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 by activities- pedagogical, providing pedagogical(educational process, managerial; by the nature of the changes introduced - radical(based on fundamentally new ideas and approaches), combinatorial(a new combination of known elements) and modifying(improving and complementing existing images and forms); by the scale of the changes introduced - local(independent of each other changes in individual directions or components), 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), internal(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. educational institutions. - M .: Academy, 2000. S. 176). Any pedagogical system answers three questions: "why" - the goal; “What” is the 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 implementation of which ensures the solution of the problems of education, training and development of the pupil's personality, and the activity itself is presented procedurally, i.e. as a definite system of actions. Pedagogical technology provides a guaranteed result. Pedagogical technology serves as the concretization of the methodology. The technology ensures the controllability of the educational process (See ibid.

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

Modern educational programs for preschoolers include innovative content and technologies.

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

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

Building the 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";

Taking into account 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, education, upbringing: a culturological concept (R.M. Chumicheva), economic education (A.D. Shatova), individually-oriented education (A.D. Davidchuk), individually-dosed (T.I. . Erofeeva);

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

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

Much attention in the theory and practice of preschool education is paid 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. light does not happen? - M., 1995).

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

Thus, innovative pedagogical systems and technologies for teaching and developing preschoolers characterize preschool pedagogy as a developing science aimed at studying and cognizing 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 preschooler.

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

Pedagogical theory is viewed as a system of knowledge that describes and explains a strictly defined range of pedagogical phenomena. The structural elements of pedagogical theory are ideas (starting points), concepts: laws and patterns: principles, rules, recommendations. In the literature, there is a generally accepted classification of pedagogical theories (global and private, generated by the demands of real educational reality). Global pedagogical theories are subdivided into the theory of education and the theory 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 education, upbringing and development of a preschool child. By the end of the 30s. XX century there are three main theories devoted to this problem.

The first theory considers the development of the child as a process independent of education and upbringing (A. Gesell, 3. Freud, J. Piaget, etc.). This theory corresponds to the didactic principle of accessibility, according to which children can only be taught 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 training (TS Kostyuk, N.A. Menchinskaya, etc.) According to this theory, development is determined by some internal factors and, at the same time, 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 a child is mediated by his education and upbringing (L.S.Vygotsky). An adult, relying on the "zone of proximal development", "runs" a little ahead, outstripping the development of the child. The adult "leads" the child's development, which gives rise to a whole series of such developmental processes, which outside of learning would generally be impossible. Learning is an internally necessary and universal moment in the process of a child's development of not natural, but cultural and historical characteristics of a person. These provisions were concretized and substantiated by a certain subject content in the works of A.N. Leontyev, P. Ya. Galperin, D.B. Elkonina, A.V. Zaporozhets, L.A. Wenger and others.

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

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

New pedagogical thinking, a humanistic attitude towards childhood presupposes paying attention to pedagogical theories that reveal problems of upbringing of preschool children. 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 upbringing by 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, ethnocultural and other aspects of education.

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

Pedagogical theories usually reveal the following personality development theory. Cognitive theories- where the education of the mind, intellect, the development of the cognitive sphere (J. Piaget) comes to the fore. In moral upbringing, 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 sex-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(founders are American psychologists John Bowlby and Maria Ainsworth). In this theory, the child's first relationship with close adults is central. In American and European educational psychology, more and more studies are appearing that show and prove the decisive influence

Basic concepts: habilitation , rehabilitation, occupational therapy, differentiation of education, types of differentiation, individual approach, compensatory learning, classes of enhanced pedagogical support, age groups (RWG), types of differentiated and individualized care, integrated learning.

1.Social and pedagogical signs of children with problems.

According to socio-pedagogical criteria, the following groups of children with problems are identified: a) unsuccessful ( difficult to train) and undisciplined (difficult to educate); b) overactive and superpassive; c) with violations in the field of communication (conflict, aggressiveness, foul language, outsiderism); d) with addictions (using alcohol, tobacco, drugs) and inclinations (to theft, immoral acts); e) with antisocial manifestations; f) offenders.

Technologies for working with "children with problems" in modern educational institutions ( d \ gardens, schools, parole, special institutions) integrate a huge arsenal of tools and methods accumulated by science and practice. Their general characteristics can be represented by a generalized technology ( metatechnology) development, education and upbringing of children with problems.

2. Classification characteristics of technologies for the upbringing and education of children with problems.

B) Technologies of differentiation and individualization of education.

Differentiation of learning Is the creation of conditions for teaching children with different abilities and problems by organizing students into homogeneous (homogeneous) groups.

The substantive basis of level differentiation is the presence of several variants of the curriculum of the academic discipline, differing in the depth and volume of the material. Pupils with different types of problems are encouraged to learn an adequate program (option). At the same time, the target setting of the educational process changes from an orientation towards mastering everything, which gives the most complete version of the program, to the setting “take as much as you can and want, but not less than the obligatory one”.

This has the following advantages:

Equalization and averaging of children is excluded;

The level of motivation for learning in strong groups increases;

In a group where children with equal abilities are gathered, it is easier for the child to learn;

Sparing conditions are created for the weak;

The teacher has the opportunity to help the weak, to pay attention to the strong;

The absence of lagging behind in the class allows not to reduce the general level of teaching;

There is an opportunity to work more effectively with difficult students who do not adapt well to social norms;

The desire of strong students to advance quickly and deeper in education is realized;

The level of the student's self-concept rises: the strong are affirmed in their abilities, the weak get the opportunity to experience educational success, get rid of an inferiority complex.

Distinguish the following types of differentiation :

Regional - by type of school(special schools, gymnasiums, lyceums, colleges, private schools, complexes);

intraschool (levels, profiles, departments , at the depth, slopes, flows);

in parallel(groups and classes of different levels: gymnasium classes of compensatory education, etc.);

interclass (optional, combined, different age groups);

in-class or intra-subject(groups in the class).

Intra-class differentiation is also called "internal" in contrast to all other types of "external" differentiation.

Internal differentiation sometimes includes the division of a class into any, even heterogeneous groups. At the same time, children with problems are singled out into a separate group, with which constant educational contact is kept.

Individual approach - this is the principle of pedagogy, according to which, in the process of teaching and educational work with a group, the teacher interacts with individual students according to an individual model, taking into account their personal characteristics.

An individual approach is carried out to one degree or another in all existing technologies, especially in project-based, productive learning.

C) Technologies of compensatory education.

According to statistics, at present, up to 20% of children entering a general education school have various psychosomatic defects. If no additional psychological and pedagogical assistance is provided to the student, this will lead to a chronic lag in educational activity and subsequent social and pedagogical maladjustment. In this regard, there are classes in general education schools compensatory learning , where envisaged diagnostic and corrective programs by which developmental defects of children are identified and corrected, additional pedagogical efforts are made in relation to lagging students.

The compensating elements (means) of the rehabilitation space include, first of all, love for the child (care, humane attitude, warmth and affection); understanding children's difficulties and problems; acceptance of the child as he is, with all his merits and demerits, compassion, participation, necessary help, teaching the elements of self-regulation (learn to learn, learn to control yourself).

Of no less importance are various types of pedagogical support in the assimilation of knowledge:

learning without coercion (based on interest, success, trust);

a lesson as a rehabilitation system, as a result of which each student begins to feel and realize himself capable of acting rationally, setting goals for himself and achieving them;

adaptation of the content, purification of educational material from complex details and unnecessary variety;

simultaneous connection hearing, vision, motor skills, memory and logical thinking in the process of perceiving material;

usage indicative basis of actions (reference signals);

formulation of definitions according to the established model, the use of algorithms;

peer education , dialogical techniques;

additional exercises;

optimal tempo from the position of complete assimilation, etc.

Compensatory learning technologies include:

Classes of individualized training (1-4), where classes are conducted according to the curriculum of four-year classes and include lessons on correcting developmental disabilities (speech therapy, psychotherapy, physical education, etc.);

Alignment classes (1-4);

Classes of enhanced pedagogical support (5-9);

Middle-level group of different ages (all classes);

Center for individual home education.

D) Classes of enhanced pedagogical support.

The use of correctional methods at the initial stage of compensatory education indicates that it is advisable to teach these children as part of an established team, using the following special techniques:

training in computing skills, inclusive primary school material;

exercises for the development of memory;

decrease(and not enlargement) of didactic units;

reliance on visual-figurative pedagogy, the ascent from the concrete to the abstract.

Multi-age groups (RVG). This is a special organizational form that incorporates the features of group, collective and individual learning. The RVG includes students in grades 5-9 (of different ages and levels of development). Everyone has the right to study material in other classes (in some subjects he can be ahead of his class, in others - lag behind). Classes are not regulated by the schedule, but by individual cards subject teaching, pupils attend them at will in accordance with indicative schedules. From techniques intra-subject differentiation, various types of differentiated and individualized care are used here:

supports various types (from an example poster for a specific rule to a pivotal synopsis and a summary table);

algorithms solving a problem or completing a task (from a similar example to a logic diagram);

type indication , law, rules;

prompt(hint, association) ideas, directions of thought;

a warning about possible mistakes;

separation complex task on the components.

Periodically, after passing the topics and sections, the student is offered diagnostic work in order to determine the level of assimilation of the material and, on this basis, outline the further path of development. A student can linger on one subject, study another in an advanced mode.

The teacher works with a group (micro-groups), but he has more opportunities for individual learning.

E) The technology of working with problem children in a mass school.

In a mass school, the category of problem ("difficult") includes: a) children difficult to train and difficult to educate; b) children of the risk zone. They are distinguished by disharmonious development, decreased learning ability and working capacity, have a worse quality of adaptation mechanisms than their peers, and are prone to pathological reactions to overload. The prevention and overcoming of educational difficulties is an integral process, it involves pedagogical diagnostics, the inclusion of the pupil in social and intracollective relations, in the system of responsible relations with society and the team, attracting the "difficult" to socially valuable activities, taking into account the positive qualities, strengths and abilities he has and regulation of relations between educators and children, using all the positive opportunities of the school, family, community, creating unified pedagogical positions in relation to to such children, the formation of objective self-esteem, teaching methods of self-stimulation of positive behavior.

L.S.Vygotsky pointed out the need to create a system of education in which it would be possible to organically link the special education of children with normal development. His idea is materialized in the practice of integrated learning at school.

INTEGRATED LEARNING - training and upbringing of children with psychophysical developmental disabilities in institutions of general secondary education in a single stream with normally developing children.

The organization of special support for students with developmental problems in a mass school was investigated extremely insufficient both scientifically and practically.

For various reasons, the Russian general education school was deprived of the opportunity to adequately help students with disabilities in psychophysical development. Special schools, as it were, “freed” mass school teachers from the obligation to see problem children, to provide them with qualified pedagogical assistance. The mass and special schools have divided their areas of competence. In this situation, children with mild developmental disabilities, who were not identified in time and did not have a real opportunity to receive specialized pedagogical assistance, were forced to study in a mass school, without receiving adequate psychological and pedagogical support. Academician V.I.Lubovsky justly called this phenomenon, which has been observed to this day, "forced integration."

Today there are many children with developmental problems in mass schools, especially in small towns and rural areas. This is a natural, and sometimes just forced due to various circumstances, integration into the environment of normally developing peers. The reasons for this integration may be the following:

Lack of special (correctional) institutions;

Their remoteness from the place of residence of the child;

Unwillingness of parents to educate the child in special institutions.

There is no statistical information on the number of children with hearing, vision and other disabilities enrolled in mainstream schools in the country as a whole. Naturally, most of these children in mainstream schools do not receive any special assistance.

Despite the various difficulties associated with teaching children with developmental disabilities in mass school, the process of their integration, although spontaneously (and not massively), is still being implemented.

The most widespread models of integrated education in Russia today are special classes in mass schools.

They are created:

For children with intellectual disabilities (where there are no special schools for this category of children), their number is relatively small. Training is conducted according to the programs of special (correctional) institutions of the 8th type;

For children with mental retardation (alignment or correction classes) Education is conducted according to the programs of special (correctional) institutions of the 7th type;

For children of the "risk group" (with learning difficulties, behavior - classes of compensatory education; with weakened health - classes of KRO). Education is conducted according to the programs of the mass school. The most intensively developing special classes of the last two categories of children, tk. the number of such children is growing catastrophically every year.

Integrated learning should be accompanied not only by accompanying students, but also by the support of mass school teachers. This support can be arranged:

School or interschool psychological and pedagogical medical and social center (which includes doctors, special teachers, psychologists, speech therapists, social workers);

Internal coordinators for special education (head teacher for special education);

Defectologist, teacher with special education;

Organization of school psychological and pedagogical councils;

Conducting systematic teachers' councils (at the levels of primary, secondary school, by succession, etc.);

Consulting external specialists (from PMPK, special school, rehabilitation centers, speech therapy services, etc.);

Professional development of teachers (courses, seminars, conferences);

It is necessary to look for such ways of building integrated education so that the general education school has a no less active role than the special special school should prepare its children for the transition to a mass school.

This preparation, the possibility and feasibility of moving to a mass school should be determined by the degree of development and adaptation of the child, the desire of the parents and the availability of conditions at school for his education and correction.

The transition of a child from a special kindergarten or a special school to a mass one, as well as the entire process of his education, should be accompanied by the support of special teachers and psychologists for his most complete socialization and learning success.

From the above, we can conclude that the interests of the school and the parents will coincide if a professional and competent approach to the solution of integrated learning issues.

If a comprehensive support service is created, then neither the teacher nor the parents will have to solve their problems one-on-one, and integration will be carried out not for the sake of integration, but for the sake of a child with developmental problems.

3. Methodical recommendations for the opening of KRO classes.

KRO classes open mainly at the stage of primary general education at the beginning of the first or second year of study and function up to grade 9 inclusive.

Education in the KRO primary level classes lasts 3-5 years, depending on the potential development opportunities and success of the child's education. Extension of the term of study is possible only on the basis of the conclusion of the PMPK individually for each student.

KRO classes admit children who experience difficulties in learning and school adaptation due to various biological and social reasons (manifestations of mild residual brain dysfunctions, functional immaturity of the emotional-volitional sphere of the type of psychophysical infantilism, somatic weakness, cerebrosthenic conditions, as well as pedagogical neglect due to unfavorable social conditions for the development of the child.).

Also, indications for transfer to KRO classes are the following violations:

Motility disorders in the form of insufficient coordination of movements, motor disinhibition;

Mild speech disorders;

An insufficient level of development of certain mental processes (perception, attention, memory, thinking), a decrease in the level of intellectual development, mainly due to the verbal component (within the reduced norm);

Low level of completion of educational tasks, low learning success.

The class teacher comes out with a proposal to transfer to KRO classes.

At the PMPK, the class teacher presents a psychological and pedagogical characteristic, an analysis of his progress, subject teachers present an analysis of tests.

1) characteristics of memory;

2) characteristics of attention;

3) characteristics of the motivation for learning;

4) characteristics of thinking;

5) characteristics of the emotional-volitional sphere;

6) health status, performance.

The psychological portrait of a student is drawn up by a teacher-psychologist on the basis of a comprehensive diagnosis.

The PMPK meeting is held with the invitation of the student and parents. The transfer of children is carried out only with the consent of the parents, and in the middle level and with the consent of the students themselves. Also, PMPK specialists are obliged to explain the expediency or necessity of such a decision.

Children with severe developmental disabilities (mental retardation, gross speech, hearing, vision, motor disorders, pronounced communication disorders in the form of childhood autism) are not eligible for admission to these classes.

With positive dynamics of development and successful assimilation of the curriculum, according to the decision of the PPK, schools studying in KRO classes can be transferred to regular classes with the consent of parents and students.

The transfer of children from KRO classes to age class classes is carried out by analogy.

If a child with developmental problems alone enrolls in a mass class, or there are several such children (2-3), but with different problems, the teacher must competently plan his work and the activities of students in the lesson. This requires, first of all, a differentiated approach in the preparation of lesson planning. Tasks for individual students are compiled separately (another lesson plan) or, in general, in blocks, assignments are prescribed individually for each child who needs a special approach. The decision to draw up planning is made at the MO early. cl. and is documented. There must also be a written refusal of parents to study in a special (correctional) institution.

4. Experience in the use of technologies in our country and abroad.

Montessori - pedagogy. In the field of special pedagogy, M. Montessori put forward and tested the principles: anthropological (to go from the child), freedom of development of the child ("help me to do it myself"), concentration (activity of hands under the guidance of the mind), a specially prepared learning environment (material - a tool mastering the world), sensitivity, the special place of the teacher, social education and integration.

Camphill traffic - form of social and pedagogical assistance to persons with disabilities. Helping and needy live side by side, learning from each other, understanding, in a Christian community.

Glen Doman's system (USA). A physician from Philadelphia used stimulation of unaffected "reserve" brain cells to treat sick children with severe CNS lesions. In order for the children to begin to fix their gaze, they were shown cards with painted red dots, gradually increasing their number and intensity of activities. After several months of exercise, the sick children began to hold their heads, crawl, walk, talk. Subsequently, this technique began to be used for the early education of healthy children, using cards with various information (images, words, etc.)

Therapeutic pedagogy of A.A. Dubrovsky. In working with disabled children, the following techniques are used:

Distracting the child from going into illness (“learn to be active in spite of the illness and it will recede!”);

Using the medicinal effects of trees and plants;

Gymnastics, movement;

Involvement in work-care, work-joy (planting trees, growing flowers);

Introducing play, romance into the life of sick children (the whole team to play with children);

Awakening the child to think about his relationships with others (rooms for reflection);

Help with creativity;

Psychotherapy classes.

Included (integrated) education ( common in Europe). Inclusion education is a form of learning in which students with special needs:

a) attend the same schools as their brothers, sisters, neighbors;

b) are in classrooms with children of the same age;

c) have individual educational goals corresponding to their needs and capabilities;

d) are provided with the necessary support;

e) tests with a 100-point scale are used for diagnosis and assessment, the result is not a “label”, “marker”;

f) receive psychological, pedagogical and social patronage assistance (with priority over medical);

g) are included in the system of diverse and flexible social and labor adaptation (special workshops, day care centers, educational institutions, home-based structures);

h) have various benefits in employment.

There are scientifically grounded systems of work with certain categories of problem children: models for school (Yu.Yu. Chervo. I.A. Nevsky and others), work with underperforming (N.A. Menchinskaya, Z.I. Kalmykova), work in summer camps (O.S.Gazman), in orphanages(Y. Korchak), teaching the blind, deaf (B.M. Teplov) and others.

Questions and tasks.

1. What socio-pedagogical signs of children with problems can you name?

2. List the technologies you know of upbringing and teaching children with developmental problems.

3. Tell us about working with children with special educational needs.

4. What training is called differentiated individualized?

5. Expand the term "compensatory learning".

6. Who are the teacher support classes for?

7. What kind of learning is called integrated?

8.How to organize a special education class?

9.In what domestic and foreign technologies were the issues of teaching and upbringing of children with problems considered?

Literature.

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3. Vygotsky L.S. Play and its role in psychological development child. \\ Questions psychology. 1966. No. 6.
4. Davydov V.V., Problems of Developmental Education, Moscow: Education, 1986.
5. Defectological dictionary. - M., 1970.
6. Korepanova I.A. The zone of proximal development as a problem of modern psychology. \ Psychological Science and Education, 2002 -№2, p. 42.
7. Correctional training as the basis for the personal development of abnormal preschoolers. \ Ed. L.P. Noskovoi. - M., 1989.
8. Lapshin V.A., Puzanov B.P. Fundamentals of Defectology. - M., 1990.
9. Lebedinsky V.V. Disorders of mental development in children. - M., 1985.
10. Malofeev M.M. Prospects for the development of educational institutions for children with special educational needs in Russia. \\ Defectology, 2001.- No. 5, p. 3.
11. Malofeev N.N. Special education in Russia and abroad. - M .., 1996.
12. Teaching children with developmental problems in different countries of the world. \ Ed. L.M.Shipitsina.-SPb., 1997.
13. Podasenova I.P. Mathematics problems on an environmental theme. \\ Primary school, 1995. №4.
14. Rubinstein S.Ya. Experimental methods of pathopsychology. - M., 1970.
15. Selevko G.K. Personal approach. \\ School technologies, 1999, №6.
16. Model regulation on a special (correctional) educational institution for students with developmental disabilities. M., 1997.
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Markova S.A., methodologist

correctional and developmental training,

Senior Lecturer

Department of Pedagogical Skills

IPKiPRO OGPU

MODERN TECHNOLOGIES OF TEACHING AND UPBRINGING CHILDREN OF PRESCHOOL AGE

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, 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 preschool education system, as the initial stage of disclosing the potential abilities of the child. The development of preschool education, the transition to a new quality 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 complex, focusing the attention of preschool teachers on the development of the creative and intellectual abilities of children, correction of the emotional-volitional and motor spheres; the traditional methods are being replaced by active methods of teaching and upbringing, aimed at enhancing the cognitive development of the child. In these changing conditions, a preschool teacher needs to be able to navigate a variety of integrative approaches to the development of children, in a wide range of modern technologies.
4. Innovative technologies are a system of methods, methods, techniques 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 stereotyped elements of education, which have proven their effectiveness in the process of teaching.

THE CONCEPT OF "PEDAGOGICAL TECHNOLOGY"
5. At present, the concept of pedagogical technology has firmly entered the pedagogical lexicon. However, there are great discrepancies in its understanding and use.
BT Likhachev gives the following definition [Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, methods of teaching, educational means; it is the organizational and methodological toolkit of the pedagogical process].
I.P. Volkov gives this definition [Pedagogical technology is a description of the process of achieving planned learning outcomes].
UNESCO - [Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and assimilating knowledge, 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 incorporates the meanings of all definitions of various authors (sources).
6. The concept of "pedagogical technology" can be represented by three aspects.
1. scientific: pedagogical technologies - a part of pedagogical science that studies and develops the goals, content and methods of teaching and designs pedagogical processes;
2. procedural and descriptive: a description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned learning outcomes;
3. procedurally effective: the implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means.
Thus, pedagogical technology functions both as a science that explores the most rational ways of teaching, and as a system of methods, principles and regulations used in teaching, and as a real learning process.

7. The concept of "pedagogical technology" in educational practice is used at three hierarchically subordinate levels:
1. General pedagogical (general didactic) level: general pedagogical (general didactic, general educational) technology characterizes the integral educational process in a given region, educational institution, at a certain stage 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 activities of subjects and objects of the process.
2. Private methodological (subject) level: private educational technology is used in the meaning of "private methodology", ie. as a set of methods and means for the implementation of a certain content of training and education within the framework of one subject, class, teacher (method of teaching subjects, method of compensatory teaching, method of work of a teacher, educator).
3. Local (modular) level: local technology is the technology of individual parts of the educational process, the solution of particular didactic and educational tasks (technology of certain types of activities, the formation of concepts, the education of individual personal qualities, the technology of assimilating new knowledge, the technology of repetition and control of material , technology of independent work, etc.)
DIFFERENCE OF PEDAGOGICAL TECHNOLOGY FROM METHODOLOGY
8. The concept of pedagogical technology of private 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 calculated components are more represented, in the methods - the target, meaningful, qualitative and variational-orientational aspects. The technology differs from the methods by its reproducibility, stability of results, the absence of many “ifs”. The mixing of technologies and methods leads to the fact that sometimes methods are included in the composition of technologies, and sometimes, on the contrary, certain technologies are included in the composition of teaching methods.
STRUCTURE OF PEDAGOGICAL TECHNOLOGY
9. The concept of pedagogical technology includes:
conceptual framework;
the content of the training (learning objectives and the content of the training material);
technological part (organization of the educational process, methods and forms of educational activity, methods and forms of work of a teacher; diagnostics).
10. According to G.K. Selevko, any pedagogical technology must meet some basic methodological requirements (criteria of manufacturability).
Conceptuality presupposes reliance on a certain scientific concept, including a philosophical, psychological, didactic and socio-pedagogical rationale for achieving educational goals.
Consistency includes the presence of all signs of the system: the logic of the process, the relationship of all its parts, integrity.
Controllability makes it possible for diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results.
Efficiency sees cost optimality, a guarantee of achieving a certain training standard.
Reproducibility implies the possibility of application (repetition, reproduction) of 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 can be distinguished, used in the preschool education system:
technologies of developing education,
problem learning technologies,
gaming technology, computer technology,
alternative technologies.

CLASSIFICATION OF PEDAGOGICAL TECHNOLOGIES
12.In the theory and practice of kindergarten work today, there are many options for the educational process. Each author and performer brings into 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, in terms of their goals, content, methods and means used, have quite a lot of similarities, and according to these common characteristics, they can be classified into several generalized groups.
By application level
By the concept of assimilation
By organizational form
By the type of cognitive management
By approach to the child
By student category

Scheme No. 1. Pedagogical technologies.
In terms of 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) technologies are distinguished.
On a philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific (scientistic) and religious, humanistic and antihuman, anthroposophical and theosophical, pragmatic and existentialist, free education and coercion and other varieties.
By focusing on personal structures: information technology (formation of knowledge, skills, skills in subjects - ZUN); operating (the formation of methods of mental actions - COURT); emotional-artistic and emotional-moral (the formation of the sphere of aesthetic and moral relations - SES), technologies of self-development (the formation of self-governing personality mechanisms - SUM); heuristic (development of creative abilities) and applied (formation of an efficient and practical sphere - SDP).
By organizational forms: individual-group, collective, differentiated learning methods
A fundamentally important aspect in pedagogical technology is the position of the child in the educational process, the attitude of adults towards the child. Several types of technologies stand out here.
The method, method, teaching tool determine the names of many existing technologies: dogmatic, reproductive, explanatory-illustrative, programmed teaching, problem learning, developmental learning, self-development learning, dialogical, communicative, playful, creative, etc.
According to the category of students, the most important and original are:
- mass (traditional) school technology, designed for the average student;
- technologies of an advanced level (in-depth study of subjects, gymnasium, high school, special education, etc.);
- technologies of compensatory education (pedagogical correction, support, alignment, etc.);
- various victimological technologies (deaf-, ortho-, typhlo-, oligophrenopedagogy);
- technologies for working with deviant (difficult and gifted) children within the framework of a mass school.
DESCRIPTION AND ANALYSIS OF PEDAGOGICAL TECHNOLOGY
13. The description of the technology presupposes the disclosure of all its main characteristics, which makes it possible to reproduce it.
Description (and analysis) of pedagogical technology can be presented in the following structure.
1. Identification of this pedagogical technology in accordance with the adopted systematization (classification system).
2. The name of the technology, reflecting the basic qualities, the fundamental idea, the essence of the applied training system, and finally, the main direction of modernization of the educational process.
3. Conceptual part (a brief description of the guiding ideas, hypotheses, principles of technology, contributing to the understanding, interpretation of its construction and functioning):
targets and orientations;
basic 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 personal structures (ZUN, COURT, SUM, SEN, SDP);
the volume and nature of the content of education;
didactic structure of the curriculum, material, programs, presentation forms.
5. Procedural characteristics:
peculiarities of methodology, application of methods and teaching aids;
motivational characteristic;
organizational forms of the educational process;
management of the educational process (diagnostics, planning, regulations, correction);
the category of students for whom the technology is designed.
6. Software and methodological support:
curricula and programs;
educational and methodological aids;
didactic materials;
visual and technical teaching aids;
diagnostic tools.
The examination of pedagogical technology is multifaceted.
The conceptual part is considered from the standpoint of novelty (innovativeness), alternativeness, humanism and democracy, modernity.
The content of education within the framework of technology is considered from the standpoint of modern theories of general secondary education, principles of consistency, ideas of developmental education and social order.
In the procedural characteristics, first of all, the expediency and optimality of individual elements, the complexity of all methodological tools, controllability, adequacy to the content of education and the contingent of students are determined.
The software and methodological support must meet the requirements of scientific nature, 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. Personality-oriented technologies are the embodiment of humanistic philosophy, psychology and pedagogy.
The focus of personality-oriented technologies is a unique holistic personality who seeks to maximize his capabilities (self-actualization), is open to the perception of new experience, is capable of making a conscious and responsible choice in a variety of life situations. It is the achievement of such qualities by an individual that is proclaimed the main goal of upbringing, in contrast to the formalized transfer of knowledge and social norms to the pupil in traditional technology.
The content of education is the environment in which the formation and development of the child's personality takes place. She is characterized by a humanistic orientation, an appeal to a person, humanistic norms and ideals.
Personal orientation technologies are trying to find methods and means of teaching and upbringing that correspond to the individual characteristics of each child: they adopt psychodiagnostic methods, change the attitudes and organization of children's activities, use various and powerful teaching aids (including a computer), and rebuild the content of education.
Personality-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. 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 educators-innovators, whose generalized experience combined the best traditions of the Soviet school (N.K. Krupskaya, S.T.Shatsky, V.A. Ushinsky, NP Pirogov, LN Tolstoy) and foreign (J.-J. Rousseau, J. Korchak, K. Rogers, E. Bern) psychological and pedagogical practice and science.
Collaboration pedagogy should be considered as a special type of "penetrating" technology that is the embodiment of new pedagogical thinking, a source of progressive ideas and, to one degree or another, 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 basic in didactics. This concept means such a quality of activity, which is characterized by a high level of motivation, a realized need for the assimilation of knowledge and skills, performance and compliance with social norms.
This kind of activity by itself rarely occurs, it is a consequence of purposeful managerial pedagogical influences and the organization of the pedagogical environment, i.e. the applied pedagogical technology.
Any technology has means that activate and intensify the activity of children; in some technologies, these means constitute the main idea and the basis for the effectiveness of the results.
These technologies include gaming technologies, problem learning, communication technologies, V.F. Shatalova, E.N. Ilyina, N.A. Zaitseva, A.A. Okuneva, R.G. Khazankina, K.V. Makhova 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, play is a type of activity under conditions of situations aimed at recreating and assimilating social experience, in which self-management of behavior develops and improves.
The value of the game cannot be exhausted and appreciated by the entertainment and recreational possibilities. This is its phenomenon that, being entertainment, rest, it is capable of developing into learning, into creativity, into therapy, into 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, play 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 quite essential) of a broader technology;
- as a lesson or part of it (introduction, explanation, consolidation, exercise, control);
- as a technology of cultural and leisure work (games such as "Field of Miracles", "Finest Hour", "Clever and Clever Men", etc.).
The game form of classes is created with the help of game techniques and situations that act as a means of motivating, stimulating children to learning activities.
A pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be substantiated, explicitly singled out and characterized by an educational and cognitive orientation.
By area of ​​activity
By the nature of the pedagogical process
According to the game method
By subject area
By gaming environment

Scheme number 2. Pedagogical games
PROBLEM LEARNING
18. The technology of problem-based learning became widespread in the 1920s and 1930s in Soviet and foreign kindergartens. Problem-based learning is based on the ideas of the American psychologist, philosopher and teacher J. Dewey. The following actively participated in the development of the fundamental provisions of the concept of problem-based learning: T.V. Kudryavtsev, Kudryavtsev V.T., I. Ya. Lerner, A. M. Matyushkin, M. I. Makhmutov, V. Okon, M. N. Skatkin other.
Problem-based learning is understood as such an organization of training sessions, which 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 thinking 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 requirements.
19. Methodology for creating problem situations
the educator leads children to a contradiction and invites them to find a way to resolve it themselves;
collides the contradictions of practical activities;
presents different points of view on the same issue;
offers to consider the phenomenon from different positions;
encourages to make comparisons, generalizations, conclusions from the situation, to compare the facts;
asks specific questions (for generalization, justification, specification, logic of reasoning);
defines problematic theoretical and practical tasks (for example: research);
sets problematic tasks (for example: with insufficient or redundant initial data, with uncertainty in the formulation of the question, with contradictory data, with deliberately made mistakes, with limited time for solving, to overcome "psychological inertia", etc.).

INNOVATIVE METHODOLOGICAL WORK
20. Innovative methodological work is a part of professional and pedagogical activity, focused on the creation or development of new (innovative) methods of professional and pedagogical activity.
21. Distinctive features:
1) ensuring the work of an educational institution in the development mode;
2) selection of the content of methodological work, ensuring the personal development of a preschool child, his self-disclosure;
3) ensuring informing teachers about innovative facts and phenomena and organizing their expertise;
4) provision of additional educational services in terms of the deployment of the content of preschool education in areas of innovation;
5) ensuring the continuity of innovative search, research activities of teachers;
6) ensuring an individual and differentiated approach to each teacher, depending on his professional competence;
7) 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:
1) selection and examination (assessment) of the innovative content of preschool education;
2) designing productive forms of methodological work that activate preschool educational institutions to increase their professional competence;
3) standardization of 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.
The first condition includes providing teachers with the necessary information about the latest in psychological and pedagogical literature, about modern educational programs and pedagogical technologies; in the field of educational content - creating conditions for the implementation of variable educational programs, methodological and scientific-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? Seeking to raise 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 grade students. But such education is built on strengthening the block of regulated children's activities, increasing the time for cognitive classes. And as a result of this, children play less, the requirements of SANPiN for the organization of motor activity are violated. Thus, the principle of parity of education and health is violated. In this regard, teachers need to be trained in assessing the impact of innovations on the psychological and somatic health of children, on the selection of only positive innovations for their implementation in practice. Therefore, the condition “selection and examination (assessment) of the innovative content of preschool education is quite important in the content of innovative methodological work. For this, leaders can use pedagogical living rooms to discuss the existing arsenal of innovative developments, round tables on the analysis of health preservation 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, 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 terms of innovation are heuristic-productive and productive forms of methodological work.
The third condition for increasing the effectiveness of methodological work is the regulation of 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 subdivisions of teachers: creative groups, methodological associations. The activities of such innovative structures are based on a regulatory framework. The regulatory framework includes: an order for the creation of one or another structural unit, a provision on an innovative structural unit, a work plan for the current period, expert opinions on methodological products created by teachers (external and internal reviews for methodological aids, copyright programs). A specially created expert council is engaged in expert assessment of products within an educational institution.
Thus, the problem of organizing an efficient and effective 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) of the innovative content of preschool education; design of productive forms of methodological work, activating preschool teachers to improve their professional competence; rationing of 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.

Winner of the all-Russian competition « Most requested article of the month » JANUARY 2018

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, 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 preschool education system, as the initial stage of disclosing the potential abilities of the child. The development of preschool education, the transition to a new quality 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 complex, focusing the attention of preschool teachers on the development of the creative and intellectual abilities of children, correction of the emotional-volitional and motor spheres; the traditional methods are being replaced by active methods of teaching and upbringing, aimed at enhancing the cognitive development of the child. In these changing conditions, a preschool teacher needs to be able to navigate a variety of integrative approaches to the development of children, in a wide range of modern technologies.

4. Innovative technologies are a system of methods, methods, techniques 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 stereotyped elements of education, which have proven their effectiveness in the process of teaching.

CONCEPT "PEDAGOGICAL TECHNOLOGY"

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

• B.T.Likhachev gives the following definition [Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, methods of teaching, educational means; it is the organizational and methodological toolkit of the pedagogical process].
• I.P. Volkov gives this definition [Pedagogical technology is a description of the process of achieving planned learning outcomes].
• UNESCO - [Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and assimilating knowledge, 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 incorporates the meanings of all definitions of various authors. (sources).

6. Concept "Pedagogical technology" can be represented by three aspects.

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

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

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

1. General pedagogical (general didactic) level: general pedagogical (general didactic, general educational) technology characterizes a holistic educational process in a given region, educational institution, at a certain stage 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 activities of subjects and objects of the process.
2. Private methodical (subject) level: special subject pedagogical technology is used in the meaning "Private method" , i.e. as a set of methods and means for the implementation of a certain content of training and education within the framework of one subject, class, teacher (method of teaching subjects, method of compensatory teaching, method of work of a teacher, educator).
3. Local (modular) level: local technology is the technology of individual parts of the educational process, the solution of particular didactic and educational tasks (the technology of certain types of activity, the formation of concepts, the education of individual personal qualities, the technology of assimilating new knowledge, the technology of repetition and control of the material, the technology of independent work, etc.)

DIFFERENCE OF PEDAGOGICAL TECHNOLOGY FROM METHODOLOGY

8. The concept of pedagogical technology of private 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 calculated components are more represented, in the methods - the target, meaningful, qualitative and variational-orientational aspects. The technology differs from the methods by its reproducibility, stability of results, the absence of many "if" ... The mixing of technologies and methods leads to the fact that sometimes methods are included in the composition of technologies, and sometimes, on the contrary, certain technologies are included in the composition 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 teacher's work; diagnostics).

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

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

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

Controllability makes it possible for diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results.

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

Reproducibility implies applicability (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 can be distinguished, used in the preschool education system:

• technologies of developing education,
• problem learning technologies,
• gaming technology, computer technology,
• alternative technologies.

CLASSIFICATION OF PEDAGOGICAL TECHNOLOGIES

12. In the theory and practice of kindergarten work today, there are many options for the educational process. Each author and performer brings into 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, in terms of their goals, content, methods and means used, have quite a lot of similarities, and according to these common characteristics, 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, private methodological (subject) and local (modular) technologies.
• On a philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific (scientistic) and religious, humanistic and antihuman, anthroposophical and theosophical, pragmatic and existentialist, free education and coercion and other varieties.
• By focusing on personality structures: information technology (formation of knowledge, abilities, 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), self-development technologies (formation of self-governing personality mechanisms - SUM); heuristic (development of creativity) and applied (formation of an efficient and practical sphere - SDP).
• By organizational forms: individual-group, collective, differentiated learning methods
• A fundamentally important aspect in pedagogical technology is the position of the child in the educational process, the attitude of adults towards the child. Several types of technologies stand out here.
• The method, method, teaching tool determine the names of many existing technologies: dogmatic, reproductive, explanatory-illustrative, programmed teaching, problem learning, developmental learning, self-development learning, dialogical, communicative, playful, creative, etc.
• According to the category of students, the most important and original are:
• massive (traditional) school technology designed for the average student
• advanced technology (in-depth study of subjects, gymnasium, high school, special education, etc.)
• compensatory learning technologies (pedagogical correction, support, alignment, etc.)
• various victimology technologies (surdo-, ortho-, typhlo-, oligophrenopedagogy)

Technologies for working with deviating (difficult and gifted) children in the framework of a mass school.

DESCRIPTION AND ANALYSIS OF PEDAGOGICAL TECHNOLOGY

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

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

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

• targets and orientations;
• basic ideas and principles (main development factor used, 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);
• the volume and nature of the content of education;
• didactic structure of the curriculum, material, programs, presentation forms.

5. Procedural characteristics:

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

6. Software and methodological support:

• curricula and programs;
• educational and methodological aids;
• didactic materials;
• visual and technical teaching aids;
• diagnostic tools.

The examination of pedagogical technology is multifaceted.

The conceptual part is viewed from the standpoint of novelty (innovativeness), alternativeness, humanism and democracy, modernity.

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

The software and methodological support must meet the requirements of scientific nature, 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. Personality-oriented technologies are the embodiment of humanistic philosophy, psychology and pedagogy.

The focus of personality-oriented technologies is on a unique holistic personality who seeks to maximize his capabilities (self-actualization), is open to new experiences, capable of conscious and responsible choice in a variety of life situations. It is the achievement of such qualities by an individual that is proclaimed the main goal of upbringing, in contrast to the formalized transfer of knowledge and social norms to the pupil in traditional technology.

Personal orientation technologies are trying to find methods and means of teaching and upbringing that correspond to the individual characteristics of each child: they adopt psychodiagnostic methods, change the attitudes and organization of activities of children, use a variety of powerful teaching aids (including computer), rebuild the content of education.

Personality-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. 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 educators, 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 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.

Collaboration pedagogy should be seen 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 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 basic in didactics. This concept means such a quality of activity, which is characterized by a high level of motivation, a realized need for the assimilation of knowledge and skills, performance and compliance with social norms.

This kind of activity by itself rarely occurs, it is a consequence of purposeful managerial pedagogical influences and the organization of the pedagogical environment, i.e. the applied pedagogical technology.

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

These technologies include gaming technologies, problem learning, communication technologies, V.F. Shatalova, E.N. Ilyina, N.A. Zaitseva, A.A. Okuneva, R.G. Khazankina, K.V. Makhova 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, play is a type of activity under conditions of situations aimed at recreating and assimilating social experience, in which self-management of behavior develops and improves.

The value of the game cannot be exhausted and appreciated by the entertainment and recreational possibilities. This is its phenomenon that, being entertainment, rest, it is capable of developing into learning, into creativity, into therapy, into 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, play 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 extensive technology
• as an occupation or part of it (introduction, explanation, consolidation, exercise, control)

As a technology of cultural and leisure work (games like "Field of Dreams" , "Finest hour" , "Clever and Clever" and etc.).

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

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

PROBLEM LEARNING

18. The technology of problem-based learning became widespread in the 1920s and 1930s in Soviet and foreign kindergartens. Problem-based learning is based on the ideas of the American psychologist, philosopher and teacher J. Dewey. The following actively participated in the development of the fundamental provisions of the concept of problem-based learning: T.V. Kudryavtsev, Kudryavtsev V.T., I. Ya. Lerner, A. M. Matyushkin, M. I. Makhmutov, V. Okon, M. N. Skatkin other.

Problem-based learning is understood as such an organization of training sessions, which 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 thinking 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 requirements.

19. Methodology for creating problem situations

• the educator leads children to a contradiction and invites them to find a way to resolve it themselves;
• collides the contradictions of practical activities;
• presents different points of view on the same issue;
• offers to consider the phenomenon from different positions;
• encourages to make comparisons, generalizations, conclusions from the situation, to compare the facts;
• asks specific questions (for generalization, justification, concretization, logic of reasoning);
• defines problematic theoretical and practical tasks (ex: research);
• sets problematic tasks (for example: with insufficient or redundant initial data, with uncertainty in the formulation of the question, with conflicting data, with deliberately made mistakes, with a limited time for solving, to overcome "Psychological inertia" and etc.).

INNOVATIVE METHODOLOGICAL WORK

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

21. Distinctive features:

1. ensuring the work of an educational institution in the development mode;
2. selection of the content of methodological work that ensures the personal development of a preschool child, his self-disclosure;
3. ensuring informing teachers about innovative facts and phenomena and organizing their expertise;
4. provision of additional educational services in terms of deploying the content of preschool education in areas of innovation;
5. ensuring the continuity of innovative search, research activities of teachers;
6. providing an individual and differentiated approach to each teacher, depending on his professional competence;
7. 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:

1. selection and examination (evaluation) innovative content of preschool education;
2. design of productive forms of methodological work, activating preschool teachers to improve their professional competence;
3. rationing of 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.

The first condition includes providing teachers with the necessary information about the latest in psychological and pedagogical literature, about modern educational programs and pedagogical technologies; in the field of educational content - creating conditions for the implementation of variable educational programs, methodological and scientific-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? Seeking to raise 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 grade students. But such education is built on strengthening the block of regulated children's activities, increasing the time for cognitive classes. And as a result of this, children play less, the requirements of SANPiN for the organization of motor activity are violated. Thus, the principle of parity of education and health is violated. In this regard, teachers need to be trained in assessing the impact of innovations on the psychological and somatic health of children, on the selection of only positive innovations for their implementation in practice. Therefore, the condition "selection and examination (evaluation) innovative content of preschool education is quite important in the content of innovative methodological work. For this, leaders can use pedagogical living rooms to discuss the existing arsenal of innovative developments, round tables on the analysis of health preservation 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 terms of innovation are heuristic-productive and productive forms of methodological work.

The third condition for increasing the effectiveness of methodological work is the regulation of 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 subdivisions of teachers: creative groups, methodological associations. The activities of such innovative structures are based on a regulatory framework. The regulatory framework includes: an order for the creation of one or another structural unit, a provision on an innovative structural unit, a work plan for the current period, expert opinions on methodological products created by teachers (external and internal reviews of teaching aids, copyright programs)... A specially created expert council is engaged in expert assessment of products within an educational institution.

Thus, the problem of organizing an efficient and effective 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 (evaluation) innovative content of preschool education; design of productive forms of methodological work, activating preschool teachers to improve their professional competence; rationing of 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.

List of used literature

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

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, 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 preschool education system, as the initial stage of disclosing the potential abilities of the child. The development of preschool education, the transition to a new quality level cannot be carried out without the development of innovative technologies.

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 development of Russia, 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 the creative and intellectual abilities of children, correction of the emotional-volitional and motor spheres; the traditional methods are being replaced by active methods of teaching and upbringing, aimed at enhancing the cognitive development of the child. In these changing conditions, a preschool teacher needs to be able to navigate a variety of integrative approaches to the development of children, in a wide range of modern technologies.

Innovative technologies are a system of methods, methods, techniques 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 stereotyped elements of education, which have proven their effectiveness in the process of teaching.

The following reasons for the emergence of innovations in preschool education can be distinguished: scientific research; sociocultural environment - the need of preschool educational institutions for 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 activity, methods and forms of work of a teacher; diagnostics).

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

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

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

Controllability makes it possible for diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results.

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

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 preschool education system can be distinguished: technologies of developing education, technologies of problem-based learning, game technologies, computer technologies, alternative technologies.

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

Unlike games in general pedagogical play has an essential feature - a clearly set goal of teaching and the corresponding pedagogical result, which can be substantiated, highlighted in an explicit form and characterized by a cognitive orientation.

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

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

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

educational activity is subject to the rules of the game;

educational material is used as her means;

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

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

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

By the nature of the pedagogical process, the following groups are distinguished:

teaching, training, controlling and generalizing;

cognitive, educational, developing;

reproductive, productive, creative;

communicative, diagnostic, psychotechnical, etc.

The specificity of gaming technology is largely determined by the gaming environment: they distinguish between games with and without objects, desktop-printed; indoor, outdoor, on-site, computer and TCO, as well as with various means of transportation.

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

The purpose gaming technology is the solution to a number of problems:

didactic (broadening one's horizons, cognitive activity; the formation of certain skills and abilities necessary in practical activity, etc.);

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

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

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

Gaming technologies are widely used in preschool age, since play is the leading activity during this period. The child masters the role-playing game by the third year of life, 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's imagination and the symbolic function of consciousness are formed, which allow him to transfer the properties of some things to others, an orientation arises in his own feelings and the skills of their cultural expression are formed, which allows the child to engage in collective activity and communication.

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

Problem learning technology based on the theoretical principles of the American philosopher, psychologist and teacher D. Dewey. Today under problem learning is understood as such an organization of training sessions, which 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 thinking abilities.

The goal of the problematic technology is acquisition of ZUN, assimilation of methods of independent activity, 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.

Problematic situations can be different in the content of the unknown, in the level of problematicity, in the type of information mismatch, in other methodological features.

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

In the modern theory of problem 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 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 a cognitive task creates a problematic situation for children. Problem situations can be created at all stages of the learning process: during explanation, consolidation, control.

At the heart of developmental education technologies lies a theory that originates in the works of I. G. Pestalozzi, K. D. Ushinsky, and others. The theory was scientifically substantiated in the works of L. S. Vygotsky, who put forward the idea of ​​learning that goes ahead of development and is focused on the development of the child as on the main goal. 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 learning, the formation of the child as a subject of various types of human activity was highlighted.

The theory of developmental learning received its further development 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 interrelated aspects of one process. Learning is recognized as the driving force behind the child's mental development, the formation of the entire set of personality traits in him. 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 methods.

Developmental learning, according to V.V.Davydov, is understood as a new, active-activity method (type) of learning, replacing the explanatory-illustrative method (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. Developmental education is aimed at developing the entire totality of personality traits.

Developmental learning takes place in the zone of proximal development of the child. L. S. Vygotsky wrote: "Pedagogy should be guided not by yesterday, but by the future of child development." He distinguished two levels in the development of the child: 1) the sphere (level) of actual development - already formed qualities and what the child can do on his own; 2) the zone of proximal development - those activities that the child is not yet able to perform on his own, 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 knows how to do on his own, to what he can, knows how to do in cooperation.

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

Information technology in teaching pedagogy, all technologies that use special technical information means (computers, audio, video) are called. Computers began to be widely used in education, the term appeared - "Computer technology of education ». Computer technologies develop the ideas of programmed learning, open up completely new, not yet investigated technological options associated with the unique capabilities of modern computers and communications. Computer (new information) teaching technologies are the processes of preparing and transmitting information to the student by means of a computer.

The purpose of computer technologies is to form the skills to work with information, develop communication skills, prepare the personality of the "information society", form 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 teaching system in any of its aspects, be it 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 imply the rejection of both the traditional conceptual foundations of the pedagogical process (socio-philosophical, psychological), generally accepted organizational, substantive and methodological principles, and replacing them with other, alternative ones.

The technology of developing games by B.P. Nikitin. The game activity program consists of a set educational games, which, with all their diversity, proceed from a common idea and have characteristic features.

Each game is a set of tasks that the child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical constructor, etc. In his books, B.P. Nikitin offers educational games with cubes, patterns, frames and Montessori inserts, unique, plans and maps, squares, "Guess" sets, tables of a hundred, "dots", "clocks", thermometer, bricks, cubes, constructors. Children play with balls, ropes, rubber bands, pebbles, nuts, corks, buttons, sticks, etc., etc. Objective developmental games are the basis of 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 drawing in isometric view, a drawing, written or oral instructions, etc., and thus acquaint him with different ways of transferring information.

Tasks have a very wide range of difficulties: from sometimes available to a two-three-year-old kid to unbearable for an average adult. Therefore, play can generate interest for many years (until adulthood). The gradual increase in the difficulty of tasks in games allows the child to go forward and improve on his own, that is, to develop his creative abilities, in contrast to learning, where everything is explained and where, basically, only the performing traits in the child are formed.

The solution to 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, pattern or structure made of cubes, parts of a constructor, 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 his abilities, when a child can rise to the "ceiling" of his capabilities.

According to B.P. Nikitin, this union allowed several problems related to the development of creative abilities to be solved in the game at once: educational games can provide "food" for the development of creative abilities from the very beginning. early age; step assignments always create conditions, outstripping development of abilities; doing every time independently to your "ceiling", the child develops most successfully.

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

The 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 old, and is a synthesis of monopedagogical technology for adults interested in improving children's health, in timely and full-fledged development, education and preparation for immersion in the education system.

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

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

Latent training is provided by the presence of sensory and informational experience, which creates a base of clear and unclear knowledge (in 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 (household, labor, constructive); creative productive activity; cognitive intellectual communication with an adult.

The real learning, which is allocated a relatively insignificant share of the time in the general 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 independently, when he himself begins to understand the most important laws.

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

Childhood program developed by the team of the Department of Preschool Pedagogy of the St. A. I. Herzen - V. I. Loginova, T. I. Babaeva and others.

Objectives of the program:

development in children based on different educational content of emotional responsiveness, the ability to empathize, readiness to manifest 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 cognition, communication with adults and peers, games and other types of children's activities.

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

Instruction 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, fostering a positive attitude to the world around, includes a new important section "Attitude to oneself".

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

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

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

general tasks of education;

views (orientations);

practical skills;

skill development levels (low, medium, high);

conclusion.

In accordance with the peculiarities of the preschooler's cognitive activity, the program provides 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 cognition (people and their relationships, the world of objects, work, nature, art).

The teacher fills the daily life of children with problems, ideas, includes each child in meaningful activities, promotes the realization of children's interests and life activity. By organizing the activities of children, the educator develops in every 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. For this purpose, 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 reflection of what has been learned. In a developing environment, the child realizes his right to freedom of choice of activity.

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 the manufacture of homemade toys, simple mechanisms and models. The teacher, by his example, encourages children to independently search for answers to the questions that arise: he pays attention to new, unusual features of the object, makes guesses, turns to children for help, aims at experimentation, reasoning, and a proposal.

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

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

The first is the theory of A.V. Zaporozhets about the intrinsic value of the preschool period of development, the transition from a utilitarian understanding of preschool childhood to its humanistic understanding. The attitude towards "self-worth" implies the absence of any 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 of value, provided that he does not feel himself to be cared for, but as a “creator”, discovering something new for himself, and joining the world of adults. According to this theory, the main path of a child's development is the amplification of development, that is, its enrichment, filling it with the forms and methods of activity that are most significant for a preschooler.

The second is L.A. Wenger's concept of the development of abilities, which are understood as universal actions of orientation in the environment with the help of means of solving problems specific for 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, their connections and relations, fixed in human culture. In the process, perception is images that correspond to sensory standards, generally accepted samples of external properties (shape, color, size, etc.). In the process of visual-figurative thinking and imagination, they correspond to various types of visual models (diagrams, drawings, plans, etc.). The Development program is based on a personality-oriented model of upbringing, which involves the creation of relations of cooperation and partnership between adults and children.

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

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;

the ability to visualize 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, 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 on the basis of a personality-oriented model of upbringing, involves the use of new forms and methods. Developmental learning is characterized by the child's independent search in solving various problems, meaningful assimilation of knowledge, the formation of activity, independence.

TRIZ technology

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

For many years, GS Altshuller's technology was successfully used in work 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, the techniques and methods of technical TRIZ are successfully used in kindergartens to develop inventive ingenuity, creative imagination, and dialectical thinking in preschoolers.

The purpose of TRIZ is not just to develop the imagination of children, but to teach them to think in a systematic way, 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 point of the TRIZ concept in relation to the preschooler is the principle of conformity to nature in education. When teaching a child, a teacher must come from his nature. And also the position of L. S. Vygotsky that the preschooler accepts the curriculum 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 activities 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 children ready-made knowledge, reveal the truth to them, he should teach how 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 is good in it, but something is bad, something is harmful, something interferes, and something is needed.

The next stage is the resolution of contradictions. To resolve contradictions, there is a whole system of game and fairy-tale tasks. For example, the problem: "How can you transfer water in a sieve?" The teacher forms a contradiction, the water must be in the sieve in order to transfer it, and there should not be water, since if you decide not to transfer it, it will flow out. The contradiction is resolved by changing the state of aggregation of matter - water. The water will be in the sieve in a changed form (ice) and there will be no water, since ice is not water. The solution to the problem is to transfer water in the form of ice to the solution.

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. For this, children are offered a number of special tasks. For example, think of a new study chair that you would like to sit in. Come up with a new toy, etc.

The next stage of work in 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 - play activities, speech, drawing, modeling, application, construction, etc.

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

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

Pedagogy of Maria Montessori

The essence of M. Montessori's pedagogical theory is characterized by three leading positions:

education should be free.

education should be individual.

education should be based on data from observations of the child.

Providing 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. The central point in the ideas of Montessori is the maximum possible individualization of educational activities, the use of and a skillfully instrumented development program for each child.

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

Didactic materials of Montessori and work with them attract a lot of attention. Games, classes, exercises with didactic materials allow developing a visual-distinctive perception of sizes, shapes, colors, recognition of sounds, determination of space and time, contribute to the mathematical development and development of speech.

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

The deep humanism of M. Montessori's upbringing and educational system is due to the need for training, upbringing and development of a child who is able to function successfully in society, to be a worthy and distinctive 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 latent abilities and properties of the child.

The approach to a person 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 big era of upbringing a child up to about seven years of age is determined by the fact that in the child the soul and spirit have not yet come to inner self-awareness - they are much closer than in later life they are connected with the processes of the child's bodily development. The child's consciousness and his feelings depend on what impressions from the life around him he perceives with his feelings. The main form of learning in 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 through dialogue, but imitate whoever 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 theoretical sciences, there are applied and artistic activities, since it is art that gives rise to a holistic perception of the world, and imaginative thinking is natural for a child. Artistic disciplines - painting, sculpture, modeling, dramatic art, playing various musical instruments - take a large place in the classroom.

Waldorf kindergarten operates on the basis of self-government: all the most important organizational issues are solved by the teaching staff and parents. There are no top governing authorities over the institution. One of the features of the functioning of institutions is the role of parents, who know their responsibilities and the essence of work in working groups and committees. That is why they say that Waldorf pedagogy always “grows from below, not builds from above”. In joint teacher-parent associations, issues of construction, joint holidays, relations with government organizations are resolved.