Teachers' Council Modern pedagogical technologies in preschool institutions

Pedagogical Council "Modern pedagogical technologies in preschool institutions"

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. Many technologies have quite a lot of similarities in their goals, content, methods and means used, and based on these common features they can solve the problem of forming a “competent personality” in accordance with the targets outlined in the Standard.

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.

You and I will be builders and we will build a house under the name, and we will give the name of the house when we resolve all the issues of our council.

To begin construction, the site must be cleared. The letters were scattered on it; they had to be assembled into a word.

This word includes methods, techniques, a sequence of operations and procedures; it is closely related to the means, equipment, materials used, or it is clear and unambiguous knowledge (usually in the form of a set of rules or an algorithm) that allows one to obtain the desired final result from the initial components ( technology).

Game "Collect the word."

The site for the construction of a house consists of the main word - technology. The foundation of our house will begin to build and consolidate our knowledge about modern educational technologies in a preschool educational organization, the senior teacher of the preschool educational institution “Modern educational technologies in the context of the Federal State Educational Standard.”

Let's review what the term “technology” itself means.

Technology

comes from the Greek words for "skill, art" and "law, science" - this is
the science of craftsmanship.
The core of any technology: goal - means - rules for their use - result.

Pedagogical t

technology functions both as a science that studies and designs the most rational way of learning, and as a system of algorithms, methods and results of activities, and as a real process of teaching and education.

Pedagogical technology

is a holistic, scientifically based project of a certain pedagogical system from its theoretical concept to implementation in educational practice, reflecting the procedural side of training and education and covering their goals and content. Forms, methods, means, results and conditions of their organization.

Topic of the teachers' council: “Use of modern technologies in the development of preschool children”

TEACHING COUNCIL No. 3

Topic of the teachers' council: “Use of modern technologies in the development of preschool children”

Date: 03/28/2018

Form of conducting: in “discussion” mode.

Compiled by: T.V. Kustova, senior teacher

Goal : stimulating the activity and increasing the competence of preschool teachers on the use of modern pedagogical technologies in the educational process.

Teachers' council plan:

1. Approval of the agenda of the meeting of the pedagogical council, analysis of the implementation of the decision of the previous meeting. Responsible: Secretary of the Teachers' Council. Parshakova O.R.

2. Introductory speech about the relevance of the topic of the teachers' council. Responsible: Head Shevnina G.I.

3. Discussion with teachers on the topic: “The use of modern educational technologies as a means of improving the quality of preschool education (presentation). Responsible: senior teacher Kustova T.V.

4. "Pedagogical auction." Responsible: group teachers.

5. The practical part of the teachers' council. Filling out cards. Responsible: group teachers.

6. Reflection. Responsible: senior teacher Kustova T.V.

7. Results of the competition for methodological developments “Children’s health is our common cause.” Responsible: senior teacher Kustova T.V.

8. Making a decision of the pedagogical council. Responsible: Head Shevnina G.I.

Progress of the teachers' council

Head: Dear colleagues, I will begin our teachers’ council with the words of V.D. Odoevsky “A child is brought up by various accidents that surround him. Pedagogy must give direction to these contingencies.” Therefore, our main task, as teachers of a preschool institution, is to choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the set goal of personal development and are aimed at implementing the federal state educational standard for preschool education. 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.

Senior teacher: Modern 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.

I would like to offer you a discussion during the presentation on the topic “The use of modern educational technologies as a means of improving the quality of preschool education.”

And now a “Pedagogical Auction” with the aim of expanding and clarifying teachers’ ideas about the features of using pedagogical technologies in the educational process of preschool educational institutions. Speakers should talk about the name of the technology, what purpose it pursues, the pros and cons of the technology, features of use, and share their experience of using this technology in their teaching activities.

— Game technologies in preschool educational institutions (teacher 2 ml.Gorbunova T.N.).

— Personality-oriented technologies in preschool educational institutions (middle group teacher Berdysheva O.P.).

— Technology of problem-based learning (teacher of the senior group Fedyukova I.F.).

— The use of ICT in the educational process of a preschool educational institution (teacher Yas.gr. Parshakova O.R.).

— Technology of developmental education (preparatory group teacher L.M. Petrova).

— Technology of research activities (preparatory group teacher O.N. Skobeleva).

Physical education instructor E.P. Fadeeva conducted a master class “Physical training with teachers” (health-saving technologies).

Auction results: The technologies used must be interconnected, must complement and reinforce each other. Therefore, it is important to integrate and correctly combine the variety of methods of educational activity that exists. Success, and therefore the result of training, will depend on this.

Report to the teachers' council No. 3

Project technology

Modern conditions are such that a preschooler cannot be a “blank slate” when entering school. Increasingly, the demands placed on a first-grader force them to “develop, invest, inform, train, etc.” Children who have a lot of information and knowledge acquire it haphazardly.

The duty of an adult is to help the child learn to find and extract the necessary information, to assimilate it in the form of new knowledge. The teacher competently manages the child, determines the methods and techniques of the student’s education. One of the new most effective innovative technologies has become the project method

The project method is one of the promising methods. A number of authors (L. S. Kiseleva, T. A. Danilina) consider project activities as a variant of an integrated method of teaching preschoolers, as a way of organizing the pedagogical process, based on the interaction of teacher and student, step-by-step practical activities to achieve the goal.

The project method is understood as a set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with the obligatory presentation of these results.

The essence of the project method is to stimulate children's interest in certain problems that require possession of a certain amount of knowledge, and through project activities that involve solving one or a number of problems, show the practical application of the acquired knowledge. Thus, project activity is a special type of intellectual and creative activity; a set of techniques, operations of mastering a certain area of practical or theoretical knowledge, a particular activity.

A feature of project activities in the preschool education system is that the child cannot yet independently find contradictions in the environment, formulate a problem, or determine a goal (intention). Therefore, in the educational process of a preschool educational institution, project activities are in the nature of cooperation, in which children and teachers of the preschool educational institution take part, and parents and other family members are also involved. The main goal of the project method in a preschool institution is the development of a free creative personality, which is determined by the developmental tasks and tasks of children's research activities.

Stage I of project development:

I pose the problem for discussion with the children. As a result of a joint discussion, we put forward a hypothesis, which is confirmed by the children in the process of search activity.

Stage II of work:

We develop a joint action plan to achieve the goal (and the hypothesis is the goal of the project). First, we conduct a general discussion so that the children find out what they already know about a certain subject or phenomenon. Then I record the answers on a piece of Whatman paper so that the group can see them. To record answers, I use conventional schematic symbols that are familiar and accessible to children. Then I ask the second question: “What do we want to know? “I record the answers again, regardless of the fact that they may seem illogical. It is important here to show patience, respect for the point of view of each child, and tactfulness in relation to the ridiculous statements of children. When all the children have spoken, I ask: “How can we find answers to the questions? “When answering this question, children rely on their personal experience.

I also take into account the age characteristics of the students.

For children of primary preschool age I use hints and leading questions; For children of older preschool age, I provide more independence.

The solution to this question is various activities: reading books, encyclopedias, contacting parents, specialists, conducting experiments, thematic excursions. The proposals received are additions and changes to the teacher’s already prepared thematic plan. It is important to show flexibility in planning, to be able to subordinate your plan to the interests and opinions of children, including children's activities in the curriculum, sacrificing some planned forms of work. I believe that this skill is an indicator of the high professional skill of the educator, his readiness to deviate from existing stereotypes, putting in first place the intrinsic value of preschool childhood as a period of life and only then as a preparatory stage for the future.

III stage of work

Children explore, experiment, search, create. To activate children's thinking, I suggest solving problem situations and puzzles, thereby developing an inquisitive mind. It is necessary to create a situation where the child must learn something on his own, guess, try, invent something. The environment around the child should be, as it were, unfinished, unfinished. A special role in this case is played by corners on cognitive and practical activities.

IV stage of work

Is a presentation of the project. The presentation can take place in various forms depending on the age of the children and the theme of the project: final games-activities, quiz games, themed entertainment, design of albums, photo exhibitions, mini-museums, creative newspapers.

Gaming technologies

“Game creates joy,

freedom, contentment, peace of mind

and around you, peace in peace"

Friedrich Froebel

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

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

After the introduction of FGT into the preschool education system, the teacher must deal with the development of the child, based on the comprehensive thematic principle of constructing the educational process; solve educational problems not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education; build educational processes on age-appropriate forms of working with children.

Teachers’ mastery of new technologies in preschool education is the key to the successful development of a child’s personality.

Currently, the relevance of the game is increasing due to the oversaturation of the modern child with information. Television, video, radio, and the Internet have increased and diversified the flow of information received. But these sources mainly provide material for passive perception. An important task in teaching preschoolers is to develop the skills of self-assessment and selection of information received. Play, which serves as a kind of practice for using the knowledge acquired by children in educational activities and in free activities, helps to develop such a skill.

The game is a means of understanding reality and is considered:

- as an activity as a result of which the child’s psyche develops;

- the child’s special activity, which changes and unfolds as his subjective activity;

- a special attitude of the individual to the world around him;

- the type of activity (or attitude towards the world) socially assigned to the child and learned by him;

- special content of learning;

- a socio-pedagogical form of organizing children's life and children's society.

Thus, a game is a method of organizing the activities of children in educational activities or a set of techniques built in logic, both for studying a given program material and for organizing the interested cognitive activity of preschoolers.

Games or play exercises used by the teacher provide children with an interested perception of the material being studied and attract them to mastering new knowledge. It helps to focus children's attention on the learning task. The game makes it possible to make complex learning tasks more accessible and contributes to the development of conscious cognitive motivation in preschoolers.

One of the advantages of the game is that it always requires the active actions of each child. Therefore, with its help in direct educational activities, the teacher can organize not only the mental, but also the motor activity of children, since the implementation of game tasks in many cases is associated with various movements.

Games or their elements that are appropriately included in learning give the educational task a specific, relevant meaning, mobilize the mental, emotional and volitional forces of children, and orient them towards solving the assigned tasks. The game activates the interaction of cognitive and emotional principles in the educational process. It not only inspires children to think and express their thoughts, but also ensures purposeful actions, and therefore disciplines the child’s mind.

Learning in the form of a game can and should be interesting and entertaining.

To implement this approach, it is necessary that educational technologies contain a clearly step-by-step system of gaming tasks and various games.

When using game-based educational technology, the following principles must be used.

1. The principle that the game situation is organic to the content of a specific educational activity.

The game situation is not valuable in itself when constructing the learning process; it is a way of organizing children’s activities in the immediate educational field. In this regard, it is necessary that the game situation be selected “to suit the material,” and not the subject material to suit the situation. At the same time, the play actions performed by the children organically revealed the essential properties of the material and ways of working with it. Game actions should correspond to the essence of the material being studied, and not be a way of decorating it.

2. The principle of adequacy of the subject content used.

Game activities with educational material should be aimed at identifying and understanding by children the essential properties and qualities of the material being studied, and not just at performing game actions “on the topic of the material”

3. The principle of interactivity

Compliance with this principle is necessary from the point of view of modern approaches to teaching a child of any age. Only through independent activity are full-fledged knowledge and skills formed. Therefore, when building gaming educational technology, it is necessary to provide each child with the opportunity to independently act with the material being studied. The principle of interactivity presupposes participation in the activities of each child in the immediate educational field, since in order to complete the task, not only does the teacher need something, but it is also necessary to perform some kind of educational and gaming action.

Game educational technology is a way of organizing children’s activities in the process of teaching subject content. The purpose of gaming educational technology is not the development of gaming activities, but the organization of children’s assimilation of subject content (mathematical, natural-ecological, etc.)

Thus, the technology of playful learning is based on the principle of child activity, is characterized by a high level of motivation and is determined by the natural need of a preschooler. The role of the teacher is to create and organize a subject-spatial environment. Game technology in teaching is designed to combine elements of play and learning.

Pedagogy of cooperation

The pedagogy of cooperation is one of the most comprehensive pedagogical generalizations of the 80s, which gave rise to numerous innovative processes in education (K. D. Ushinsky, N. P. Pirogov, L. N. Tolstoy). As an integral technology, cooperation pedagogy has not yet been embodied in a specific model and does not have normative and executive tools; her ideas were included in almost all modern pedagogical technologies and formed the basis of the “Concept of Secondary Education of the Russian Federation.”

The pedagogy of cooperation has the following classification characteristics:

• philosophical basis – humanistic

• cooperation between the teacher and the child on equal terms:

• by the nature of the content: teaching + educational, humanistic, general education, penetrating;

• by type of management: small group system;

• individual + group, differentiated;

• according to the approach to the child: humane-personal, subject-subjective;

• according to the predominant method: problem-search, creative, dialogical, game;

• transition from pedagogy of requirements to pedagogy of relationships;

• humane and personal approach to the child;

• unity of training and education.

As a system of relationships, cooperation is multidimensional; but the most important place in it is occupied by the “teacher-child” relationship. In the concept of cooperation, the child is presented as the subject of his educational activities. Therefore, two subjects of the same process must act together; neither of them should stand above the other.

There are four areas of cooperation pedagogy:

1. Humane and personal approach to the child. The development of the entire holistic set of personality qualities is placed at the center of the educational system.

The humane-personal approach combines the following ideas:

1. A new look at personality;

2. Refusal of direct coercion as a method that does not produce results in modern conditions;

3. A new interpretation of the individual approach;

4. Formation of a positive self-concept, i.e. a system of a person’s conscious and unconscious ideas about himself, on the basis of which he builds his behavior.

2. Didactic development complex

New fundamental approaches and trends are opening up in resolving the issues of “what” and “how” to teach children; the content of training is considered as a means of personal development; training is conducted in generalized knowledge, skills and ways of thinking; integration, variability; positive stimulation is used.

3. Concept of education

The conceptual provisions of cooperation pedagogy reflect the most important trends according to which education is developing in a modern preschool educational institution:

1. Placing the child’s personality at the center of the entire educational system;

2. Humanistic orientation of education, the formation of universal human values;

3. Development of the child’s creative abilities;