time, equipping students with new types of training.

As the learned teacher V.A. Sukhomlinsky said, “Pedagogical skill and pedagogical art is the ability to cognize wisdom with the heart,” the teacher determines the natural qualities of the child, knows how to reveal and develop them, analyze them. Only a creative, competitive teacher who knows how to build individual relationships with children will be able to form the prerequisites for a citizen of society in accordance with the requirements of the modern world. Therefore, the professional competence of teachers, organizational and research abilities are studied. This is a special type of new activity of innovative teaching technology.

To master innovative teaching technology, it is necessary to apply vast teaching experience. This work requires a person to have a creative approach to his activities and to have the ability to apply business personal qualities. In fact, every teacher, every kindergarten teacher, in the course of mastering a new innovative technology, develops and self-forms itself.

Literature:

Averin V. A. Psychology of children and adolescents. St. Petersburg, 1998.
Baishukirova A. The impact of a child on the intellect of the world view.
Is your child ready for school? Psychological tasks and games, exercises. Astana, 2003.
Bezrukikh M. Why is it difficult to study? Moscow, 1995.
Belkina V.N., Vasilyeva N.N., Elkina N.V. et al. Preschooler: training and development. To educators and parents. – Yaroslavl: Academy, 2001.
Veraksa N. E. Project activities of preschoolers. 2006
Davydova O. I., Mayer A. A., Bogoslovets L. G. Projects in working with the family. 2000 life.
Kiseleva L. S., Danilina T. A., Lagoda T. S., Zuikova M. B. Project method in the activities of a preschool institution. 2001.
Buzaubakova K. Mastering a new pedagogical technology is a duty. // School of Kazakhstan. N 9-10. 2005.
Baygazieva G. New pedagogical technology. // School of Kazakhstan. N 8. 2005.

Innovative forms of teaching preschoolers.

The form of training organization is a way of organizing training, which is carried out in a certain order and mode.

The forms differ:

· according to the number of participants,

the nature of the interaction between them,

· methods of activity, · location.

The process of reorganization of the entire education system, which has been going on for many years, places high demands on the organization of preschool education and training, and intensifies the search for new, more effective psychological and pedagogical approaches to this process.

Innovative processes at the present stage of development of society primarily affect the preschool education system, as the initial stage in revealing the potential abilities of a child. The development of preschool education and the transition to a new qualitative level cannot be carried out without the development of innovative forms of teaching children.

Innovation determines new methods, forms, means, technologies used in pedagogical practice, focused on the child’s personality and the development of his abilities. In kindergarten, frontal, group, and individual forms of organized education are used.

An individual form of educational organization allows you to individualize training (content, methods, means), but requires a lot of nervous effort from the child; creates emotional discomfort; uneconomical training; limiting cooperation with other children.

Group form of training organization (individual-collective). The group is divided into subgroups. Reasons for recruitment: personal sympathy, common interests, but not according to levels of development. At the same time, it is first of all important for the teacher to ensure the interaction of children in the learning process.

Frontal form of training organization. Work with the whole group, clear schedule, uniform content. At the same time, the content of training in frontal classes can be activities of an artistic nature. The advantages of the form are a clear organizational structure, simple management, the ability for children to interact, and cost-effectiveness of training; The disadvantage is the difficulty in individualizing training.

The main form of organization of education in a preschool educational institution is direct educational activities (DEA). Direct educational activities are organized and conducted by teachers in accordance with the main general education program of the MBDOU. ECDs are conducted with children of all age groups in kindergarten. In the daily routine of each group, the time for carrying out educational activities is determined in accordance with the “Sanitary and epidemiological requirements for the design, content and organization of the work schedule of preschool educational organizations.”

Direct educational activities are organized in all areas of educational areas.

Organized educational activities include various types of children's activities.

Game, communicative, labor, cognitive-research, constructive, motor, musical, visual, perception of fiction, etc.

At the present stage, the term “class” is retained in relation to music and physical education classes, usually conducted by specialists - music and physical education leaders in premises specially equipped for these types of activities.

As the main unit of the pedagogical process of a kindergarten, the educational situation can be identified - this is a form of joint activity between the teacher and children, which is planned and purposefully organized by the teacher in order to solve certain problems of development, education and training in various types of children's activities.

The educational situation occurs in a specific time period of educational activity. A feature of the educational situation is the emergence of an educational result (product) during a specially organized interaction between the teacher and the child. Such products can be both material (a story, drawing, craft, collage, exhibit for an exhibition) and intangible (new knowledge, image, idea, attitude, experience). Focus on the final product determines the technology for creating educational situations. In the educational situation, the content of learning and methods of learning activities are mastered.

Educational situations can be aimed at solving problems of one of the types of activities (for example, communicative, mathematical, visual, etc.). In this case, the skills necessary for the successful implementation of a specific type of activity are developed. For example, looking at a picture or toy, mastering counting, measuring. Mostly educational situations are complex in nature and include tasks implemented in different types of activities on the same thematic content. An integrated approach to the construction of educational situations contributes to the implementation of the principle of integration of the educational process of kindergarten.

Innovative forms of education are a system of methods, methods, techniques, and educational means aimed at achieving a positive result through dynamic changes in the personal development of a child in modern sociocultural conditions. Pedagogical innovations can either change the processes of education and training, or improve them. Innovative forms combine progressive creative technologies and stereotypical elements of education that have proven their effectiveness in the process of teaching.

Literature.

1. Lagutin A.B. Help your child become strong and dexterous / A.B. Lagutin, A.P.M. Enlightenment 2004.45p.

2. Zatsiorsky V.M. Physical qualities of an athlete. - M.: Physical culture and sport, 1970.-200 p.

3. Kozhukhova N.N., Ryzhova L.A., Samodurova M.M. Physical education teacher in preschool institutions: Proc. aid for students higher and average ped. educational institutions / Edited by S.A. Kozlova.- M.: Publishing House, 2002.-320 p.

Innovative forms of preschool education

Innovation is the creation and use of a new component that causes a change in the environment from one state to another. Accordingly, innovative technologies in the educational process are the creation of a new, previously non-existent component.

Goal: to create a person-oriented educational environment in preschool educational institutions, allowing to create conditions for full physical, spiritual, psycho-emotional health, interpersonal, group developmental interaction of children, parents, teachers and specialists.

Tasks:

· to educate the social and personal qualities of preschoolers who can think outside the box and creatively;

· develop initiative, curiosity, volition, the ability for creative self-expression, stimulate the communicative, cognitive, play activity of children in various types of activities;

· teach children to apply modern innovative technologies aimed at the successful socialization of the individual in society and increasing the level of intellectual thinking and creative imagination.

Characteristics of innovative activities of preschool educational institutions:

· The teaching staff develops and applies a model that differs from the generally accepted one in raising children and in organizing the educational environment.

· The team develops and applies new ways of teaching activities.

The main types of innovative technologies used in preschool institutions:

1. Health-saving technologies : their main goal is to create conditions for students to develop an idea of a healthy lifestyle, the ability to provide first aid to themselves and others, as well as the formation and development of knowledge, skills and abilities necessary to maintain their own health. Forms of work: sports holidays, physical education minutes between classes, morning exercises, eye exercises, breathing exercises, finger and dynamic exercises, relaxation, walks not only in the kindergarten, but also in forested areas, sports games, hardening, water treatments.

2. Project activity : its meaning is to create a problem activity that is carried out by the child together with the teacher. The knowledge that a child gains while working on a project becomes his personal property and is firmly anchored in the existing system of knowledge about the world around him.

3. Developmental technologies : in traditional education, a ready-made product, an action pattern, is presented to the child for study. During developmental education, a child must independently come to an opinion or a solution to a problem as a result of analyzing his actions.

4. Corrective technologies : their goal is to relieve the psycho-emotional stress of preschoolers. Types: fairy tale therapy, color therapy, music therapy.

5. Information technology : the use of ICT (use of animation, slide presentations, films) in classes at preschool educational institutions is attractive for children and allows them to arouse active cognitive interest in the phenomena being studied. Methods of visual support of the material make it possible to achieve long-term concentration of pupils’ attention, as well as simultaneous impact on several of the child’s senses, which contributes to a more durable consolidation of the new knowledge acquired.

6. Cognitive and research activities : the main goal is to create experimental activities in which the child is an active participant. The child's direct participation in the experiment allows him to see the process and results with his own eyes.

7. Personality-oriented technologies : goal: creating democratic partnership humanistic relations between the child and the teacher, as well as providing conditions for the development of the personality of students. With a student-centered approach, the child’s personality is placed at the forefront of learning.