Work experience “Innovative technologies in kindergarten”

senior teacher of kindergarten No. 114 of JSC Russian Railways

Relevance and prospects of experience. Its significance for improving the educational process.

Currently, the entire general education system is being modernized in the direction of forming a developed, socially oriented personality, capable of adapting to the difficult socio-economic conditions of society and ready for their creative transformation. Updating the content of education consists of bringing it into line with modern trends in the development of science, social orders, as well as the need to increase the general cultural level of the younger generation. The priority task of education is to create optimal conditions for the development of creativity both in the educational system as a whole and in each of its subjects.

Ivan Bunin wrote: “A kindergarten is a garden where children’s souls blossom.” The talents and creativity hidden in every person can be compared to the seeds hidden in a person, which either grow and subsequently bear fruit, or wither and die. Everything depends on the soil in which they are sown, that is, on the cultural, social environment in which the child was born and continues to grow and develop. Only an intelligent, competent, creative teacher can reveal a child’s soul.

The primary goal of an educational institution, both at the federal level and at JSC Russian Railways, is the development of an active, intellectually developed, extraordinary creative personality with the ability to behave non-standardly. To achieve this goal, effective technologies are used to develop imagination, literacy and other basic abilities of children, which requires highly qualified teachers who are the direct organizers of the educational process in the institution. The teacher is the organizing principle in the formation and development of the personality of each child, and his competence and personal qualities are the decisive condition for the success of innovative transformations of educational institutions of JSC Russian Railways. To get the best results in working with children, it is necessary to maximize the development of the innovative potential of each teacher.

The personnel policy of the non-state preschool educational institution "Kindergarten No. 114 of JSC Russian Railways", aimed at developing the innovative potential of teachers, is carried out on the basis of dialogue interaction and consists of developing professional competence and creating conditions for the manifestation of creative activity of teachers.

Conditions for the formation of the leading idea of ​​experience.

An analysis of studies related to innovation processes in education indicates a sustained interest in studying various aspects of the innovative activities of educational organizations. At the same time, there are practically no works devoted to the study of the problems of developing the innovative potential of the teaching staff.

The effectiveness of developing the innovative potential of the teaching staff will be achieved if it is purposefully developed and the preparedness of teachers to implement innovations is improved. The purpose of the work: to create in a preschool institution the necessary psychological, pedagogical and organizational and pedagogical conditions for the effective development of the innovative potential of each teacher.

In accordance with the goal, specific tasks were identified:

• identify the essence of the teacher’s innovative potential;
• analyze the level of innovation potential of the team;
• determine methods and forms of developing the innovative potential of a preschool teacher;
• to develop a system of methodological work for the kindergarten to develop the innovative potential of the teaching staff.

Theoretical basis of experience.

The innovative potential of a teacher is a set of professional, sociocultural and creative characteristics of an individual, expressing the teacher’s readiness to improve professional activities and the presence of internal means and methods that ensure this readiness. This is the desire and opportunity to develop one’s interests and ideas, to look for one’s own unconventional solutions to emerging problems, to perceive and creatively implement existing non-standard approaches in education, to implement innovative ideas, projects and technologies, to prove oneself as a researcher and developer.

The essence of the innovative potential of the teaching staff lies in its ability to self-development and implement innovative ideas, projects and technologies. The system of indicators of innovative potential includes: the receptivity and attitude of teachers to innovations, their preparedness to master innovations, the level of innovation of teachers in the school team, the level of creative activity of teachers, the development of their communication connections.

Technology of experience. Contents, methods, teaching techniques.

In order to identify the level of innovative potential, a set of questionnaires for teachers was developed and tested (Appendices 1,2).

The following types of competence have been identified as the basic components of the general professional competence of preschool teachers:

• normative and methodological competence;
• personal-humanistic competence;
• design and research competence;
• information and communication competence.

The engine for developing innovative potential is motivation. The innovative activity of a teacher is socially motivated, but it is also stimulated by personal external and procedural-substantive motives, and is determined by many needs (from physiological to the need for self-actualization). The development of the innovative potential of teaching staff is achieved through the use of such forms of interaction with teachers that will contribute to the disclosure of their internal capabilities.

For each type of professional competence, the forms and methods of working with personnel were determined:

• normative and methodological competence: seminars using active teaching methods, master classes;
• personal-humanistic competence: trainings, psychological and pedagogical lectures;
• design and research competence: implementation of projects, creative laboratories, organization of experimental work;
• information and communication competence: long-term workshop “Comp and I”.

Seminars and workshops remain the most effective form of methodological work in kindergarten; every teacher here is an active participant in communication. The seminar not only increases the level of knowledge and skills, but also encourages teachers to take initiative, a creative approach and an active position in their activities. Teachers gain experience in communication skills, group discussions and public speaking; depending on the phase of the seminar, each teacher takes either the position of a speaker, or an understander, or a critic.

The master class involves demonstrating teaching abilities, general culture, competence, education, pedagogical and methodological literacy. Its main goal is the transfer of pedagogical experience, work systems, and author’s findings. The master class consists of two parts: ½ - demonstration of work with children; ½ - work with teachers in order to convey teaching experience. It is important to skillfully demonstrate work with children and discuss the results obtained with colleagues.

The formation of personal-humanistic competence is facilitated by training - a form of group work that teaches how to work with life situations. During the training, a group of teachers has a triple impact on each group member:

• cognitive – a group member realizes how his usual behavior and ways of relating allow him to resolve situations, comprehends the reasons for his behavior and understands how to behave more effectively in similar situations in the future;
• emotional – the training participant, supported by other members of the group, realizes his psychological defense mechanisms, adjusts relationships with others, changes his emotional attitude towards himself, and, as a result, his self-esteem increases and self-esteem stabilizes;
• behavioral – a group member develops adequate situations and methods of behavior.

Seminars, master classes, and trainings become effective forms of working with teachers when using active teaching methods. Active learning methods teach you to gain new knowledge and experience not by passively recording the information received, but in the course of stable and continuous mental activity, relying on your own experience and interaction with colleagues. At the same time, the motives that are used to encourage teachers to be active are professional interest, creativity, a competitive gaming approach and various types of emotional influence.

In the non-state preschool educational institution "Kindergarten No. 114 of JSC Russian Railways", active methods for developing innovative potential have been tested, such as: problem-based method (brainstorming, case method, discussion), business game, project. The significance of these innovative methods was the formation of a new culture of thinking, ensuring the implementation of creative transformation processes.

The general scheme of problem methods is as follows: a problem situation is described, then a search for a solution is organized, then the optimal ones are selected.

One of the most productive methods of activating collective creative activity is “Brainstorming”. This method is based on the free expression by participants of a variety of ideas that can help resolve the problem.

Brainstorming is carried out in several stages:

Stage 1 - generating ways to solve the problem, when the storming participant proposes his own option, still at the idea level. The time limit for each idea is 1-2 minutes, no evidence is required. All ideas are logged or recorded on tape. At this stage, any criticism is prohibited, including hidden criticism in the form of skeptical smiles, gestures, and facial expressions. The total number of proposals should not exceed approximately half the number of participants. The more ideas, the better! Even if these are absurd ideas.

Stage 2 - searching for arguments in support of the proposed solutions. Based on the number of ideas recorded, several small groups are created, and ideas are distributed between the groups by drawing lots; Then, within 8-10 minutes, each group develops as many arguments as possible in favor of the idea it has received, even if the participants do not really like the method of solution.

Stage 3 - selection of the most reasoned solutions. The leader of each group presents the arguments developed by the group, and then a discussion begins with the goal of selecting approximately half of the available options for further development.

Stage 4 - criticism of the selected solutions. From the cards with ideas, those that did not pass the previous stage are removed. And then again in group work (similar to the second stage) there is sharp, but evidence-based criticism of the given option.

Stage 5 - selection of the most productive solution methods, for which there were the fewest critical judgments according to the methodology of the third stage.

To activate the process of generating ideas during the “assault”, techniques such as inversion (do the opposite), analogy (do as it was done in another solution), empathy (consider yourself part of the task, find out your feelings, sensations) are used. , fantasy (do something fantastic).

As a result of the discussion, a solution to the problem is found (but it will be wrong if it is the only one - it is advisable to have two or three options). Teachers need to get used to understanding the plurality of truths, the admissibility and naturalness of divergent paths to the same result.

The case study method—analysis of specific situations—is effective in working with personnel. The case presents a description of a specific situation (“photograph of reality”) that requires practical resolution.

The peculiarity and attractiveness of the case method is that it allows you to simulate a real problem that you may have to face in practice. Cases develop analytical, research, communication skills, develop the ability to analyze a situation, plan a strategy and make management decisions. Teachers, working with the situation, learn to correctly set tasks, identify key factors, and justify their positions and decisions.

Types of cases: situation-problem, situation-assessment, situation-illustration, situation-anticipation. Cases can be presented in a variety of forms, from a few sentences on one page to many pages. A case may contain a description of one event in one group or the history of the development of a kindergarten over many years. Cases can be presented in a variety of forms: printed, video, audio, etc.

Example: a case study of the structure of a kindergarten and its place in society is presented for discussion at the seminar “Kindergarten is an open developing system.”

Scheme for using the “case study” method in working with teachers:

• Preparatory stage (before the seminar): teachers are tasked with getting to know the situation, understanding the essence of the matter - the main problematic issues, and mentally formulating their behavior strategy in the upcoming discussion.
• Work in small creative groups (4-5 people): in which the first discussion of the situation and collective solution of the assigned tasks take place.
• Work in a large group (all small groups gather together) takes place in the form of a discussion (1.5-2 hours). Representatives of small groups argue their positions. A rational assessment of various situations is given, and on this basis - the development of a common collective decision, taking into account alternatives.

One of the methods of group interaction is discussion (from the Latin discussio - consideration, research) - discussion of any controversial issue or problem. This method ensures the active involvement of teachers in the search for truth, creates conditions for them to openly express their thoughts, positions, attitudes towards the topic under discussion and has a special ability to influence the attitudes of its participants in the process of group interaction. As a unique technology, the discussion itself includes methods such as “Brainstorming” and the case method.

The developmental function of discussion is associated with stimulating students’ creativity, developing their ability to analyze information and provide reasoned, logically constructed evidence of their ideas and views, increasing students’ communicative activity, and their emotional involvement in the educational process. Techniques for activating teachers:

• Leading teachers to a contradiction and then finding a way to resolve it.
• Colliding contradictions in practical activities.
• Presentation of different points of view on the same issue.
• Consideration of the phenomenon from various positions, for example, the teacher, the head of the kindergarten, parents, etc.
• Comparison, generalization, comparison of facts, conclusions from the situation.
• Posing specific questions for generalization, justification, specification, logic of reasoning.

As a variation, for well-trained teachers who know how to work creatively, a theatrical discussion is used. The discussion begins with the “leading theorist” presenting his theory. Then questions are formulated both by the theorist himself and by “opponents”, which will allow consolidation of knowledge. Success depends on everyone’s willingness to cooperate, on the ability to compare different value systems and conduct dialogue. In the discussion “History of Fine Arts”, each of the participants became for some time a representative of a particular movement of painting, a bearer of certain artistic values ​​and an exponent of them in the process of dialogue. He developed his own attitude both to “his” theory and to other schools. The point of the “dialogue of theorists” is to evaluate the contribution of each theory to artistic culture.

Business games are an effective way to “cultivate” the innovative culture of teachers. By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience in which self-control of behavior is formed and improved. A business game is a form of recreating the objective and social content of professional activity, modeling such systems of relationships that are characteristic of this activity as a whole.

Designing a business game includes three stages: preparation, implementation, analysis and generalization. With the help of symbolic means (language, speech, graphs, tables, documents) in a business game, a professional environment is reproduced, similar in its main essential characteristics to the real one. At the same time, in a business game only typical, generalized situations are reproduced in a compressed time scale. For example, a parent meeting can be played out in one game session, and the development of a development program for a preschool institution can be played out in up to three.

When working with preschool teachers, various modifications of business games are used: simulation, operational, role-playing, etc. Imitation games simulate the activities of a teacher, child, group, their specific activity and setting, the conditions in which an event occurs or an activity is carried out. Operational games help to practice specific specific operations, for example, drawing techniques. In role-playing games, tactics of behavior, actions, and the performance of functions and responsibilities of specific individuals are practiced. To conduct these games, a model play of the situation is developed, and roles with mandatory content are distributed among teachers. For example, educator, conflict initiator, defenders.

The dictates of the times necessitate the acquisition of design and research competence. The teacher is an agent of change in education and works in conditions of change: an increase in the volume of scientific, methodological and research components in the structure of pedagogical activity, he is actively involved in innovative activities in education, in the process of creating new models of teaching practice and in their scientific understanding.

Important in the development of innovative potential is the formation of a teacher’s ability to carry out project activities, when it is necessary not only to express an idea, one’s own way of solving a problem, but to present it in the form of a fully developed plan (project) and be able to assess its competitiveness. In addition, if a teacher or preschool specialist is trained in design technology, then he will use this technology when working with children, and only when such training is organized is truly collaborative learning possible.

Types of projects:

• Research - completely subordinated to the logic of research and have a structure that approximates or completely coincides with genuine scientific research.
• Creative - do not have a detailed structure of joint activities, they are subject to the genre of the final result (newspaper, video, holiday, etc.), but the design of the results of the project requires a clear, well-thought-out structure in the form of a script for a film, a holiday, the design of newspaper sections, an album, etc. P.
• Informational - aimed at collecting information about some object or phenomenon.
• Socially significant - they are distinguished by the result of the activities of its participants that is clearly defined from the very beginning, which is necessarily focused on the social interests of the project participants themselves or any group of people.

Most of the design (collecting information, analysis, conducting research, examination, etc.) is carried out by teachers for quite a long time. Some socially oriented projects are becoming more important for the entire preschool institution as a whole (such as the release of a preschool educational institution booklet; the preparation of newspaper pages; the design of sociological research).

The design and research competence of a teacher can be defined as the ability and readiness of an individual to independently and effectively carry out research activities, predict its results and apply them in practice. Involving the maximum number of teachers in research activities is possible when organizing experimental work.

Performance Analysis

Various forms and methods of developing the innovative potential of teachers (brainstorming, case method, discussion, etc.) were introduced into the methodological work. Seminars held in kindergarten have become of great educational value.

Experimental activities on the topic “Pedagogical model of artistic and aesthetic education in kindergarten” were intensified. As a result of the joint work of kindergarten teachers and teachers of the Mordovian Republican Institute of Education, a diagnostic program for artistic and aesthetic education of preschoolers was created and developed, a model of artistic and aesthetic education for preschoolers was built based on a combination of different types of arts and independent creative activity of children.

Educators and specialists tested methods that stimulate the development of children's creativity, introduced integrated classes, and a new form of leisure activity - the Salon. At the Literary Salon, children get acquainted with the work of poets and writers, read poetry, play rhyming games, etc. The Art Salon organizes meetings with painters and graphic artists, and opens Vernissages of the work of young artists. Classical music is played in the Music Salon. The integrated forms of the Salons (literature and music, painting and theater...) are very interesting and meaningful. In the cozy and formal atmosphere of the Salon, preschoolers not only get acquainted with art, but also learn good manners. Result: disclosure of artistic, poetic, artistic talents; bringing closer and strengthening mutual understanding between children and adults.

As a result of experimental work on artistic and aesthetic education in a preschool institution, not only a new system of working with children, but also of the teaching staff as a whole was built. Positive results of work with gifted children and clubs were noted. The kindergarten's experience in artistic and aesthetic education of preschoolers has been summarized, and a methodological manual has been published in a circulation of 250 copies.

Preschool teachers have mastered various computer programs and information and communication technologies. They are used in the educational process, to prepare documentation, and use Internet resources in the process of self-education, dissemination of their experience, and communication with parents of students through virtual topics. The use of ICT has made it possible to modernize the educational process, increased its efficiency, motivated children to search activities, and differentiated learning taking into account the individual characteristics of children.

The list of tasks that the institution’s website solves is wide:

• advertising, informing the public and parents about the kindergarten;
• consulting on various issues of upbringing and education of preschoolers;
• communication with the teacher at a time convenient for parents and the teacher himself (option “Forum”, “Question-answer”, “Announcements”);
• dissemination of the experience of the preschool institution as a whole and of individual teachers.

Teachers and specialists working in the non-state preschool educational institution “Kindergarten No. 114 of JSC Russian Railways” are enthusiastic and creative people, ready for serious research work, development of original programs, modern pedagogical technologies that allow improving the educational process, leaders, dreamers and improvisers.

Visual application

Annex 1

Questionnaire “Teachers’ receptivity to new things”

Do you constantly monitor advanced pedagogical experience in your activities, strive to implement it taking into account the changing educational needs of society and the individual style of your teaching activity?

• Are you constantly educating yourself?
• Do you adhere to certain pedagogical ideas and develop them in the process of teaching?
• Do you collaborate with scientific consultants?
• Do you see the prospects for your activities and predict them?
• Are you open to new things?

Rating scale: always – 3 points, sometimes – 2 points, never – 1 point.

Determining the level of receptivity of the teaching staff to innovations: K = Kfact: Kmax,

where Kfact is the actual number of points received by all teachers; Kmax – the maximum possible number of points.

K < 0.45 - critical level; 0.45 < K < 0.65 – low level; 0.65 < K < 0.85 - acceptable level; K > 0.85 is the optimal level.

Appendix 2

Questionnaire “Motivational readiness of the teaching staff to master innovations”

If you are interested in innovation, applying innovations, then what motivates you to do this? Please select up to three answers.

• Awareness of the inadequacy of the results achieved and the desire to improve them.
• High level of professional aspirations, strong need to achieve high results.
• The need for contacts with interesting, creative people.
• The desire to create a good, effective education for children.
• The need for novelty, renewal, change of scenery, overcoming routine.
• Need for leadership.
• The need for search, research, better understanding of patterns.
• The need for self-expression, self-improvement.
• A feeling of one’s own readiness to participate in innovative processes, self-confidence.
• The desire to test in practice the acquired knowledge about innovations.
• The need for risk, overcoming routine.
• Material reasons: salary increase, opportunity to pass certification, etc.
• The desire to be noticed and appreciated.

Result: the stronger the motives associated with the possibility of personal self-realization prevail among teachers, the higher the level of innovative potential of the teaching staff.

Appendix 3

An example of developing the innovative potential of teachers at the seminar “Kindergarten - an open developing system”

Target:

• include preschool teachers in the search for a solution to the problem of developing a kindergarten as an open developing system;
• activate the innovative potential of teachers using active forms and methods of teaching;
• learn to communicate, conduct a discussion, develop a common opinion in microgroups;
• identify innovative technologies and methods for working with children, parents, and society.

The first lesson of the seminar was devoted to considering the level of development of a preschool institution at this stage. A case study of the structure of a kindergarten and its place in society was presented, after which microgroups worked on a diagram of this structure and the subsequent development of the institution.

At the second lesson of the seminar, the development of a socially significant project “Kindergarten - an open developing system” was started, a scheme for the development of the institution was outlined (agreements with social institutions for childhood, publishing activities, joint events). The development of the project continued in groups between seminar sessions.

The purpose of the design: to identify the most significant problems for the staff of a preschool institution and try to solve these problems using design technology.

Tasks:

• identify the problem that needs resolution
• determine ways to solve the problem
• distribute roles in the group, responsibility
• submit the result for evaluation
• analyze the results obtained and your own actions, arrange them in the form of diagrams and text

At the third lesson, teachers were divided into microgroups, which each began working in their own area: one of them developed a detailed plan for a year of work with social institutions of childhood, another - a strategy for publishing activities, a third - a plan for PR activities, and a fourth - interaction with families. The work of the microgroups continued after the lesson, discussed and adjusted.

In the fourth lesson - summing up the work of small groups, defending the submitted works, defining evaluation criteria and rating assessment.

The fifth lesson was devoted to the use of ICT for the development of a preschool institution. Teachers presented options for using information and communication technologies to implement the project “Kindergarten - an open developing system”: presentations of a preschool institution, groups, work in certain areas (by personal choice), options for proposed sites, Web pages, etc.

The education system makes new demands on the upbringing and training of the younger generation, the introduction of new approaches that should contribute not to replacing traditional methods, but to expanding their capabilities, including by means of computer technology.

To plan for increasing the information and communication competence of teachers, the didactic role and place of information and communication technologies in the educational process, the possibility of using ICT tools by teachers were determined, and in accordance with them, a system of methodological work was built.

The optimal components of information and communication competence of teachers were selected:

• the use of ICT for the training and development of preschool children;
• creating your own multimedia products (photo and video presentations, slide films);
• registration of monitoring results of the educational process (Microsoft Office Excel, Microsoft Office Word)
• creating your portfolio;
• use of digital technologies in photography, photo editing (Adobe Photoshop, Helen's Eyes part, etc.)
• use of Internet resources.

Analysis of the innovative experience of a preschool educational organization

Competition between educational organizations leads to the fact that recently it has become relevant to involve preschool educational organizations (hereinafter referred to as PEOs) in innovative activities, support social and educational initiatives at all levels of education systems (city, federal), promote innovative experience, innovative products (innovations). ), allowing to improve the education system.

The content of the innovative activities of preschool educational institutions is determined by the priority areas of the preschool educational institutions development program.

The need for innovation arises when there is a need to solve a problem, a contradiction is created between the desire and the actual result.

Each teaching staff has the right to innovative activities. But in this case, he must take on certain obligations in preparing and organizing the innovation, since children become the object of any pedagogical initiative.

An analysis of the concept of “innovation activity” in the dictionary defines it as an activity (including financial, scientific, commercial, technological, organizational) that is aimed at implementing innovative projects and creating an innovative infrastructure.

In pedagogy, this is purposeful pedagogical activity aimed at obtaining new knowledge, introducing new pedagogical technologies into the educational process, and gaining new pedagogical experience.

Innovative activities in education imply changing and updating the entire pedagogical process, introducing new formations into the traditional system.

To analyze the innovative experience of our preschool educational institution, we will consider the innovative experience of an esthete teacher.

At the beginning, a problem was identified: there was not enough demonstration and interactive material when introducing children to the fine arts.

The purpose of the innovation: to provide support for children’s familiarization with fine arts using ICT.

Classification of innovation (in the field of management, didactics, psychology, private methodology, interdisciplinary field, etc.): private methodology.

The innovation has gone through the following stages: idea formation, goal setting, development, mastery at the stage of experimental research, dissemination. Within the framework of the order of the kindergarten, kindergartens of the ANO DO “Planet of Childhood “Lada”, all-Russian competitions, website.

The innovation has undergone expert testing: many times.

The innovative experiment went through the following stages: ascertaining, formative, control.

Stater:

— insufficient multimedia equipment;

- multimedia presentations on the artistic and aesthetic direction on the Internet do not correspond to the objectives of the implementation of the Federal State Educational Standard and the general education program of the kindergarten, and the age characteristics of children;

— children do not have the skills to watch educational films and multimedia presentations;

— the skill of working with an interactive whiteboard has not been developed.

Formative:

— acquisition of additional interactive equipment in order to solve the problems of the Federal State Educational Standard;

— selection of material, illustrations, scientific and educational films;

— creating multimedia presentations, cutting educational films in accordance with age;

— developing children’s skills in working with an interactive whiteboard and multimedia presentations;

— creation and testing of notes on educational activities, artistic and aesthetic development with the inclusion of interactive games and multimedia presentations.

Control:

— inclusion of interactive equipment at 100%;

— increasing children’s interest and activity in watching multimedia games and working with an interactive whiteboard by 50%;

— conducting control classes with children;

— familiarization of colleagues with the experience of working within the kindergarten, kindergartens of the ANO DO “Planet of Childhood “Lada”, various competitions.

Obstacles to development and implementation:

— there is not enough illustration of a single format;

— not all kindergarten groups have the necessary equipment.

Expert control was carried out by: specialists of the kindergarten, kindergartens of the ANO DO “Planet of Childhood “Lada”, participation in all-Russian competitions, self-control.

Special notes on the significance of innovation and its assessment taking into account alternative opinions: the innovative activity of an esthete teacher makes it possible to use an effective system for working with multimedia presentations when working with children. The introduction of an innovative methodological product into practice makes it possible to ensure positive dynamics of educational results in the development of pupils and preschool educational institutions as a whole.

MAGAZINE Preschooler.RF

A preschool institution today is a complex organism striving for improvement, development, looking for new opportunities, creating the necessary conditions to meet the needs of the child, family, society, providing conditions for creative, professional work of teachers that meets the most modern requirements. The introduction of innovations into the educational process is not a whim, not an indifferent attitude to the creative search for effective forms of working with children, it is a requirement of the time.

Innovative transformations are becoming systemic. New types, profiles and types of preschool institutions, new educational programs have been created to ensure variability in the educational process, focused on the individuality of the child and the needs of his family. Each teaching staff has the right to innovative activities. Since children become the object of any pedagogical initiative, the teaching staff must take on certain obligations in preparing and organizing the innovation.

Then, when there is a need to solve a problem, when a contradiction is created between desire and the actual result, the need for innovation arises. The development of general educational practice contributes to the manifestation of the creative and innovative potential of all employees of the preschool education system. In this situation, professional competence is especially important, which is based on the personal and professional development of teachers and managers.

Innovative activity is a special type of pedagogical activity. Innovation (innovation) - in the socio-psychological aspect - the creation and implementation of various types of innovations that generate significant changes in social practice. Consequently, changes in a developing preschool institution do not occur chaotically, but are predicted by the head on the basis of patterns and are aimed at achieving specific goals.

The goals and objectives of innovation are based on a thorough analysis of the current situation in kindergarten, on the one hand, and from forecasts of its development, on the other.

There are various reasons for innovation:

1. The need to actively search for ways to solve existing problems in preschool education.
2. The desire of teaching staff to improve the quality of services provided to the population, to make them more diverse and thereby preserve their kindergartens.
3. Imitation of other preschool institutions, teachers’ intuitive understanding that innovations will improve the activities of the entire team.
4. The desire of recent graduates of pedagogical universities and students of advanced training courses to implement the acquired knowledge.
5. Constant dissatisfaction of individual teachers with the results achieved, a firm intention to improve them.
6. Increasing demands from individual groups of parents.

Often teachers have a question: where to start innovative activities, what will be its final result? The algorithm of the innovation process is the same as that of any pedagogical activity:

Identification of a problematic educational area, putting forward the goal of renewal (attention is drawn, first of all, to the relevance and significance of the problem).

Theoretical justification of an innovative idea, search for research methods, monitoring procedures).

Conducting an experiment.

Identification of deficiencies, determination of ways to eliminate deficiencies.

Subsequent testing (summarizing the results, their presentation, dissemination of teaching experience).

The position and creative potential of teachers, active participation, are perhaps the most important thing in the introduction of innovative ideas into the activities of preschool educational institutions.

Modern pedagogical technologies in preschool education are aimed at implementing the State educational standards for preschool education.

A fundamentally important aspect in pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child. Its goal is to promote the development of the child as an individual.

Modern educational technologies being introduced in preschool educational institutions include:

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

Health-saving technologies

Goal: to form in preschoolers an idea of ​​the importance of a person’s physical and mental health; develop the ability to protect and improve your health

Tasks:

• to cultivate in preschoolers a culture of preserving and improving their own health;
• develop mental and physical qualities and carry out preventive measures to improve the health of preschool children;
• to teach preschoolers to understand the meaning of a healthy lifestyle and its value and the value of the lives of other people.

Health-saving pedagogical technologies include all aspects of the teacher’s influence on the child’s health at different levels - informational, psychological, bioenergetic.

Medical and preventive, ensuring the preservation and enhancement of children’s health under the guidance of medical personnel in accordance with sanitary requirements and standards, using medical supplies:

• technologies for organizing health monitoring of preschool children,
• monitoring children's nutrition,
• preventive measures,
• health-preserving environment

Sports and recreational activities aimed at the physical development and strengthening of the child’s health:

technologies for the development of physical qualities, hardening, breathing exercises

Ensuring the socio-psychological well-being of the child, ensuring the mental and social health of the child and aimed at ensuring the emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family:

technologies for psychological and pedagogical support of child development in the pedagogical process of preschool educational institutions

Health conservation and health enrichment for teachers, aimed at developing a culture of health for teachers, including a culture of professional health, and developing the need for a healthy lifestyle; maintaining and promoting health:

• technology for using outdoor and sports games
• gymnastics
• rhythmoplasty,
• dynamic pauses,
• relaxation

All this work should be carried out comprehensively, throughout the day and with the participation of a medical worker and teaching staff: teachers, music director, speech therapists, physical education instructor, teacher-psychologist

Innovative technologies of project activities

Goal: Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.

Result of using technology

The use of project activities strengthens the cognitive motive and educational motivation of children. During the implementation of the project, learning turns into a process of conscious active search, application of new knowledge, consolidates the skill of using one’s own experience, and improves the ability to solve not only educational, but also educational problems. Children develop missing skills, creativity and communication skills, thereby allowing them to become more successful.

Research technology

The purpose of research activities: to form in preschoolers basic key competencies and the ability for a research type of thinking.

Tasks:

• cultivate the need to study the world around us through design and research activities;
• develop creative activity of cognitive processes;
• learn to solve research problems using new innovative methods and tools.

Methods and techniques for organizing experimental research activities:

• heuristic conversations;
• raising and solving problematic issues;
• observations;
• modeling (creating models about changes in inanimate nature);
• experiments;

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

• “immersion” in the colors, sounds, smells and images of nature;
• imitation of voices and sounds of nature;
• use of artistic words;
• didactic games, educational games and creative development
• situations;
• work assignments, actions.

4. Information and communication technologies

The relevance, significance and novelty of informatization of the educational process in our information age requires the teacher to use new technologies in the educational process.

Information and communication technologies in preschool education are one of the promising areas of informatization of the educational process. Its prospects lie in improving software and methodological support, material resources, as well as mandatory advanced training for teachers.

The use of information and communication technologies in preschool education gives the teacher the opportunity to quickly combine a variety of means that promote a deeper and more conscious assimilation of the material being studied and saturate it with information.

Information and computer technologies are used quite actively in the educational process. The use of computer technology makes it possible to make the educational process attractive and truly modern, expands the possibilities of presenting educational information, and helps to strengthen the child’s motivation. The use of information and communication technologies (color, graphics, sound, modern video equipment) makes it possible to simulate various situations. Game components included in multimedia programs activate the cognitive activity of preschool children and enhance the assimilation of material. The use of a computer in a preschool educational institution is possible and necessary; it helps to increase interest in learning, its effectiveness, and develops the child comprehensively.

The main task of interaction between a preschool educational institution and the family is to increase the pedagogical competence of parents and their activity. When working with parents, information and computer technologies are used in the design of visual materials, during parent meetings, round tables, workshops, master classes, and consultations. The use of information and computer technologies makes it possible to diversify communication and increase the interest of adults in obtaining useful information about raising children.

Information and computer technology makes it possible to successfully solve correctional, educational and educational problems. The use of specialized computer technologies in working with children with general speech development disorders allows one to increase the effectiveness of remedial education and speed up the process of preparing preschoolers for learning to read and write. Activities that are aimed at developing phonemic hearing and perception of children contribute to the effective correction of speech disorders. The introduction of information and computer technology increases the interest of students in classes and helps to form cognitive motivation. In the organization of frontal and subgroup educational activities, multimedia, computer presentations, and speech therapy games are used to develop sound analysis and synthesis based on the visual range, classification of objects, generalization, and exclusion.

Information and computer technology makes it possible to intelligently combine traditional and modern means and methods of teaching, increase children’s interest in the material being studied, increase the level of quality of correctional work, and significantly facilitate the work of a speech therapist teacher.

As a result of the use of information and computer technologies when working with parents, the following occurs:

• Exchange information with colleagues using email
• participation in network professional communities, chats, on-line conferences
• Training in distance training courses
• Searching websites for necessary information materials
• Presentations are created in preparation for joint events between teachers and parents.

Possibility of consulting parents and teachers using the Internet.

As a result of using information and computer technologies when creating a system of methodological work, teachers have the opportunity to:

Save, edit and access large amounts of information

Prepare reporting and current documentation in electronic form

Use the Internet for self-education (finding electronic textbooks, articles on the necessary topics).

Create, copy, edit, replicate stimulus material for educational activities

Creating your own email address, blog, page, which makes it possible to disseminate your teaching experience among the teaching community

5. Person-centered technology

Personality-oriented technologies place the following at the center of the entire system of educational work of the kindergarten:

ensuring comfortable conditions in the family and preschool educational institution,

conflict-free and safe conditions for its development,

implementation of existing natural potentials.

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

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

The technology of cooperation implements the principle of democratization of preschool education, equality in the relationship between teacher and child, partnership in the “Adult-child” .

All participants in the pedagogical process create the conditions for a subject-development environment: they produce manuals, toys, game attributes, and gifts for the holidays.

Collaborate on a variety of creative activities

As a result of the use of personality-oriented technologies, teachers have the opportunity to build an individual educational route for students.

The use of various forms of implementation gives positive results:

fosters a tolerant attitude towards the child’s personality;

forms the basis of personal culture while preserving the child’s individuality;

building partnerships between teacher and child;

increases the child’s level of motivation for educational activities.

Innovative technology "Teacher's Portfolio"

A portfolio allows you to take into account the results achieved by a teacher in a variety of activities and is an alternative form of assessing the professionalism and performance of a teacher.

7. Innovative Gaming Technology

Goal: to increase the importance of the game in the educational process of a preschool educational institution.

Tasks:

to cultivate basic generally accepted norms of relationships with peers and adults through play activities

contribute to the fulfillment of modern requirements for organizing play activities with preschoolers

to form a moral culture of worldview in preschoolers;

improve acquired gaming skills and abilities in preschoolers to develop gaming activity.

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

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

groups of games to generalize objects according to certain characteristics;

groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena;

groups of games that educate the emotional and volitional sphere of a preschooler

TRIZ technology

TRIZ (the theory of inventive problem solving).

"TRIZ" is the use of non-traditional forms of work that put the child in the position of a thinking person. TRIZ technology adapted for preschool age will allow you to educate and develop a child under the motto “Creativity in everything!” Preschool age is unique, because as a child is formed, so will his life, which is why it is important not to miss this period to reveal the creative potential of each child.

TRIZ technology is to develop thinking, search activity, speech and creative imagination in preschoolers.

Main criteria when working with preschoolers:

Clarity and simplicity in the presentation of material by teachers

Using the gaming environment

Using multiple resources

Innovative educational technology “Mnemotechnology”

Mnemonics are a kind of diagrams based on associations that help remember and reproduce information. The technology finds particular application in groups with children who have general speech underdevelopment. The relevance of mnemonics for preschoolers is due to the fact that in preschool age, visual-figurative thinking predominates in children. Using the methods and techniques of Mnemonics, the memorization process is simplified, associative thinking and imagination develops, the level of attention increases, and the level of development of coherent speech increases.

As a result of using “Mnemotechnology” :

Children can come up with fairy tales on any topic, using vocabulary, observing the general principles of plot construction.

They more actively perceive and process visual information with subsequent reproduction

Techniques for working with mnemonic tables significantly reduce the learning time for preschoolers

The use of reference drawings contributes to the rapid memorization of the poem