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Developmental learning technology. Modern technologies of education and upbringing as a means of improving the quality of pre-school preparation of children in preschool

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1. The process of reorganization of the entire education system, which has been going on for many years, makes 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 affect, first of all, the system of preschool education, as the initial stage of revealing the potential abilities of the child. The development of preschool education, the transition to a new qualitative level cannot be carried out without the development of innovative technologies.

2. Innovations define new methods, forms, means, technologies used in pedagogical practice, focused on the personality of the child, on the development of his abilities.

3. At the present stage of development, changes are taking place in educational processes: the content of education is becoming more complicated, focusing the attention of preschool teachers on the development of creative and intellectual abilities of children, correction of emotional-volitional and motor spheres; traditional methods are being replaced by active methods of education and upbringing aimed at enhancing the cognitive development of the child. In these changing conditions, a preschool teacher needs to be able to navigate the variety of integrative approaches to the development of children, in a wide range of modern technologies.

4. Innovative technologies are a system of methods, ways, methods of teaching, educational means aimed at achieving a positive result due to dynamic changes in the personal development of a child in modern socio-cultural conditions. Pedagogical innovations can either change the processes of education and training, or improve. Innovative technologies combine progressive creative technologies and stereotypical elements of education that have proven their effectiveness in the process of pedagogical activity.

CONCEPT "PEDAGOGICAL TECHNOLOGY"

5. At present, the concept of pedagogical technology has firmly entered the pedagogical lexicon. However, there are major discrepancies in its understanding and use.

B. T. Likhachev gives such a definition [Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and layout of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process].
I.P. Volkov gives such a definition [Pedagogical technology is a description of the process of achieving the planned learning outcomes].
UNESCO - [Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education].

In our understanding, pedagogical technology is a meaningful generalization that absorbs the meanings of all the definitions of various authors. (sources).

6. Concept "pedagogical technology" can be represented in three ways.

scientific: pedagogical technologies - a part of pedagogical science that studies and develops the goals, content and methods of teaching and designing pedagogical processes;
procedural-descriptive: description (algorithm) process, set of goals, content, methods and means to achieve the planned learning outcomes;
procedurally effective: the implementation of technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means.

Thus, pedagogical technology functions both as a science that studies the most rational ways of learning, and as a system of methods, principles and regulations used in learning, and as a real learning process.

7. Concept "pedagogical technology" in educational practice it is used at three hierarchically subordinate levels:

general pedagogical (general didactic) level: general pedagogical (general didactic, educational) technology characterizes a holistic educational process in a given region, educational institution, at a certain level of education. Here, pedagogical technology is synonymous with the pedagogical system: it includes a set of goals, content, means and methods of teaching, an algorithm for the activity of subjects and objects of the process.
Private methodical (subject) level: private-subject pedagogical technology is used in the sense "private technique" , i.e. as a set of methods and means for the implementation of a certain content of education and upbringing within the same subject, class, teacher (method of teaching subjects, method of compensatory education, method of work of a teacher, educator).
Local (modular) level: local technology is a technology of individual parts of the educational process, the solution of private didactic and educational tasks (the technology of certain types of activities, the formation of concepts, the education of individual personal qualities, the technology of assimilation of new knowledge, the technology of repetition and control of the material, the technology of independent work, etc.)

THE DIFFERENCE OF PEDAGOGICAL TECHNOLOGY FROM METHODOLOGY

8. The concept of pedagogical technology of the particular subject and local levels is almost completely covered by the concept of teaching methods; the difference between them lies only in the placement of accents. In technologies, the procedural, quantitative and calculation components are more represented, in the methods - the target, content, qualitative and variable-orienting aspects. Technology differs from methods in its reproducibility, stability of results, absence of many "if" . The mixing of technologies and methods leads to the fact that sometimes methods are part of technologies, and sometimes, on the contrary, certain technologies are part of teaching methods.

STRUCTURE OF PEDAGOGICAL TECHNOLOGY

9. The concept of pedagogical technology includes:

conceptual framework;
content of training (learning objectives and content of educational material);
technological part (organization of the educational process, methods and forms of educational activities, methods and forms of work of a teacher; diagnostics).

10. According to G.K. Selevko, any pedagogical technology must meet some basic methodological requirements. (manufacturability criteria).

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

Consistency includes the presence of all the features of the system: the logic of the process, the relationship of all its parts, integrity.

Controllability enables diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, variation by means and methods in order to correct the results.

Efficiency sees cost-optimality, a guarantee of achieving a certain standard of learning.

Reproducibility refers to the possibility of using (repeat, play) pedagogical technology in other educational institutions of the same type, by other subjects.

11. Based on the analysis of pedagogical technologies carried out by G. N. Selevko, the following technologies used in the system of preschool education can be distinguished:

developmental learning technologies,
problem learning technologies,
gaming technology, computer technology,
alternative technologies.

CLASSIFICATION OF PEDAGOGICAL TECHNOLOGIES

12. In the theory and practice of the work of kindergartens today, there are many options for the educational process. Each author and performer brings to the pedagogical process something of his own, individual, in connection with which they say that each specific technology is the author's. One can agree with this opinion. However, many technologies have quite a lot of similarities in their goals, content, applied methods and means, and according to these common features, they can be classified into several generalized groups.

By essential and instrumentally significant properties (for example, target orientation, the nature of the interaction between the teacher and the child, the organization of training) the following classes of pedagogical technologies are distinguished.

According to the level of application, general pedagogical, particular methodological (subject) and local (modular) technology.
According to the philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific (scientistic) and religious, humanistic and inhumane, anthroposophical and theosophical, pragmatic and existentialist, free education and coercion and other varieties.
By focusing on personal structures: information technology (formation of knowledge, skills in subjects - ZUN); operating rooms (formation of ways of mental actions - COURT); emotional-artistic and emotional-moral (formation of the sphere of aesthetic and moral relations - SEN), technologies of self-development (formation of self-governing mechanisms of personality - SUM); heuristic (development of creative abilities) and applied (formation of an effective-practical sphere - SDP).
By organizational forms: individual-group, collective, differentiated ways of learning
A fundamentally important side in pedagogical technology is the position of the child in the educational process, the attitude of adults towards the child. There are several types of technology here.
The method, method, means of teaching determine the names of many existing technologies: dogmatic, reproductive, explanatory and illustrative, programmed learning, problem-based learning, developmental learning, self-developing learning, dialogic, communicative, gaming, creative, etc.
According to the category of students, the most important and original are:
mass (traditional) school technology designed for the average student
advanced technology (in-depth study of subjects, gymnasium, lyceum, special education, etc.)
compensatory learning technologies (pedagogical correction, support, alignment, etc.)
various victimological technologies (surdo-, ortho-, tiflo-, oligophrenopedagogy)

Technologies for working with deviant (difficult and gifted) children in the mainstream school.

DESCRIPTION AND ANALYSIS OF PEDAGOGICAL TECHNOLOGY

13. The description of the technology involves the disclosure of all its main characteristics, which makes it possible to reproduce it.

Description (and analysis) pedagogical technology can be represented in the following structure.

Identification of this pedagogical technology in accordance with the accepted systematization (classification system).
The name of the technology, reflecting the main qualities, the fundamental idea, the essence of the applied training system, and finally, the main direction of the modernization of the educational process.
Conceptual part (a brief description of the guiding ideas, hypotheses, principles of technology, contributing to the understanding, interpretation of its construction and functioning):

goals and orientations;
main ideas and principles (the main development factor used, the scientific concept of assimilation);
the position of the child in the educational process.

4. Features of the content of education:

orientation to personality structures (ZUN, COURT, SUM, SEN, SDP);
volume and nature of the content of education;
didactic structure of the curriculum, material, programs, form of presentation.

5. Procedural characteristics:

features of the methodology, application of methods and teaching aids;
motivational characteristic;
organizational forms of the educational process;
educational process management (diagnostics, planning, regulations, correction);
category of students for whom the technology is designed.

6. Software and methodological support:

curricula and programs;
educational and methodical grants;
didactic materials;
visual and technical teaching aids;
diagnostic toolkit.

The examination of pedagogical technology is multifaceted.

The conceptual part is considered from the position of novelty (innovation), alternativeness, humanism and democracy, modernity.

In the procedural characteristics, first of all, the expediency and optimality of individual elements, the complexity of all methodological means, controllability, adequacy of the content of education and the contingent of students are determined.

Software and methodological support must meet the requirements of scientificity, manufacturability, sufficient completeness and reality of implementation.

The main criterion for evaluating pedagogical technology is its effectiveness and efficiency. The fulfillment of these requirements is considered in the appendix to the educator, the child and the social-parent contingent of persons.

PEDAGOGICAL TECHNOLOGIES BASED ON PERSONAL ORIENTATION OF THE PEDAGOGICAL PROCESS

14. Person-centered technologies are the embodiment of humanistic philosophy, psychology and pedagogy.

The focus of personality-oriented technologies is a unique holistic personality who strives for the maximum realization of his capabilities. (self-actualization), open to the perception of new experience, capable of a conscious and responsible choice in a variety of life situations. It is the achievement of such qualities by a person that is proclaimed the main goal of education, in contrast to the formalized transfer of knowledge and social norms to the pupil in traditional technology.

Technologies of personal orientation are trying to find methods and means of training and education that correspond to the individual characteristics of each child: they adopt methods of psychodiagnostics, change the relationship and organization of children's activities, use various and powerful teaching aids (including computer) are reshaping the content of education.

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

PEDAGOGY OF COOPERATION

15. The pedagogy of cooperation is one of the most comprehensive pedagogical generalizations of the 1980s, which gave rise to numerous innovative processes in education. The name of the technology was given by a group of innovative teachers, whose generalized experience combined the best traditions of the Soviet school (N.K. Krupskaya, S.T. Shatsky, V.A. Sukhomlinsky, A.S. Makarenko), achievements of the Russian (K. D. Ushinsky, N. P. Pirogov, L. N. Tolstoy) and foreign (J.-J. Rousseau, J. Korczak, K. Rogers, E. Bern) psychological and pedagogical practice and science.

The pedagogy of cooperation should be considered as a special type "penetrating" technology, which is the embodiment of new pedagogical thinking, a source of progressive ideas and, to one degree or another, is included in many modern pedagogical technologies as part of them.

PEDAGOGICAL TECHNOLOGY BASED ON ACTIVATION AND INTENSIFICATION OF ACTIVITY

16. The principle of the child's activity in the learning process has been and remains one of the main ones in didactics. This concept means such a quality of activity, which is characterized by a high level of motivation, a conscious need for the assimilation of knowledge and skills, performance and compliance with social norms.

This kind of activity in itself occurs infrequently; it is a consequence of targeted managerial pedagogical influences and the organization of the pedagogical environment, i.e. applied pedagogical technology.

Any technology has means that activate and intensify the activity of children, while in some technologies these means constitute the main idea and the basis for the effectiveness of the results.

Such technologies include gaming technologies, problem-based learning, communication technologies, V.F. Shatalova, E.N. Ilyina, N.A. Zaitseva, A.A. Okuneva, R.G. Khazankina, K.V. Mahova and others.

GAME TECHNOLOGIES

17. Play along with work and learning is one of the main types of human activity, an amazing phenomenon of our existence.

By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.

The value of the game cannot be exhausted and assessed by entertainment and recreational opportunities. Its phenomenon lies in the fact that, being entertainment, recreation, it is able to grow into education, creativity, therapy, a model of the type of human relations and manifestations in work.

The game as a method of teaching, transferring the experience of older generations to younger people has been used since antiquity. The game is widely used in folk pedagogy, in preschool and other educational institutions. In a modern educational institution that relies on the activation and intensification of the educational process, gaming activities in the classroom are used in the following cases:

as independent technologies for mastering a concept, topic, and even a section of the educational process
as elements (sometimes very significant) more advanced technology
as a lesson or part of it (introduction, explanation, consolidation, exercises, control)

As a technology of cultural and leisure work (games like "Field of Dreams" , "Star Hour" , "Clever and Smart" and etc.).

The game form of classes is created with the help of game techniques and situations that act as a means of inducing, stimulating children to learning activities.

The pedagogical game has an essential feature - a clearly defined learning goal and the corresponding pedagogical result, which can be substantiated, explicitly identified and characterized by an educational and cognitive orientation.

PROBLEM LEARNING

18. The technology of problem-based learning became widespread in the 20-30s in the Soviet and foreign gardens. The ideas of the American psychologist, philosopher and teacher J. Dewey formed the basis of problem-based learning. T. V. Kudryavtsev, V. T. Kudryavtsev, I. Ya. Lerner, A. M. Matyushkin, M. I. Makhmutov, V. Okon, M. N. Skatkin took an active part in the development of the fundamental provisions of the concept of problem-based learning and others.

Problem-based learning is understood as such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of children to resolve them, as a result of which there is a creative mastery of knowledge, skills, abilities and the development of mental abilities.

Problem-based learning is based on the creation of a special type of motivation - problematic, for this the didactic content of the material should be presented as a chain of problem situations. A problem situation is a cognitive task, which is characterized by a contradiction between the available knowledge, skills, attitudes and the requirement.

19. Methodology for creating problem situations

the educator brings the children to the contradiction and invites them to find a way to resolve it themselves;
confronts the contradictions of practical activity;
expresses different points of view on the same issue;
offers to consider the phenomenon from different positions;
encourages making comparisons, generalizations, conclusions from the situation, comparing facts;
raises specific questions (for generalization, justification, concretization, logic of reasoning);
defines problematic theoretical and practical tasks (for example: research);
poses challenges (for example: with insufficient or redundant initial data, with uncertainty in the formulation of the question, with conflicting data, with obviously made mistakes, with a limited solution time, to overcome "psychological inertia" and etc.).

INNOVATIVE METHODOLOGICAL WORK

20. Innovative methodological work - part of professional and pedagogical activity, focused on the creation or development of new (innovative) ways of professional and pedagogical activity.

21. Distinctive features:

ensuring the work of an educational institution in the development mode;
selection of the content of methodological work that ensures the personal development of a preschool child, his self-disclosure;
ensuring that teachers are informed about innovative facts and phenomena and organizing their examination;
providing additional educational services in terms of expanding the content of preschool education in areas of innovation;
ensuring the continuity of innovative search, research activities of teachers;
providing individual and differentiated approaches to each teacher, depending on his professional competence;
equipping teachers with methods of professional and pedagogical activity that provide an effective impact on the personal development of the child.

To increase the effectiveness of innovative methodological work in a preschool educational institution, a necessary condition is the creation of pedagogical conditions.

22. The complex of necessary pedagogical conditions includes:

selection and examination (assessment) innovative content of preschool education;
designing productive forms of methodological work that activate preschool teachers to improve their professional competence;
standardization of forms of methodical work, focused on the development and development of innovative programs and technologies by teachers, on the development of new ways of professional and pedagogical activity.

The first condition includes providing teachers with the necessary information about the latest psychological and pedagogical literature, about modern educational programs and pedagogical technologies; in the field of the content of education - the creation of conditions for the implementation of variable educational programs, methodological and scientific and methodological support for the introduction of a new content of preschool education. The modern practice of preschool education is not protected from the use of negative innovations in working with children. What is the essence of such negativity? In order to improve the level of education of children, teachers sometimes use the content, methods and techniques of elementary school in their practical work. Preschool children sometimes know much more than first graders. But such education is built on strengthening the block of regulated children's activities, increasing the time for cognitive classes. And as a result, children play less, the SANPiN requirements for the organization of physical activity are violated. Thus, the principle of parity between education and health is violated. In this regard, teachers need to be trained to assess the impact of innovations on the psychological and somatic health of children, to select only positive innovations for their implementation in practice. Therefore, the condition "selection and examination (assessment) The innovative content of preschool education is quite important in the content of innovative methodological work. For this, leaders can use pedagogical drawing rooms to discuss the existing arsenal of innovative developments, round tables on the analysis of health saving in the content of variable programs and methodological recommendations for sections of preschool education.

To ensure the active participation of preschool teachers in innovative methodological work, it is necessary to design its productive forms. This is the second condition for the effectiveness of innovative methodological work. According to the classification proposed by S.G. Molchanov, the forms of methodical work are divided into:

1) Reproductive (workshops, scientific and practical seminars, pedagogical workshops, workshops, trainings).

2) Reproductive-heuristic (pedagogical readings, scientific and practical conferences).

3) Heuristic (problem and problem-project seminars, organizational and activity games).

4) Heuristic-productive (festivals of pedagogical ideas, competitions of professional skills, competitions of methodological developments).

5) Productive (scientific conferences, theoretical seminars, participation in the work of creative groups).

The most effective in the conditions of innovation activity are heuristic-productive and productive forms of methodical work.

The third condition for increasing the efficiency of methodological work is the regulation of the forms of methodological work, focused on the development and development of innovative programs and technologies by teachers, on the development of new ways of professional and pedagogical activity. What is this condition? The development of innovations and their content in a modern preschool educational institution is carried out by specially created innovative departments of teachers: creative groups, methodological associations. The activities of such innovative structures are based on the legal framework. The regulatory framework includes: an order for the creation of a structural unit, a regulation on an innovative structural unit, a work plan for the current period, expert opinions on methodological products created by teachers (reviews external and internal on teaching aids, author's programs). Expert evaluation of products within the educational institution is carried out by a specially created expert council.

Thus, the problem of organizing an effective and efficient structure of innovative methodological work in a preschool educational institution is very relevant. To ensure the effectiveness of innovative methodological work, it is necessary to implement a number of conditions: selection and examination (assessment) innovative content of preschool education; designing productive forms of methodological work that activate preschool teachers to improve their professional competence; standardization of forms of methodical work, focused on the development and development of innovative programs and technologies by teachers, on the development of new ways of professional and pedagogical activity.

List of used literature

Zyubin L.M. Psychology of education / L.M. Zyubin. -M., 1991. - 258 p.
Ilyin E.P. Emotions and feelings / E.P. Ilyin. -SPb., 2002. - 356 p.
Orekhov N.Ya. Psychology of the game / N.Ya. Orekhov. -M.: Sfera, 2005 - p.206.
The concept of preschool education // Preschool education. - 1989. - No. 5.
Standard provision on preschool education / Preschool education in Russia. - M., 1997. - S. 148-155.
Wenger, L. A. A. V. Zaporozhets: Humanization of preschool education / L. A. Wenger // Preschool education. - 1990. - No. 8.
Mikhailenko, N. Preschool education: guidelines and requirements for updating the content / N. Mikhailenko, N. Korotkova // Preschool education. - 1992. - No. 5-6.
Andreeva, V. Problems of updating the system of preschool education at the present stage / V. Andreeva, R. Sterkina // Preschool education. -1991. - No. 11.
Modern educational programs for preschool institutions / ed. T. I. Erofeva. - M., 1999.
Nikitin, B. P. Steps of creativity, or Educational games / B. P. Nikitin. - M., 1991. - 160 p.
Variable and alternative programs for the upbringing and education of preschool children / ed. comp. T. I. Erofeeva [and etc. ]. - M., 1996. - 50 p.
Innovative technologies of preschool education in modern socio-cultural conditions / G. V. Fadina [and etc. ]. - Balashov, 2004. - 64 p.
Selevko, G. K. Modern educational technologies / G. K. Selevko. - M., 1998.

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Innovative pedagogical technologies for the development of preschoolers

Innovative pedagogical technologies for the development of preschoolers

MBDOU "Kindergarten in Kalininsk, Saratov Region"

teacher Shunyaeva O.N.

At the present stage development Russia is undergoing changes in educational processes: the content of education becomes more complex, focusing on preschool teachers for development creative and intellectual abilities of children, correction of emotional-volitional and motor spheres; traditional methods are being replaced by active methods of training and education aimed at enhancing cognitive child development. In these changing conditions preschool teacher education, it is necessary to be able to navigate in the variety of integrative approaches to child development, in a wide range of modern technologies.

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

The following reasons can be identified innovations in preschool education:

Scientific research;

Sociocultural environment - need preschool educational institutions in new pedagogical systems; creative variability teachers; parents' interest in achieving positive dynamics in child development.

Conceptuality implies reliance on a certain scientific concept, including philosophical, psychological, didactic and social pedagogical rationale for achieving educational goals.

Consistency includes the presence of all signs systems: the logic of the process, the relationship of all its parts, integrity.

Controllability enables diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, variation by means and methods in order to correct the results.

Efficiency sees cost-optimality, a guarantee of achieving a certain standard of learning.

Reproducibility refers to the possibility of using (repeat, play) pedagogical technology in other educational institutions of the same type, by other subjects.

to be today pedagogically a competent specialist is impossible without studying an extensive arsenal of educational technologies.

concept "gaming pedagogical technologies» includes a fairly large group of methods and techniques of organization pedagogical process in the form of various educational games.

Unlike games in general, pedagogical the game has an essential feature - a clearly defined goal of learning and corresponding to it pedagogical result, which can be substantiated, highlighted explicitly and characterized by a cognitive orientation.

game form pedagogical activities is created by game motivation, which acts as a means of inducing, stimulating children to learning activities.

Gaming technology widely used in preschool age, since the game is the leading activity during this period. By the third year of life, the child masters the role-playing game, gets acquainted with human relations, begins to distinguish between the external and internal sides of phenomena, discovers the presence of experiences in himself and begins to orient himself in them.

The child develops an imagination and a symbolic function of consciousness, which allow him to transfer the properties of some things to others, an orientation in his own feelings arises and the skills of their cultural expression are formed, which allows the child to be included in collective activities and communication.

TRIZ technology.

TRIZ - the theory of inventive problem solving. The founder is G. S. Altshuller. Its main idea technology is, what technical systems emerge and do not develop"whatever" but according to certain laws. TRIZ transforms the production of new technical ideas into exact science, since the solution of inventive problems is based on a system of logical operations.

The goal of TRIZ is not just develop children's imagination, but to teach to think systematically, with an understanding of the ongoing processes.

TRIZ program for preschoolers- these are collective games and classes with detailed methodological recommendations for educators. All classes and games involve the child's independent choice of topic, material and type of activity. They teach children to identify the contradictory properties of objects, phenomena and resolve these contradictions. Conflict resolution is the key to creative thinking.

The main means of working with children is pedagogical search. teacher he should not give ready-made knowledge to children, reveal the truth to them, he should teach them to find it. Developing technologies learning are presented in the main provisions Maria Montessori Pedagogy. The central point in the ideas of Montessori is the maximum possible individualization of educational activities, the use of a clearly thought out and skillfully instrumented program. development of each child.

As components pedagogical process M. Montessori highlighted the need for anthropometric measurements, organization of the environment, classroom furniture, education of independence, the abolition of competitions between children, the absence of rewards and punishments, proper nutrition of the child, gymnastics, education of feelings, strength development.

Montessori didactic materials and work with them attract great attention. Games, classes, exercises with didactic materials allow develop visual perception of sizes, shapes, colors, sound recognition, determination of space and time, contribute to mathematical development and development of speech.

The deep humanism of the educational and educational system of M. Montessori is due to the need for training, education and child development able to function successfully in society.

Under alternative technologies it is customary to consider those that oppose the traditional system of education by any of its sides, whether it be goals, content, forms, methods, attitudes, positions of participants pedagogical process.

As an example, consider technology of vital(of life) education with a holographic approach. Given innovative direction of study and development of preschoolers presented in the works of A. S. Belkin.

According to the author, this technology should help to reveal the creative potential of not only children, but also adults. essence pedagogical interaction, the author believes, primarily in the spiritual exchange, in the mutual enrichment of teachers and students.

Main directions pedagogical activities include the organization of gaming activities, assistance to the family in organizing full-fledged communication, the formation of reasonable material needs. A. S. Belkin offers the following specific methods of forming the necessary needs: "repayment of needs", "leading offer", "switching to redemptions", "emotional envelopment"

informational technologies in pedagogy learning is called everything technology using special technical information means (computer, audio, video).

The purpose of computer technologies is the formation of skills to work with information, development communication skills, personality training "information society", the formation of research skills, the ability to make optimal decisions.

Alternative technology imply a rejection of both traditional conceptual foundations pedagogical process(socio-philosophical, psychological, generally accepted organizational, content and methodological principles, and replacing them with other, alternative ones.

Technology of educational games B. P. Nikitina is a game activity, it consists of a set educational games, which, for all their diversity, come from a common idea and have characteristic features.

Each game is a set of tasks that a child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc. In his books, B.P. Nikitin offers educational games with cubes, patterns, Montessori frames and inserts, unicubus, plans and maps, constructors. subject developing games are at the heart of construction and labor and technical games and are directly related to intelligence. AT developing games manage to combine one of the basic principles of learning - from simple to complex - with a very important principle of creative activity independently according to abilities, when the child can rise to the limit of his abilities.

Educational games can be very diverse in content, like any game, they do not tolerate coercion and create an atmosphere of free and joyful creativity.

Pedagogical innovation represents a purposeful change that introduces stable elements (innovations) into the educational space (environment) that improve the characteristics of individual parts, components and the educational system itself as a whole.

Innovative innovations (innovations) are classified according to activities- pedagogical, providing pedagogical(educational process, managerial; according to the nature of the changes radical(based on fundamentally new ideas and approaches), combinatorial(new combination of known elements) and modifying(improving and supplementing existing images and forms); by the scale of the changes local(changes of individual directions or components independent of each other), modular(interrelated directions of several local pedagogical innovations), systemic(complete reconstruction of the whole system); by the scale of use - single and diffuse; on source of occurrence - external(outside the educational system), domestic(developed within the educational system); on the subject of renewal(in the content of preschool education, in educational technology, in the conditions in which the educational process takes place - the subject-developing environment and the nature of the interaction between an adult and a child).

Pedagogical system represents a set of interrelated means, methods and processes necessary to create an organized, purposeful pedagogical influence on the formation of a personality with given qualities (See Kodzhaspirova G.M., Kodzhaspirov A.Yu. Pedagogical Dictionary: For students of higher and middle ped. educational institutions. - M .: Academy, 2000. P. 176). Any pedagogical system answers three questions: "why" - the goal; "what" - content; "how" - methods and techniques.

Pedagogical technology a new direction (since the 50s) in pedagogical science, is engaged in the design of optimal teaching and educational systems, the design of educational processes. As a rule, pedagogical technology is a system of methods, techniques, steps, the sequence of which ensures the solution of the problems of education, training and development of the personality of the pupil, and the activity itself is presented procedurally, i.e. as a certain system of actions. Pedagogical technology provides a guaranteed result. Pedagogical technology serves as a concretization of the methodology. Technology ensures the controllability of the educational process (See ibid.

In modern literature, pedagogical systems are classified on the basis of concepts child development: authoritarian education system; free education system; democratic education system. The pedagogical system, its innovative nature depends on pedagogical theory as a system of knowledge that describes and explains a strictly defined range of pedagogical phenomena. The modern understanding of pedagogical technology is revealed in the book by V.P. Bespalko (See Components of pedagogical technology. - M., 1989), in the works of Sh.A. Amonashvili (See Personality-oriented basis of the pedagogical process. - Minsk, 1990). The position of the authors lies in the understanding of pedagogical technology as a means of interaction between the teacher and the child in the pedagogical process.

Modern educational programs for preschoolers include innovative content and technologies.

The theoretical foundations of technology are laid down in the Concept of Preschool Education (1989) by its authors V.V. Davidov, V.A. Petrovsky. Modern innovative approaches to the education, upbringing and development of children through this technology include:

The mechanism for its implementation: recognition of the child's subjectivity, dialogization, differentiation and individualization, organization of pedagogical support;

Building an educational process through different types and types of dialogue, which, according to M.M. Bakhtin, is a form of interaction "between equal and equivalent consciousnesses";

Accounting for the "zone of proximal development, sensitive periods" of childhood. In this regard, the organization of various forms of the child's life;

Organization and use of different options for development, training, education: cultural concept (R.M. Chumicheva), economic education (A.D. Shatova), individually oriented training (A.D. Davidchuk), individually dosed (T.I. . Erofeeva);

Different approaches to the organization of pedagogical support: the focus of the teacher's activities; strategy and tactics; a system of measures that ensure the differentiation of children according to interests, developmental problems, and inclinations.

So, technology of personality-oriented approach for children is aimed at overcoming the authoritarianism of adults, at the need for a radical change in attitude towards the child - recognizing him as a subject of upbringing and education and based on the subjective interaction of the teacher and the child.

Much attention in the theory and practice of preschool education is given to technologies of education and development of children(See Paramonova L.A. Theory and methods of creative design in kindergarten. - M., 2002; Poddyakov A.N. Research behavior. - M., 2000; Dyachenko O.M., Veraksa N.E. Chegona there is no light? - M., 1995).

The authors focus on the development of cognitive activity of children, mental abilities. An increasing place in solving this problem is occupied by TRIZ technology - the theory of inventive problem solving (author G.S. Altshuller). The main idea of the theory is that technical solutions arise and develop not “at random”, but according to certain laws; these laws can be learned and used to consciously solve inventive problems.

Thus, innovative pedagogical systems and technologies for teaching and developing preschoolers characterize preschool pedagogy as a developing science aimed at studying and understanding real pedagogical phenomena. For a professionally educated and competent teacher, knowledge of pedagogical innovations will help in achieving the effectiveness and efficiency of organizing the life of a preschool child.

Topic: Modern domestic and foreign pedagogical theories of education and development of a preschool child

Pedagogical theory is considered as a system of knowledge that describes and explains a strictly isolated range of pedagogical phenomena. The structural elements of pedagogical theory are ideas (initial positions), concepts: laws and patterns: principles, rules, recommendations. There is a generally accepted classification of pedagogical theories in the literature (global and particular, generated by the demands of real educational reality). Global pedagogical theories are subdivided into theories of education and theories of learning (B.I. Korotyaev, B.T. Likhachev, I.P. Podlasy, V.G. Pryanikova, Z.I. Ravkin, etc.).

One of the central problems of psychological and pedagogical theory is the consideration of the relationship between the education, upbringing and development of a preschool child. By the end of the 30s. 20th century There are three main theories on this issue.

First theory considers the development of the child as a process independent of learning and upbringing (A. Gesell, Z. Freud, J. Piaget, and others). This theory corresponds to the didactic principle of accessibility, according to which children can be taught only what they can understand, for which their cognitive abilities have already matured. This theory does not recognize developmental learning. In this theory, the main thing is the spontaneity of development, independence from the adult and his role.

Second theory recognizes the relationship between development and learning (T.S. Kostyuk, N.A. Menchinskaya, etc.). According to this theory, development is determined by some internal factors and, at the same time, by training and education, the specific nature of which depends on the real level of human development. Development and learning are identical to each other.

Third theory believes that the development of the child is mediated by his education and upbringing (L.S. Vygotsky). An adult, relying on the "zone of proximal development", "runs" a little ahead, ahead of the child's development. The adult "leads" the child's development, which brings to life a whole series of such developmental processes that would be impossible without education in general. Education is an internally necessary and universal moment in the process of development in a child not of natural, but of cultural and historical features of a person. These provisions were specified and substantiated by a certain subject content in the works of A.N. Leontiev, P.Ya. Galperin, D.B. Elkonina, A.V. Zaporozhets, L.A. Wenger and others.

The results obtained made it possible to substantiate the position on the leading role of education in development, to identify psychological and pedagogical conditions for developmental learning(L.V. Zankov. D.B. Elkonin, V.V. Davydov).

pedagogical theory developmental learning involves the highest theoretical level of learning difficulty; fast pace of learning; continuous repetition of educational material in new conditions; education in children of positive motivation for learning and cognition; humanization of relations between teachers and children. (For a more detailed description, see the textbook "Intellectual development and education of preschoolers" / Edited by LG Niskanen. - M, 2002. S. 54-59).

New pedagogical thinking, a humanistic attitude to childhood involves paying attention to pedagogical theories that reveal problems of education of children of preschool age. In the light of pedagogical anthropology, education is understood as the creation of conditions aimed at the development of children. The starting point in these conditions is the personality of the child, as a subject who needs the help and support of an adult.

In pedagogical theories, a classification of education according to content is given. The traditional approach includes mental, moral, aesthetic, labor education. The question is raised about the need to expand the content of education at the expense of sexual, legal, environmental, ethno-cultural and other aspects of education.

The nature of education is determined by the educational system, which characterizes the style of relations between the teacher and pupils: authoritarian, free education (liberal), democratic. .

Pedagogical theories tend to reveal the following theories of personality development. cognitive theories- where the education of the mind, intellect, the development of the cognitive sphere (J. Piaget) comes to the fore. In moral education, the idea of the "autonomy of morality" of the child, his inability to "stand" on the point of view of an adult (egocentrism) is put forward.

Psychoanalytic theories(3. Freud. E. Fromm. E Erickson. E. Bern, A Adler and others) consider the development of the need-motivational sphere and the formation of gender-role behavior. In pedagogical theories raises the issue of gender education(polo-social), about psychosocial development (as a child's relationship with loved ones).

attachment theory(founded by American psychologists John Bowlby and Maria Ainsworth). Central to this theory is the child's first relationship with close adults. There is a growing body of research in American and European educational psychology showing and proving the decisive influence of

The process of reorganization of the entire education system, which has been going on for many years, makes 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.

Innovations define new methods, forms, means, technologies used in pedagogical practice, focused on the personality of the child, on the development of his abilities.

At the present stage of Russia's development, changes are taking place in educational processes: the content of education is becoming more complicated, focusing the attention of preschool teachers on the development of children's creative and intellectual abilities, correction of emotional-volitional and motor spheres; traditional methods are being replaced by active methods of education and upbringing aimed at enhancing the cognitive development of the child. In these changing conditions, a preschool teacher needs to be able to navigate the variety of integrative approaches to the development of children, in a wide range of modern technologies.

Innovative technologies are a system of methods, ways, methods of teaching, educational means aimed at achieving a positive result due to dynamic changes in the personal development of a child in modern socio-cultural conditions. Pedagogical innovations can either change the processes of education and training, or improve. Innovative technologies combine progressive creative technologies and stereotypical elements of education that have proven their effectiveness in the process of pedagogical activity.

The following reasons for the emergence of innovations in preschool education can be identified: scientific research; sociocultural environment - the need for preschool educational institutions in new pedagogical systems; creative variability of teachers; parents' interest in achieving positive dynamics in the development of children.

The concept of pedagogical technology includes:

conceptual framework;

technological part (organization of the educational process, methods and forms of educational activities, methods and forms of the teacher's work; diagnostics).

According to G. K. Selevko, any pedagogical technology must meet certain basic methodological requirements (technological criteria).

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

Consistency includes Availability all features of the system: the logic of the process, the relationship of all its parts, integrity.

Controllability enables diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, variation by means and methods in order to correct the results.

Efficiency sees optimality in terms of costs, a guarantee of achieving a certain standard of education.

Reproducibility implies the possibility of application (repetition, reproduction) of pedagogical technology in other educational institutions of the same type, by other subjects.

Based on the analysis of pedagogical technologies carried out by G. N. Selevko, the following technologies used in the system of preschool education can be distinguished: developmental learning technologies, problem-based learning technologies, gaming technologies, computer technologies, alternative technologies.

concept « game pedagogical technologies » includes a fairly large group of methods and techniques for organizing the pedagogical process in the form of various educational games.

Unlike games in general the pedagogical game has an essential feature - a clearly defined goal of learning and the corresponding pedagogical result, which can be substantiated, clearly identified and characterized by a cognitive orientation.

The game form of classes is created by game motivation, which acts as a means of inducing, stimulating children to learning activities.

The implementation of game techniques and situations in the classroom takes place in the following main areas:

the didactic goal is set for children in the form of a game task;

educational activity is subject to the rules of the game;

educational material is used as its means;

an element of competition is introduced into the educational activity, which translates the didactic task into a game one;

successful completion of the didactic task is associated with the game result.

The place and role of game technology in the educational process, the combination of game and learning elements largely depend on the teacher's understanding of the functions and classification of pedagogical games.

The following groups are distinguished by the nature of the pedagogical process:

teaching, training, controlling and summarizing;

cognitive, educational, developing;

reproductive, productive, creative;

communicative, diagnostic, psychotechnical, etc.

The specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, desktop-printed; indoor, outdoor, on the ground, computer and with TCO, as well as with various means of transportation.

The psychological mechanisms of gaming activity are based on the fundamental needs of the individual in self-expression, self-affirmation, self-regulation, self-realization.

aim gaming technologies is the solution of a number of tasks:

didactic (expansion of horizons, cognitive activity; the formation of certain skills and abilities necessary in practical activities, etc.);

developing (development of attention, memory, speech, thinking, imagination, fantasy, creative ideas, the ability to establish patterns, find optimal solutions, etc.);

educators (education of independence, will, formation of moral, aesthetic and worldview positions, education of cooperation, collectivism, sociability, etc.);

socializing (initiation to the norms and values of society; adaptation to environmental conditions, etc.).

Game technologies are widely used in preschool age, as the game is the leading activity during this period. By the third year of life, the child masters the role-playing game, gets acquainted with human relations, begins to distinguish between the external and internal sides of phenomena, discovers the presence of experiences in himself and begins to orient himself in them.

As a result of the development of play activities in the preschool period, readiness for socially significant and socially valued learning activities is formed.

Problem learning technology is based on the theoretical positions of the American philosopher, psychologist and teacher D. Dewey. Today under problem learning is understood as such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of mental abilities.

The goal of problem technology is the acquisition of ZUN, the assimilation of methods of independent activity, the development of cognitive and creative abilities.

Problem-based learning is based on the creation of a special type of motivation - problematic, therefore, it requires an adequate construction of the didactic content of the material, which should be presented as a chain of problem situations.

Problem situations can be different in terms of the content of the unknown, in terms of the level of problematicness, in terms of the type of information mismatch, and in other methodological features.

Problem methods - these are methods based on the creation of problem situations, active cognitive activity of students, consisting in the search and solution of complex issues that require the actualization of knowledge, analysis, the ability to see a phenomenon, a law behind individual facts.

In the modern theory of problem-based learning, two types of problem situations are distinguished: psychological and pedagogical. The first concerns the activities of students, the second represents the organization of the educational process.

The pedagogical problem situation is created with the help of activating actions, questions of the teacher, emphasizing the novelty, importance, beauty and other distinctive qualities of the object of knowledge. The creation of a psychological problem situation is purely individual. Neither too difficult nor too easy cognitive task creates a problem situation for children. Problem situations can be created at all stages of the learning process: during explanation, consolidation, control.

At the core developmental learning technologies lies a theory that originates in the works of I. G. Pestalozzi, K. D. Ushinsky and others. to the main target. According to his hypothesis, knowledge is not the ultimate goal of learning, but only the environment for the development of students.

The ideas of L. S. Vygotsky were developed and substantiated within the framework of the psychological theory of activity by A. N. Leontiev, P. Ya. Galperin and others). As a result of the revision of traditional ideas about development and its relationship with education, the formation of the child as a subject of various types of human activity was brought to the fore.

The theory of developing learning was further developed in the experimental works of L. V. Zankov, D. B. Elkonin, V. V. Davydov and others. In their concepts, learning and development appear as a system of dialectically interconnected aspects of one process. Education is recognized as the driving force behind the mental development of the child, the formation of his entire set of personality traits. Currently, within the framework of the concept of developmental education, a number of technologies have been developed that differ in target orientations, features of content and methodology.

According to V. V. Davydov, developmental learning is understood as a new, active-activity way (type) of learning, replacing the explanatory-illustrative way (type). In the technology of developing education, the child is assigned the role of an independent subject interacting with the environment. This interaction includes all stages of activity: goal setting, planning and organization, implementation of goals, analysis of performance results. Developing education is aimed at developing the entire set of personality traits.

Developmental learning takes place in the child's zone of proximal development. L. S. Vygotsky wrote: “Pedagogy should focus not on yesterday, but on the future of child development.” He singled out two levels in the development of the child: 1) the sphere (level) of actual development - already formed qualities and what the child can do independently; 2) the zone of proximal development - those activities that the child is not yet able to independently perform, but which he can cope with with the help of adults.

The zone of proximal development is a greater or lesser opportunity to move from what the child can do on his own to what he can and knows how to do in cooperation.

An essential feature of developmental learning is that it creates a zone of proximal development, causes, induces, sets in motion the internal processes of mental neoplasms.

Information technology in the pedagogy of education, all technologies using special technical information tools (computers, audio, video) are called. Computers have become widely used in education, the term appeared - "computer learning technology ». Computer technologies develop the ideas of programmed learning, open up completely new technological options that have not yet been explored, connected with the unique capabilities of modern computers and communications. Computer (new information) learning technologies are the processes of preparing and transmitting information to the student through a computer.

The purpose of computer technology is the formation of skills to work with information, the development of communication skills, the preparation of the personality of the "information society", the formation of research skills, the ability to make optimal decisions.

In a broad sense, under alternative technologies It is customary to consider those that oppose the traditional system of education by any of its sides, whether it be goals, content, forms, methods, attitudes, positions of participants in the pedagogical process. From this point of view, any innovation can claim the status of an alternative technology.

Alternative technologies involve the rejection of both the traditional conceptual foundations of the pedagogical process (social-philosophical, psychological), generally accepted organizational, content and methodological principles, and replacing them with other, alternative ones.

Technology of developing games B. P. Nikitina. The game activity program consists of a set educational games, which, for all their diversity, come from a common idea and have characteristic features.

Each game is a set of tasks that a child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc. In his books, B.P. Nikitin offers educational games with cubes, patterns, frames, and Montessori inserts, unicubus, plans and maps, squares, Guess sets, hundreds tables, dots, clocks, thermometer, bricks, cubes, constructors. Children play with balls, ropes, rubber bands, pebbles, nuts, corks, buttons, sticks, etc., etc. Object educational games underlie construction, labor and technical games and are directly related to intelligence.

Tasks are given to the child in various forms: in the form of a model, a flat isometric drawing, a drawing, written or oral instructions, etc., and thus introduce him to different ways of transmitting information.

Tasks have a very wide range of difficulties: from sometimes accessible to a two-three-year-old baby to overwhelming for an average adult. Therefore, games can arouse interest for many years (until adulthood). The gradual increase in the difficulty of tasks in games allows the child to go ahead and improve independently, that is, to develop his creative abilities, in contrast to education, where everything is explained and where, basically, only the performing traits in the child are formed.

The solution of the problem appears before the child not in the abstract form of the answer to a logical problem, but in the form of a drawing, a pattern or a structure made of cubes, details of a designer, that is, in the form of visible and tangible things. This allows you to visually compare the “task” with the “solution” and check the accuracy of the task yourself.

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

According to B.P. Nikitin, this union made it possible to solve several problems related to the development of creative abilities in the game at once: educational games can provide “food” for the development of creative abilities from the very beginning. early age; task-steps always create conditions, leading ability development; doing every time independently to its "ceiling", the child develops most successfully.

Educational games can be very varied in content, like any game, they do not tolerate coercion and create an atmosphere of free and joyful creativity.

Program "From childhood to adolescence" (supervisor T.N. Doronova) was conceived and developed as a comprehensive program for parents and teachers raising children aged 4 to 10 years, and is a synthesis of monopedagogical technology for adults interested in improving the health of children, in timely and full development, education and preparation for immersion in the education system.

Target the program is to create favorable conditions for education in the family and educational institution aimed at developing the personality of the child, his talents and abilities as ways of independently solving creative and other problems, developing curiosity as the basis for the cognitive activity of the future student.

Organized, purposeful intellectual and cognitive activity, including latent, real and indirect learning, becomes the key of pedagogical technology.

Latent learning is provided by the presence of sensory and informational experience, which creates a base of clear and unclear knowledge (according to the terminology of N. N. Poddyakov). The accumulation of spontaneous experience can be organized through an enriched subject environment; specially thought out and motivated independent activity (domestic, labor, constructive); creative productive activity; cognitive intellectual communication with adults.

Real learning, which is allocated a relatively small proportion of time in the overall educational process, occurs as a specially organized cognitive activity of the entire group or a separate subgroup of children. Problem-search situations that are used in real learning contribute to the development of ideas based on heuristic methods, when concepts and dependencies are discovered by the child on his own, when he himself begins to understand the most important patterns.

mediated training involves the inclusion of a widely organized pedagogy of cooperation, game problem-practical situations, joint performance of tasks, mutual control, mutual learning in the game library created by children, the use of various types of holidays and leisure activities.

Program "Childhood" developed by the team of the Department of Preschool Pedagogy of the St. Petersburg State Pedagogical University. A. I. Herzen - V. I. Loginova, T. I. Babaeva and others.

Program objectives:

development in children on the basis of different educational content of emotional responsiveness, the ability to empathize, readiness for the manifestation of a humane attitude in children's activities, behavior, actions;

to promote the development of cognitive activity, the desire for independent knowledge and reflection, the development of mental abilities and speech;

development of children's creative activity, imagination;

strengthening the mental and physical health of the child.

The program and pedagogical technology are aimed at ensuring a single process of socialization and individualization of the individual. The technology is based on the integration of knowledge, communication with adults and peers, games and other types of children's activities.

The introduction of the child into the world around him is carried out through his interaction with various spheres of being and culture. The program includes works of oral folk art, folk games, music and dances, arts and crafts of Russia.

Learning in the classroom is aimed at systematizing, deepening and generalizing the child's personal experience. The number of classes and their duration are not regulated. The teacher is given the right to independently determine the need for conducting, content, method of organization and place in the daily routine.

The program, focused on the social and personal development of the child, the upbringing of a positive attitude towards the outside world, includes a new important section "Attitude towards oneself."

The program consists of three parts in accordance with the three stages of preschool age - junior (third and fourth years of life), middle (fifth year of life) and senior preschool age (sixth and seventh years of life).

characteristics of the age period, achievements and prospects for the development of the child;

features of the field of activity (communication, perception);

general tasks of education;

representations (orientations);

practical skills;

levels of mastering skills (low, medium, high);

conclusion.

In accordance with the characteristics of the cognitive activity of a preschooler, the program ensures the development of visual-figurative thinking and imagination. The development of curiosity and cognitive activity characteristic of preschoolers is stimulated due to the saturation of the program with cognitive tasks and the expansion of the range of objects of knowledge (people and their relationships, the world of objects, labor activity, nature, art).

The educator fills the daily life of children with problems, ideas, includes each child in meaningful activities, promotes the realization of children's interests and vital activity. By organizing the activities of children, the educator develops in each child the desire to show initiative and independence, to find a reasonable and worthy way out of various life situations.

The pedagogical process also includes the organization of independent activities of children. To this end, a developing pedagogical environment is created, pedagogically expedient interaction between an adult and a child is organized. The main concerns of the teacher are related to the development of interests, abilities of each child, stimulation of activity, independence. Activity in the conditions of an enriched developing pedagogical environment allows the child to show inquisitiveness, curiosity, to learn about the environment without coercion, to strive for a creative display of what is known. In a developing environment, the child realizes his right to freedom of choice of activities.

The construction of the pedagogical process involves the predominant use of visual-practical methods and ways of organizing activities: observations, excursions, elementary experiments and experimentation, game problem situations.

An obligatory element of the lifestyle of older preschoolers is participation in resolving problem situations, in conducting elementary experiments (with water, snow, air, magnets, magnifying glasses), in educational games, puzzles, in making homemade toys, the simplest mechanisms and models. The educator, by his example, encourages children to independently search for answers to emerging questions: he draws attention to new, unusual features of the object, makes guesses, turns to children for help, aims at experimentation, reasoning, and suggestion.

Development Program (L. A. Venger, O. M. Dyachenko, N. S. Barentseva, etc.)

The Development program was developed by the staff of the L. A. Wenger Training Center.

The first is the theory of A. V. Zaporozhets about the inherent value of the preschool period of development, the transition from a utilitarian understanding of preschool childhood to its humanistic understanding. Setting on "self-worth" implies the absence of any kind of violence against the child, the imposition of activities and forms of education alien to his interests and inclinations. The life of a child can be full, provided that he feels himself not being taken care of, but a “creator”, discovering something new for himself, joining the world of adults. According to this theory, the main path of development of the child is the amplification of development, i.e., its enrichment, filling it with the most significant forms and methods of activity for the preschooler.

The second is the concept of L. A. Wenger about the development of abilities, which are understood as universal actions of orientation in the environment with the help of means of solving problems specific to preschoolers. The main thing here is the construction and use of images that correspond to the forms of displaying the properties of objects and phenomena fixed in human culture, their connections and relationships. In the process of perception, these are images that correspond to sensory standards, generally accepted samples of external properties (shapes, colors, sizes, etc.). In the process of visual-figurative thinking and imagination, they correspond to various types of visual models (schemes, drawings, plans, etc.). The Development program is based on a personality-oriented model of education, which involves the creation of relations of cooperation and partnership between adults and children.

Purpose: development of the mental and artistic abilities of the child, as well as the development of specific activities of the preschooler.

The objectives of the program include the development of:

sensory abilities and the assimilation of symbols, which are a prerequisite for the subsequent development of the cognitive and creative, intellectual abilities of the child; development of emotional responsiveness to the means of fiction, painting, music;

abilities for visual modeling;

elements of logical thinking.

The development in children of abilities characteristic of their age is manifested in the ability to independently analyze the situation, create an idea for a future product and a plan for its implementation, and in the development of decentration.

The Development program is designed for four age groups: junior, middle, senior and preparatory.

The technology of the "Development" program requires the establishment of new relationships between adults and children based on a personality-oriented model of education, involves the use of new forms and methods. Developing education is characterized by an independent search for a child in solving various problems, meaningful assimilation of knowledge, the formation of activity, independence.

TRIZ technology

TRIZ- the theory of inventive problem solving. The founder is Genrikh Saulovich Altshuller. The main idea of his technology is that technical systems arise and develop not “at random”, but according to certain laws: these laws can be learned and used for conscious - without many empty trials - solving inventive problems. TRIZ turns the production of new technical ideas into an exact science, since the solution of inventive problems is based on a system of logical operations.

The technology of G. S. Altshuller has been successfully used for many years in working with children at the stations of young technicians, where its second part appeared - creative pedagogy, and then a new section of TRIZ - the theory of the development of a creative personality.

Currently, technical TRIZ techniques and methods are successfully used in kindergartens to develop inventive ingenuity, creative imagination, and dialectical thinking among preschoolers.

The purpose of TRIZ is not just to develop the imagination of children, but to teach them to think systematically, with an understanding of the ongoing processes. To give educators a tool for concrete practical education in children of the qualities of a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their little problems.

The starting position of the TRIZ concept in relation to the preschooler is the principle of nature-based learning. When teaching a child, the teacher must go from his nature. As well as the position of L. S. Vygotsky that the preschooler accepts the training program to the extent that it becomes his own.

The TRIZ program for preschoolers is a program of collective games and activities with detailed methodological recommendations for educators. All classes and games involve the child's independent choice of topic, material and type of activity. They teach children to identify the contradictory properties of objects, phenomena and resolve these contradictions. Conflict resolution is the key to creative thinking.

The main means of working with children is pedagogical search. The teacher should not give ready-made knowledge to children, reveal the truth to them, he should teach them to find it. Learning to solve creative inventive problems is carried out in several stages.

At the first stage, classes are given not as a form, but as a search for truth and essence. The child is brought to the problem of the multifunctional use of the object.

The next stage is the "mystery of the double" or the identification of contradictions in an object, a phenomenon, when something in it is good, and something is bad, something is harmful, something interferes, but something is needed.

The next step is conflict resolution. To resolve contradictions, there is a whole system of gaming and fairy-tale tasks. For example, the task: "How can you transfer water in a sieve?" The educator forms a contradiction, water must be in the sieve in order to transfer it, and there should not be water, since it cannot be transferred in the sieve - it will flow out. The contradiction is resolved by changing the state of aggregation of the substance - water. The water will be in the sieve in a modified form (ice) and it will not be there, since ice is not water. The solution to the problem is to transfer water in the form of ice in a sieve.

At the stage of invention, the main task is to teach children to look for and find their own solution. The invention of children is expressed in creative imagination, in consideration, in inventing something new. To do this, children are offered a number of special tasks. For example, think of a new study chair that you would like to sit on. Come up with a new toy, etc.

The next stage of work on the TRIZ program is solving fairy tale problems and inventing new fairy tales using special methods. All this work includes different types of children's activities - playing, speech, drawing, modeling, applique, design, etc.

At the last stage, based on the acquired knowledge, intuition, using original solutions to problems, the baby learns to find a way out of any difficult situation. Here the educator only observes, the child relies on his own strength, his mental and creative potentials. Situations can be different, from any area of human activity. Children are also placed in experimental situations where it is necessary to make decisions quickly.

The TRIZ program provides educators and children with creative methods and tools that a person masters regardless of their age. Owning a single instrument, children and adults can more easily find a common language, understand each other.

Pedagogy of Maria Montessori

The essence of the pedagogical theory of M. Montessori is characterized by three leading provisions:

education should be free.

education should be individual.

education should be based on observations of the child.

Ensuring these factors is the main task of education. Based on the data of physiology, anthropometric characteristics of children from 3 to 7 years old, the teacher finds means to provide and facilitate the child “his complex inner work of mental adaptation, spiritual growth. and a skillfully instrumented program for the development of each child.

As components of the pedagogical process, M. Montessori singled out the need for anthropometric measurements, organization of the environment, classroom furniture, education of independence, the abolition of competitions between children, the absence of rewards and punishments, proper nutrition of the child, gymnastics, education of feelings, development of strength.

Montessori didactic materials and work with them attract great attention. Games, classes, exercises with didactic materials allow developing visual-distinctive perception of sizes, shapes, colors, sound recognition, definition of space and time, contribute to mathematical development and development of speech.

M. Montessori made high demands on the personality and professional skills of the teacher. The teacher at the Montessori school does not influence the child directly, but through didactic materials, indirectly, but clearly imagines the development program of each child.

The deep humanism of the upbringing and educational system of M. Montessori is due to the need to train, educate and develop a child who is able to successfully operate in society, to be a worthy and original citizen of the country.

Waldorf pedagogy is an international cultural and educational movement founded by the philosopher Rudolf Steiner.

The goal of Waldorf pedagogy is to create equal conditions for children with different abilities and social origins, to develop the hidden abilities and properties of the child.

The approach to man as a whole is the main pedagogical principle at all stages of the Waldorf school.

The learning process is built in accordance with the age characteristics of the child and changes significantly during the transition from the first seven years of a child's life to the second and from the second to the third.

Teachers and theorists of the Waldorf school believe that the first great era of raising a child up to about the age of seven is determined by the fact that in the child the soul and spirit have not yet come to inner self-consciousness - they are much more closely connected with the processes of the child's bodily development than in later life. The consciousness of the child and his experiences depend on what impressions from the surrounding life he perceives with his feelings. The main form of learning during this period of life is first direct and then indirect imitation. Imitative activity affects the development of elementary skills, the formation of orientations in the environment.

One of the principles of Waldorf pedagogy is the principle of authority. Children learn in dialogue, but imitate who they want, who will win their trust.

In the Waldorf school and kindergarten, equal attention is paid to the development of the mental, emotional and volitional sides of the personality. Any items or activities do not have an advantage over others. Along with the theoretical sciences, there are classes in applied and artistic activities, since it is art that gives rise to a holistic worldview, and figurative thinking is natural for a child. Artistic disciplines - painting, sculpture, modeling, drama, playing various musical instruments - occupy a large place in the classroom.

Waldorf kindergarten exists on the basis of self-government: all the most important organizational issues are resolved by the teaching staff and parents. There are no upper management instances over the institution. One of the features of the functioning of institutions is the role of parents who know their duties and the essence of work in working groups and committees. Therefore, they say that Waldorf pedagogy always "grows from below, and is not built from above." In joint teacher-parent associations, issues of construction, holding joint holidays, and relations with government organizations are resolved.

Innovations define new methods, forms, means, technologies used in pedagogical practice, focused on the personality of the child, on the development of his abilities.

The concept of pedagogical technology includes:

conceptual framework;

technological part (organization of the educational process, methods and forms of educational activities, methods and forms of the teacher's work; diagnostics).

According to G. K. Selevko, any pedagogical technology must meet certain basic methodological requirements (technological criteria).

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

Consistency includes Availability all features of the system: the logic of the process, the relationship of all its parts, integrity.

Controllability enables diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, variation by means and methods in order to correct the results.

Efficiency sees optimality in terms of costs, a guarantee of achieving a certain standard of education.

Reproducibility implies the possibility of application (repetition, reproduction) of pedagogical technology in other educational institutions of the same type, by other subjects.

Based on the analysis of pedagogical technologies carried out by G. N. Selevko, the following technologies used in the system of preschool education can be distinguished: developmental learning technologies, problem-based learning technologies, game technologies, computer technologies, alternative technologies.

The concept of " game pedagogical technologies" includes a fairly large group of methods and techniques for organizing the pedagogical process in the form of various educational games.

The game form of classes is created by game motivation, which acts as a means of inducing, stimulating children to learning activities.

The implementation of game techniques and situations in the classroom takes place in the following main areas:

the didactic goal is set for children in the form of a game task;

educational activity is subject to the rules of the game;

educational material is used as its means;

an element of competition is introduced into the educational activity, which translates the didactic task into a game one;

successful completion of the didactic task is associated with the game result.

The following groups are distinguished by the nature of the pedagogical process:

teaching, training, controlling and summarizing;

cognitive, educational, developing;

reproductive, productive, creative;

communicative, diagnostic, psychotechnical, etc.

The psychological mechanisms of gaming activity are based on the fundamental needs of the individual in self-expression, self-affirmation, self-regulation, self-realization.

aim gaming technologies is the solution of a number of tasks:

didactic (expansion of horizons, cognitive activity; the formation of certain skills and abilities necessary in practical activities, etc.);

developing (development of attention, memory, speech, thinking, imagination, fantasy, creative ideas, the ability to establish patterns, find optimal solutions, etc.);

educators (education of independence, will, formation of moral, aesthetic and worldview positions, education of cooperation, collectivism, sociability, etc.);

socializing (initiation to the norms and values of society; adaptation to environmental conditions, etc.).

As a result of the development of play activities in the preschool period, readiness for socially significant and socially valued learning activities is formed.

Problem learning technology is based on the theoretical positions of the American philosopher, psychologist and teacher D. Dewey. Today under problem learning is understood as such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of mental abilities.

The goal of problem technology is the acquisition of ZUN, the assimilation of methods of independent activity, the development of cognitive and creative abilities.

At the core developmental learning technologies lies a theory that originates in the works of I. G. Pestalozzi, K. D. Ushinsky and others. to the main target. According to his hypothesis, knowledge is not the ultimate goal of learning, but only the environment for the development of students.

The zone of proximal development is a greater or lesser opportunity to move from what the child can do on his own to what he can and knows how to do in cooperation.

An essential feature of developmental learning is that it creates a zone of proximal development, causes, induces, sets in motion the internal processes of mental neoplasms.

Information technology in the pedagogy of education, all technologies using special technical information tools (computers, audio, video) are called. Computers have become widely used in education, the term appeared - "computer learning technology". Computer technologies develop the ideas of programmed learning, open up completely new technological options that have not yet been explored, connected with the unique capabilities of modern computers and communications. Computer (new information) learning technologies are the processes of preparing and transmitting information to the student through a computer.

In a broad sense, under alternative technologies It is customary to consider those that oppose the traditional system of education by any of its sides, whether it be goals, content, forms, methods, attitudes, positions of participants in the pedagogical process. From this point of view, any innovation can claim the status of an alternative technology.

Technology of developing games B. P. Nikitina. The game activity program consists of a set educational games, which, for all their diversity, come from a common idea and have characteristic features.

Each game is a set of tasks that a child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc. In his books, B.P. Nikitin offers educational games with cubes, patterns, frames, and Montessori inserts, unicubus, plans and maps, squares, Guess sets, hundreds tables, dots, clocks, thermometer, bricks, cubes, constructors. Children play with balls, ropes, rubber bands, pebbles, nuts, corks, buttons, sticks, etc., etc. Object educational games underlie construction, labor and technical games and are directly related to intelligence.

Educational games can be very varied in content, like any game, they do not tolerate coercion and create an atmosphere of free and joyful creativity.

Program "From childhood to adolescence"(supervisor T.N. Doronova) was conceived and developed as a comprehensive program for parents and teachers raising children aged 4 to 10 years, and is a synthesis of monopedagogical technology for adults interested in improving the health of children, in timely and full development, education and preparation for immersion in the education system.

The purpose of the program is to create favorable conditions for education in the family and educational institution, aimed at developing the personality of the child, his talents and abilities as ways of independently solving creative and other problems, developing curiosity as the basis for the cognitive activity of the future student.

Organized, purposeful intellectual and cognitive activity, including latent, real and indirect learning, becomes the key of pedagogical technology.

Program "Childhood" developed by the team of the Department of Preschool Pedagogy of the St. Petersburg State Pedagogical University. A. I. Herzen - V. I. Loginova, T. I. Babaeva and others.

Program objectives:

to promote the development of cognitive activity, the desire for independent knowledge and reflection, the development of mental abilities and speech;

development of children's creative activity, imagination;

strengthening the mental and physical health of the child.

The program, focused on the social and personal development of the child, the upbringing of a positive attitude towards the outside world, includes a new important section "Attitude towards oneself."

characteristics of the age period, achievements and prospects for the development of the child;

features of the field of activity (communication, perception);

general tasks of education;

representations (orientations);

practical skills;

levels of mastering skills (low, medium, high);

conclusion.

Program "Development" (L. A. Venger, O. M. Dyachenko, N. S. Barentseva, etc.)

The Development program was developed by the staff of the L. A. Wenger Training Center.

Purpose: development of the mental and artistic abilities of the child, as well as the development of specific activities of the preschooler.

The objectives of the program include the development of:

abilities for visual modeling;

elements of logical thinking.

The Development program is designed for four age groups: junior, middle, senior and preparatory.

TRIZ technology

Currently, technical TRIZ techniques and methods are successfully used in kindergartens to develop inventive ingenuity, creative imagination, and dialectical thinking among preschoolers.

At the first stage, classes are given not as a form, but as a search for truth and essence. The child is brought to the problem of the multifunctional use of the object.

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