Compiled by:

Bizyaeva N.G.

educator

preparatory

groups

p. Yushala

2016

Organization of educational activities in a preschool educational institution in accordance with the requirements of the Federal State Educational Standard

Big changes are taking place in preschool education today, the basis of which was laid by the state, showing great interest in the development of this sphere. In order to improve the upbringing and education of preschool children, FSES of preschool education was introduced, SanPiN was approved for the device, content and organization of the mode of work in preschool organizations, from 01.09.2013. a new federal law “On Education in the Russian Federation” has been enacted. The main goal of the policy in the field of preschool education is the quality education of preschool children. Currently, pre-school institutions can choose priority areas, programs, types of educational services, new forms of work that are focused on the interests of the teaching staff and parents.

The introduction of the GEF of preschool education is connected with the fact that the need has come to standardize the content of preschool education in order to provide each child with equal starting opportunities for successful learning at school.

However, the standardization of preschool education does not provide for strict requirements for preschool children, does not consider them in strict "standard" frameworks.

The specifics of preschool age is such that the achievements of preschool children are determined not by the sum of specific knowledge, skills, but by the totality of personal qualities,   including ensuring the child’s psychological readiness for school . It should be noted that the most significant difference between preschool education and general education is that in kindergarten there is no rigid objectivity.The development of the child is carried out in the game, and not in educational activities.

GEF focuses on the individual approach to the child and the game, where the preservation of the intrinsic value of preschool childhood occurs and where the nature of the preschool child is preserved.   The leading types of children's activities are: gaming, communication, movement, cognitive research, productive, etc.

For the first time in the history of Russian education, the GEF of preschool education is a document that determines at the federal level what the basic general educational program of a preschool institution should be, what it defines the goals, content of education and how the educational process is organized.

The basic general educational program is a model for organizing the educational process of a preschool educational institution. The program helps the child master the basic level of preschool education. It is designed to provide the preschooler with the level of development that will allow him to be successful in further education, i.e. in school and should be carried out by each preschool.

The team of our kindergarten developed the main educational program of pre-school education, taking into account the characteristics of the educational institution MKDOU "Yushalinsky kindergarten No. 11" Bell ", age characteristics, educational needs and requests of pupils and family.

On its basis, a teacher’s work program has been developed that determines the content and organization of the educational process and is aimed at creating a common culture, developing physical, intellectual and personal qualities, creating the prerequisites for educational activities that ensure social success, preserving and strengthening children's health. The program solves the tasks of educating a cultural, free, self-confident person, with an active lifestyle, striving to be creative in solving various life situations, having his own opinion and able to upholdhis.

I design my teaching activities based on the standards of a new generation. If earlier educational activity was carried out in an entertaining form, then, with the transition to the Federal State Educational Standard, the forms of work with children have changed. It should be noted that educational activities are carried out throughout the entire time the child is in the group. It:

• Joint (partner) activities of a teacher with children:
• Educational activities in sensitive moments;
• Organized educational activities;
• Independent activity of children.

Educational activities in the older group are carried out in various types of activities, representing certain areas of development and education of children (educational areas):

Social and communicative development;

Cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

• game, including a plot role-playing game, a game with rules and other types of games;
• communicative (communication and interaction with adults and peers);
• cognitive research (research of objects of the surrounding world and experimenting with them);
• the perception of fiction and folklore,
• self-service and basic household labor (indoors and outdoors);
• construction of various materials, including designers, modules, paper, natural and other materials;
• fine (drawing, modeling, application);
• musical (perception and understanding of the meaning of musical works, singing, musical rhythmic movements, playing children's musical instruments);
• motor (mastery of the main movements) forms of activity of the child.

I will organize my joint activities with children:

• with one child;
• with a subgroup of children;
• with a whole group of children.

I select the number of children, taking into account:

• age and individual characteristics of children;
• type of activity (game, cognitive - research, motor, productive)
• their interest in this activity;
• material complexity;

But it must be remembered that each child should receive the same starting opportunities for learning at school.

The main feature of the organization of my educational activity is the departure from educational activities (classes), increasing the status of the game, as the main activity of preschool children; inclusion in the process of effective forms of work with children: ICT, project activities, game, problem-learning situations within the framework of the integration of educational fields.

Thus, the "lesson" as a specially organized form of educational activity in kindergarten is canceled. The lesson became interesting for children, specifically organized by the educator specific children's activities, implying their activity, business interaction and communication, the accumulation by children of certain information about the world, the formation of certain knowledge, skills.

When organizing partnerships with children, I use the following principles:

the involvement of the educator in activities along with children;

voluntary joining of preschool children to activity   (without mental and disciplinary coercion);

free communication and movement of children during activities (in accordance with the organization of the workspace);

open time end of activity (everyone works at their own pace).

In addition to organized educational activities, I have planned educational activities on a daily basis:

In the morning and evening hours

On a walk

When holding regime moments.

The objectives of the educational activity in the regime of the day:

• Health protection and the formation of the foundation of a health culture
• Formation in children of the basics of the safety of their own life and the prerequisites of environmental awareness (security of the world)
• Mastering the initial ideas of a social nature and the inclusion of children in the system of social relations
• Formation of a positive attitude to work in children.

In my group I use such forms of educational activities in the day mode as:

Outdoor games with the rules (including folk), game exercises, motor pauses, jogging, competitions and holidays, sports minutes;

Wellness and tempering procedures, health-saving measures, thematic conversations and stories, computer presentations, creative and research projects, exercises to develop cultural and hygienic skills;

Analysis of problem situations, game situations for the formation of a safety culture, conversations, stories, practical exercises, walks along the ecological path;

Game situations, games with rules (didactic), creative plot-role-playing, theatrical, constructive;

Experiments and experiments, shifts, work (within the framework of practice-oriented projects), collecting, modeling, dramatization games,

Conversations, speech situations, composing and telling tales, retelling, solving riddles, learning nursery rhymes, poems, songs, situational conversations;

Hearing performance of musical works, musical rhythmic movements, musical games and improvisations,

Vernissages of children's creativity, exhibitions of fine art, workshops of children's creativity, etc.

For independent activity   children by sanitary and epidemiological requirements for the content and organization of work in preschool organizations (games, preparation for educational activities, personal hygiene) not less than 3-4 hours.

But this does not mean that the child is left to his own devices. To organize the independent activities of children, I create a developing subject-spatial environment in accordance with the Federal State Educational Standard, that is one of the most important conditions for the educational process. The developing environment is considered as a complex of psychological and pedagogical conditions for the development of intellectual, special, creative abilities of children in an organized space. The goal of creating a developing environment in kindergarten is to provide a system of conditions necessary for the development of various types of children's activities, correction of deviations in the development of children and improving the structure of the child’s personality.

The main requirement for the organization of the subject-spatial environment is its developing character, the adequacy of the educational program implemented in the DOE, the features of the pedagogical process and the creative nature of the child’s activities.

The subject-spatial environment varies depending on the educational situation, including the changing interests and capabilities of children.

There are many games, toys and equipment in the group that provide free choice for children; game material is periodically replaced, new objects appear that stimulate the game, motor, cognitive and research activity of children.

The entire organization of the educational process involves the freedom of movement of the child throughout the group. The layout is available for working with subgroups, individual work. There is a separation of sites for noisy and calm games.

In accordance with the comprehensive thematic principle of educational process planning the following child development centers were created in the group:

• Game center.
• Center for Experimentation and Nature, Center for Mathematics;
• Center for Children's Literature, Center for Speech Development;
• Center for the development of movements, outdoor and sports games;
• Center for educational games and toys:
• Center for Art
• Center for Music and Tetra (slide)

Thus,   introducing into practice new forms of organization of the pedagogical process in the preschool educational institution, we can conclude that it must necessarily increase:

· The interest of the teaching staff in the educational process;

· The level of professional skill of teachers;

· The level of education of pupils.

Literature:

· An approximate educational program for preschool education (approved by the decision of the Federal Methodological Association for General Education (Minutes No. 2/15 of May 20, 2015).

• « FROM BIRTH TO SCHOOL". The main general educational program of preschool education / Ed. N.E. Veraksi, T.S. Komarova, M.A.

· The Federal State Educational Standard for Preschool Education, approved by Order of the Ministry of Education and Science of the Russian Federation of 10.17.2013

· Kireeva L.G. Organization of a subject-developing environment: from work experience / L.G. Kireeva // Teacher. - 2009. - S. 143

The organization of a productive educational process involves the implementation of various methods and forms of working with children in a preschool educational institution according to the Federal State Educational Standard. Recommendations on the organization of effective pedagogical work, traditional and new methods of education and training are presented in the article.

In order to use the maximum number of educational resources and ensure conditions that fully correspond to the psychophysical features of preschool development, teachers use various techniques and methods of training in the Federal State Educational Standard in the preschool educational institution. These popular and innovative teaching methods have a number of characteristics in common:

• stimulation of cognitive activity of kids by creating a meaningful subject-developing environment, involving children in individual and collective search, experimental activities;
• transfer of the initiative from the teacher to the children (the teacher helps and directs);
• maintaining the prevalence of gaming activity over other activities.

Methods and techniques for working with children in a preschool educational institution according to GEF in the table

The inclusion of preschool education in the general module of Russian education necessitated a review of the expansion of individual pedagogical forms of influence. Along with the common methods and techniques for working with children in the pre-school educational institution according to the Federal State Educational Standard, which are reflected in the table below in accordance with educational areas, the need arose to ensure the integration of the educational process in the broad sense - not through separate classes, but by combining the conceptual framework and developing forms of activity that contribute to a comprehensive development. It is this that complicates the process of a clear classification of the forms, methods and techniques of pedagogical work, which continues to expand, improve and change due to the teachers conducting tireless methodological and search activities.

GEF educational areas	Integrated techniques for working with preschoolers
Social and communicative development is an educational field, the implementation of which is aimed at assimilating social norms, children's awareness of moral and ethical values, and the formation of self-regulation skills necessary for confident entry into society. This direction of development is not classified as an element of direct educational activity, but the formation of emotional intelligence - the ability to empathize, receptivity, willingness to come to the rescue - is carried out during the discussion of various disciplinary situations, cognition of the world, acquaintance with works of fiction.	In the framework of socio-communicative development, traditionally use various methods of transmitting information to preschoolers - textual, visual, audio. This leads to the allocation of such forms of pedagogical work in the direction of: Modeling of situations of choice followed by discussion of the actions of the characters. During the conversation, children give an assessment of the actions of the heroes, discuss how it would be worth behaving in such conditions. Games with rules, role-playing games: preschoolers are given the right to take turns in leading the actions of teachers or other children from the group. Observation, research, experimentation.
Cognitive development is the sphere of pedagogical influence aimed at increasing the level of curiosity of preschool children, satisfying their cognitive needs and expanding the system of children's ideas about the world: objects and objects of the surrounding reality (size, color, volume, quantity, connections - the concepts of the whole and part, spatial and the time frame, the features of causation); about the culture of the native nation, traditions, holidays; about other nations, planet Earth and space.	With the implementation of the complex of cognitive development of preschool children, cognitive research and productive activity prevails. Recommended methods and techniques of working with children in a preschool educational institution according to the Federal State Educational Standard in the direction of: All types of activity based on the principle of "see-act": observation, experimentation, research, excursions. Reception "Do you know?": Developing conversations, reading cognitive literature, project activities. Collecting, creating albums and exhibitions, holding meetings with interesting people.
Speech development - the consolidation of forms of work that contribute to the early mastery of communication by preschoolers (development of coherent speech, enrichment of the dictionary, improvement of intonation and pronunciation, construction of mono- and dialogical statements).	Teaching methods that promote the speech development of preschool children are carried out in parallel in three directions: Preparation for writing: creating rhythmic patterns, hatching, writing letter elements in a grid, fine motor training. Mastering speech as a means of communication: conducting articulatory gymnastics, expanding an active vocabulary in the course of acquaintance with a book of culture, excursion activity, preparation of exhibitions, and conducting discussions on various topics. Preparation for learning to read: differentiation of sounds, identifying the sequence of sounds in words, conducting sound-letter analysis of simple words in a playful way.
Artistic and aesthetic development - the formation of value-semantic perception, basic knowledge of preschool children about various types of art, the ability to perceive reality through the prism of aesthetic evaluation, artistic taste. In the context of this educational direction, the comprehensive creative development of pupils is carried out.	In view of the presence of significant differences between the directions of artistic and aesthetic development, it is advisable to classify the methods and techniques used in the framework of the artistic and aesthetic education of preschool children in the preschool educational institution according to the Federal State Educational Standard, in three groups: Visual activity (the creation of collective creative works - panels, albums, exhibitions; the development of point techniques in the course of group and individual work, acquaintance with the canvases of famous artists). Music (listening to the best works of children's composers, performing - learning songs, getting to know simple musical instruments, theatricalization, organizing musical celebrations and entertainment events). Fiction (listening to highly artistic prose and poetic works, non-native tales, holding book exhibitions).
Physical development is an educational direction, within the framework of which, the physiological needs of preschool children in movement are met, the musculoskeletal system is formed, the muscular corset is strengthened, the overall coordination of movements, flexibility, fine motor skills are improved, and values \u200b\u200bare established regarding a healthy lifestyle.	Pedagogical work provides for the organization of safe and meaningful physical activity of children corresponding to age-related psychophysical characteristics, which is achieved by creating conditions for the systematic performance by pupils of simple movements (walking, jumping, running, turns and other complexes that gradually become more complicated) with a gradual transition from demonstration to dubbing verbal commands. The implementation of the sports complex is carried out during target classes, during physical exercises, finger gymnastics, eye gymnastics, as well as in the organization of outdoor games, search quests, games with elements of competitions, entertainment events, theatricalizations.

Forms of work with children in the preschool educational institution on GEF

The effectiveness of the educational process is largely determined by the forms of work with children chosen by the teacher in the pre-school educational institution according to the Federal State Educational Standard - organizational methods aimed at achieving the goals in operational times and the process of interaction with preschool children in general. Under the conditions of rapidly changing reality, when the task of the educator is not the transfer of knowledge about the world, but the development of knowledge and research skills, it is the methods of individual and collective work with children that become the main tool for creating an environment that promotes the harmonious development of the personality.

In Russian pedagogy over the years of improving methodological developments, dozens of forms of organization of educational and leisure activities of preschool children have been designed and tested, which need to be reviewed and supplemented in connection with the change in the strategic tasks of the Russian educational system. At the same time, there is no reason to change the basic classification of the forms of organization of children's activity - in order to increase the indicators of the effectiveness of pedagogical work, it is advisable to restructure proven organizational methods, taking into account the characteristics of the lines of activity.

SAVE IT FOR YOURSELF TO NOT LOSE

  Read the recommendations for managing the activities of the teaching staff of the preschool educational institution in the journal "Directory of the senior educator of the preschool institution":
  - Psychological techniques that will help educators organize discipline in the group after the winter holidays (examples of games)
  - How to choose pedagogy for working with children according to GEF (pedotechnology map)

Ensuring the harmonious development of preschoolers of all age groups is facilitated by the implementation of the following forms of work with children in preschool educational institutions according to the Federal State Educational Standard:

1. Individual lessons with a speech therapist, defectologist, psychologist and other specialists providing psychological and pedagogical support to the educational process.
2. Group classes, providing for the need to divide the children in the group into subgroups by interests or personal sympathies (but not by level of development). Within groups, children will actively communicate and interact, actively supporting each other. If this organizational form is used within the framework of the GCD, the lesson can be held on a common topic.
3. Frontal classes designed to provide a solution to the problem of cognitive development and social adaptation. To organize the front-line work of preschoolers, the need to sit around, initiating a discussion of common topics, collective listening to a fairy tale followed by discussion, engaging in artistic or creative activities, participating in a travel game or simple improvisation. In this case, the key is the effect of emotional impact, contributing to active expression and maximum involvement in the educational process.
4. Interaction sessions as part of parent-child groups. This educational practice is one of the new forms and methods of working with children in the pre-school educational institution according to the Federal State Educational Standard, but it has proved itself in view of the possibility of establishing productive interaction within the framework of the “child-parents-teacher” system and the design of “success situations”.

In view of the imperfection of all forms of pedagogical work, it is advisable to apply various organizational decisions based on urgent tasks, the characteristics of the educational situation at a particular moment in time, and the desires of children. Moreover, in the conditions of the educational process based on the integration of various educational areas (which is due to the consistent implementation of the system-activity approach), it is very important to choose pedagogical techniques that will most effectively organize the meaningful and useful activity of the children’s team for various types of activities during the GCD and during regimen moments for the successful implementation of the selected approximate main educational program.

Types of activity (GCD + regimen moments)	Forms of pedagogical work with children in the preschool educational institution on GEF
Fiction - the main activity in preschool childhood, through which the child studies the properties of objects, the characteristics of phenomena, trains the mechanisms of social adaptation.	All types of games (subject, motor, role-playing, educational, board), game trainings, dramatization, game tours, travel, finger and voice fun.
Communicative - implemented throughout the entire stay of the child in the kindergarten group, during contact with peers, the teacher and other adults.	All types of conversations (individual, group and collective, entertaining-informational and didactic), modeling of situational acts of communication, learning of proverbs, counters, sayings, poems, song verses, verbal quizzes, compiling stories based on personal experience and pictures.
Cognitive-research, opening the opportunity for the development of children's curiosity, initiative, independence, the formation of a system of adequate ideas about the world.	Among the most effective methods and forms of working with children in a preschool educational institution on FSES in this area of \u200b\u200bactivity I would like to single out observations of processes and phenomena in wildlife, free and directed experimentation, participation in resolving problematic learning situations that are reflected in real life, work with various didactic manuals (printed, recreated through ICT), modeling, search activity, participation in excursions, the creation of mini-museums, thematic meetings, club activity interests.
Motor, providing the ability to meet the natural physiological needs for movement.	Morning gymnastics, classes with an instructor in physical education, gymnastics, outdoor and inactive games (for a walk and in a group), finger and other types of gymnastics, performance of game exercises.
Self-service, elementary household labor - areas of organized children's activity that contribute to the formation of independence, a positive attitude towards the implementation of simple household tasks.	Among the effective forms of working with children in the pre-school educational institution according to the Federal State Educational Standard are the consolidation of basic cultural and hygienic skills, the organization of thematic games and improvisations, the implementation of various types of work at a group site, project activities, and duty.
Visual activity and construction are forms of activity that provide the possibility for preschoolers to perceive the aesthetic forms of reality and the development of subject-spatial thinking.	Classes devoted to drawing, modeling, application, the creation of large-scale creative works, the organization of mini-workshops, work with designers, the manufacture of crafts, participation in the preparation of design materials for events, familiarity with the works of famous artists, sculptors.
Musical activity aimed at developing the ability of emotional perception of musical works.	Listening to musical works, performing, improvisation, musical games and quizzes, preparing theater performances, getting to know various musical instruments.
The perception of works of fiction.	Reading, conducting conversations, fabulous quizzes, learning passages of works, improvisation, dramatization.

It is important to note that in accordance with the principles of the system-activity approach, each practiced form of pedagogical work should ensure that preschool children “go through” the standard path of knowledge, which allows them to consolidate the basic skill and ensure the possibility of its production.

The development of any type of activity is based on the following scheme:

1. Trial action is a manifestation of initiative, independent activity.
2. Identification of difficulties - causes or a number of reasons that impede the achievement of the desired goal.
3. Joint activities (with the teacher) aimed at overcoming difficulties and consolidating basic skills.
4. Interaction with other children, during which the consolidation of success is carried out.
5. Amateur activities.

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To learn more about creating conditions and organizing pedagogical work when introducing inclusion, the main pedagogical technologies of inclusive education, and effective methods for children with disabilities in the educational process, the curriculum “Technologies for teaching and educating preschool children with disabilities in accordance with the Federal State Educational Standard for Prevention” will help

Methods of working with children under the Federal State Educational Standard in pre-school education, applied in the classroom

The change in traditional educational forms in the country's pre-school organizations necessitated a review of the forms and working methods used in accordance with the Federal State Educational Standard for classes in preschool educational institutions. Direct educational activity (GCD) has recently been implemented as a complex of various types of activity, based on increasing the level of involvement of children. Designing problem situations, modeling cognitive stories, implementing search and productive projects, didactic game activity - all these areas of joint activity of educators and preschoolers can be carried out with the mandatory integration of various educational fields, provided that updated methods of pedagogical work are used, among which are:

• Verbal. The organization of group conversations, consultations, during which the quick transfer of information from the teacher to children is carried out, for a long time remained the priority method of pedagogical work. In view of the transition to the implementation of the principles of a system-activity approach, based on independent “discovery” by children of knowledge about the world, information and receptive methods of data transfer have lost relevance. Nevertheless, verbal methods of pedagogical influence should form a significant part of the general module of educational activity in view of the age characteristics of preschool children, who need constant guidance from a teacher-mentor, without whom one cannot talk about significant results of cognitive activity.
• Visible. Visualization is one of the priority ways of conveying information, but it is important to arrange pedagogical work using the visual method taking into account the requirements of the time. Most preschoolers are actively using smartphones, tablets, computers at home, so the traditional work with cards and symbolic characters, characterized by high performance in the past, should be replaced by the practice of presenting presentations, educational videos, cartoons (without violating sanitary standards). As innovative visual methods, improvisations, observations, experiments, and search projects can also be used to consolidate the conceptual level of preschool children and to achieve a high level of involvement of students in the educational process.
• Practical Numerous studies prove that confident mastery of skills is only possible in the process of vigorous activity; This is confirmed by the results of pedagogical research. Therefore, it is important for kindergarten teachers in the context of the implementation of GEF to use all available practical methods, namely:
  • reproductive, based on repeated repetition of an action according to a given algorithm;
  • problem statement - designing situations with difficulty, the independent resolution of which allows us to ensure a successful experience of “discovering” knowledge and expanding the system of children's ideas about the world around us;
  • partial search, carried out during the phased solution of individual tasks in order to find the answer to extensive questions;
  • research based on experimentation.

New methods of working with children in the preschool educational institution on GEF

In the context of the active introduction of inclusion, many preschool educators have already felt the urgent need to find new methods of working with children in pre-school educational institutions according to the Federal State Educational Standard, which is due to the psychophysical capabilities and needs of the pupils. Preschoolers with disabilities predominantly show an unwillingness to accurately fulfill the requests and instructions of adults while maintaining the urgent need for educational support.

In order to ensure effective educational work in the context of the transition to inclusion, experts recommend the use of various methods of therapeutic orientation, namely:

• Game therapy, which provides for the organization of a large number of options for game activity in specially equipped rooms and during walks. In this case, it is very important to ensure the possibility of joint interaction of the child with disabilities with peers, which will facilitate the process of adaptation and will contribute to the formation of tolerance, a culture of behavior and mutual respect. Game therapy promotes active communication, reduces the level of anxiety, therefore this method of group interaction is positively perceived by children.
• Fairy-tale therapy is a new method of pedagogical work at the pre-school educational institution on GEF, especially relevant for ensuring the development of children with disabilities through communication. Targeted interaction with the characters of your favorite fairy tales has a beneficial effect on the development of the speech apparatus and imagination, especially if the fairy tale therapy includes a didactic component (for example, the games “Lay out the fairy tale in pictures”, “Help Masha get out of the forest maze”, etc.).
• Art, doll, water, sand therapy. The number of new methods of conducting pedagogical work is constantly growing, so educators seeking to provide optimal conditions for harmonious child development should actively include new educational practices in their daily activities, actively monitoring the behavioral reactions of pupils. This work is almost impossible without competent managerial support, so the testing of new methods of training and education should be included in the self-education module of the pedagogical team or the development program of the kindergarten.

In conclusion, I would like to note the following: it is extremely important that in the design of the educational process, the leading role should be given to active practical methods of education, which can increase the level of motivation of preschoolers, contribute to the formation of their active life position, openness to everything new and willingness to move to a new educational level in the future.

Modern educational technologies in DOW

Modern pedagogical technologies in preschool education are aimed at implementing state standards of preschool education.

A fundamentally important side in pedagogical technology is the position of the child in the educational process, the attitude towards the child from adults. In communication with children, an adult adheres to the position: “Not near, not above him, but together!” Its purpose is to contribute to the formation of the child as a person.

Technology- This is a set of techniques used in any business, skill, art (explanatory dictionary).

Educational technology- This is a set of psychological and pedagogical attitudes that determine a special set and layout of forms, methods, methods, teaching methods, educational tools; it is the organizational and methodological toolkit of the pedagogical process (B.T. Likhachev).

Basic requirements (criteria) of pedagogical technology:

· Conceptual

· Systematic

· Manageability

· Efficiency

· Reproducibility

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

Systematic   - The technology should have all the features of a system:

Process logic

The interconnection of its parts,

Integrity.

  Manageability -the possibility of diagnostic goal setting, planning, designing the learning process, phased diagnosis, varying tools and methods in order to correct the results.

  Efficiency -   modern pedagogical technologies that exist in specific conditions should be effective in terms of results and cost-effective, to guarantee the achievement of a certain standard of training.

  Reproducibility -the possibility of applying (repeating, reproducing) educational technology in educational institutions, i.e. technology as a pedagogical tool should be guaranteed to be effective in the hands of any teacher who uses it, regardless of his experience, length of service, age, or personality.

Educational technology structure

The structure of educational technology consists of three parts:

· The conceptual part is the scientific basis of technology, i.e. psychological and pedagogical ideas that are laid in its foundation.

· The procedural part - a set of forms and methods of educational activities of children, methods and forms of work of the teacher, the activities of the teacher in managing the process of learning the material, diagnostics of the learning process.

  Thus, it is obvious:if a system claims to be a role technology, it must meet all of the above requirements.

The interaction of all subjects of an open educational space (children, employees, parents) of a preschool educational institution is carried out on the basis of modern educational technologies.

Modern educational technologies include:

· Health-saving technologies;

· Technology project activities

· Technology research

· Information and communication technologies;

· Personality-oriented technologies;

· Technology portfolio of preschooler and educator

Gaming technology

· Technology "TRIZ", etc.

· Health-saving technology

Purposehealth-saving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills for a healthy lifestyle.

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

In modern conditions, human development is impossible without building a system for shaping his health. The choice of health-saving educational technologies depends on:

· The type of preschool institution,

· The duration of the stay of children in it,

· From the program that teachers work on,

· The specific conditions of the DOE,

· Professional competence of the teacher,

· Indicators of children's health.

Allocate (in relation to DOW) the following classification of health-saving technologies:

1. medical prophylactic   (ensuring the preservation and enhancement of children's health under the guidance of medical personnel in accordance with medical requirements and standards, using medical means - technology for organizing monitoring of the health of preschool children, monitoring the nutrition of children, preventive measures, and a health-saving environment in preschool education);

2. fitness and fitness   (aimed at physical development and strengthening the health of the child - technology for the development of physical qualities, hardening, breathing exercises, etc.);

3. ensure the socio-psychological well-being of the child   (providing mental and social health of the child and aimed at ensuring 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 education);

4. health care and enrichment of educators   (aimed at developing a culture of teachers' health, including a culture of professional health, at developing a need for a healthy lifestyle; maintaining and promoting health (technology for using outdoor and sports games, gymnastics (for the eyes, breathing, etc.), rhythmoplasty, dynamic pauses relaxation);

5. educational   (education of the health culture of preschool children, personality-oriented education and training);

6. healthy lifestyle education   (technologies for the use of physical education classes, communicative games, a system of classes from the “Football Lessons” series, problem-playing (game trainings, game therapy), self-massage); corrective (art therapy, technology of musical influence, fairy tale therapy, psycho-gymnastics, etc.)

7. The number of health-saving educational technologies should include pedagogical technology of an active sensory-developing environment,   which means si withthe dark aggregate and functioning order of all personal instrumental and methodological tools used to achieve pedagogical goals.

2. Technology project activities

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

Teachers who actively use design technology in the upbringing and education of preschool children unanimously note that the activities organized by it in kindergarten make it possible to better know the pupils and penetrate the inner world of the child.

Classification of educational projects:

· "Gaming" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment);

· “Excursion”, aimed at studying the problems associated with the environment and social life;

·   "Narrative"   during the development of which children learn to convey their impressions and feelings in oral, written, vocal art (painting), musical (playing the piano) forms;

·   “Constructive” aimed at creating a specific useful product: nesting of a birdhouse, arrangement of flower beds.

Types of projects:

1. by the dominant method:

2. research,

3. information,

4. creative

5. gaming

6. adventure,

7. practice oriented.

1. by the nature of the content:

8. include the child and his family,

9. baby and nature,

10. the child and the man-made world,

11. The child, society and its cultural values.

1. by the nature of the child’s participation in the project:

12. customer

13. expert,

14. artist,

15. A participant from the inception of an idea to obtaining a result.

1. by the nature of the contacts:

16. is carried out within the same age group,

17. in contact with another age group,

18. inside the DOW,

19. in touch with family,

20. cultural institutions,

21. public organizations (open project).

1. by the number of participants:

22. individual,

23. doubles,

24. group

25. frontal.

1. by duration:

26. short term,

27. medium duration

28. long-term.

3. Technology research

The purpose of research in kindergarten- to form in preschoolers the main key competencies, the ability to research type of thinking.

It should be noted that the use of design technologies cannot exist without the use of TRIZ technology (technology for solving inventive problems). Therefore, when organizing work on a creative project, the pupils are offered a problematic task that can be solved by researching or conducting experiments.

Methods and techniques of experimental research organization

  activities:

Heuristic conversations;

Setting and solving issues of a problematic nature;

Observations

Modeling (creating models about changes in inanimate nature);

Fixation of results: observations, experiments, experiments, labor activities;

- “immersion” in colors, sounds, smells and images of nature;

The use of a word of art;

Didactic games, educational games and creatively developing

situations

Labor orders, actions.

1. Experiments (experimentation)

o Condition and transformation of the substance.

o Movement of air, water.

o Soil and mineral properties.

o Plant living conditions.

2. Collecting (classification work)

3. Species of plants.

4. Species of animals.

5. Types of building structures.

6. Types of transport.

7. Types of professions.

1. Map travel

Cardinal points.

The terrain.

Natural landscapes and their inhabitants.

Parts of the world, their natural and cultural “tags” are symbols.

0. Journey along the "river of time"

The past and present of mankind (historical time) in the “marks” of material civilization (for example, Egypt - the pyramids).

The history of home and improvement.

4. Information and communication technologies

The world in which the modern child develops is fundamentally different from the world in which his parents grew up. This makes qualitatively new demands on preschool education as the first link in lifelong education: education using modern information technologies (computer, interactive whiteboard, tablet, etc.).

Informatization of society poses for preschool teachers tasks:

· to keep up with the times,

· Become for the child a guide to the world of new technologies,

· A mentor in choosing computer programs,

· Form the basis of the information culture of his personality,

· Increase the professional level of teachers and the competence of parents.

The solution to these problems is not possible without updating and revising all areas of the kindergarten in the context of informatization.

Requirements for computer programs DOE:

· Research character

· Ease for independent occupations of children

· Development of a wide range of skills and perceptions

Age Correspondence

· Entertainments.

Program Classification:

· Development of imagination, thinking, memory

· Speaking dictionaries of foreign languages

· Simple graphical editors

· Travel Games

· Learning to read, math

· Use of multimedia presentations

Advantages of the computer:

· Presenting information on a computer screen in a playful way is of great interest to children;

· Carries a figurative type of information that is understandable to preschoolers;

· Movements, sound, animation for a long time attracts the attention of a child;

· Has a stimulus of cognitive activity of children;

· Provides an opportunity to individualize training;

· In the process of their activities at the computer, the preschooler gains self-confidence;

· Allows you to simulate life situations that cannot be seen in everyday life.

Errors in the use of information and communication technologies:

· Inadequate teacher training

· Incorrect definition of the didactic role and place of ICT in the classroom

· Unplannedness, accidental use of ICT

· Congestion of demonstration classes.

ICT in the work of a modern teacher:

1. Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentation).

2. Selection of additional educational material for classes, familiarity with the scenarios of holidays and other events.

3. Exchange of experience, acquaintance with periodicals, developments of other educators in Russia and abroad.

4. Registration of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but rather just type the circuit once and only make the necessary changes in the future.

5. Creation of presentations in the Power Point program to increase the effectiveness of educational activities with children and pedagogical competence of parents in the process of parenting.

1. Personally Oriented Technology

Personality-oriented technologies put the child’s personality at the center of the entire system of preschool education, ensuring comfortable conditions in the family and preschool, conflict-free and safe conditions for its development, and the realization of existing natural potentials.

A personality-oriented technology is implemented in a developing environment that meets the requirements of the content of new educational programs.

Attempts are being made to create conditions for personality-oriented interactions with children in a developing space that allows the child to show his own activity, to realize himself most fully.

However, the current situation in preschool institutions does not always allow us to say that teachers have fully embarked on the idea of \u200b\u200bpersonality-oriented technologies, namely providing opportunities for children to fulfill themselves in the game, the mode of life is overloaded with various activities, there is little time left for the game.

In the framework of personality-oriented technologies, the following areas are distinguished by independent directions:

· human-personality technologies, characterized by their humanistic nature, psychological and therapeutic focus on helping a child with poor health, in the period of adaptation to the conditions of the preschool institution.

It is good to implement this technology in new preschool institutions, where there are rooms for psychological unloading - upholstered furniture, many plants that decorate the room, toys that promote individual games, equipment for individual lessons. Musical and gymnasiums, after-care classrooms (after illness), a room for the ecological development of a preschooler and productive activities, where children can choose their own occupation of interest. All this contributes to full respect and love for the child, faith in creative forces, there is no coercion. As a rule, in such preschool institutions, children are calm, compliant, and not conflicting.

· Collaboration technologyit implements the principle of democratization of preschool education, equality in the relations of the teacher with the child, partnership in the system of relations “Adult - child”. The teacher and children create the conditions of a developing environment, make manuals, toys, gifts for the holidays. Together they define a variety of creative activities (games, work, concerts, holidays, entertainment).

Pedagogical technologies based on the humanization and democratization of pedagogical relations with a procedural orientation, the priority of personal relations, an individual approach, democratic governance and a bright humanistic orientation of the content. This approach has the new educational programs “Rainbow”, “From childhood to adolescence”, “Childhood”, “From birth to school”.

The essence of the technological educational process is constructed on the basis of predetermined initial settings: social order (parents, society) educational guidelines, goals and content of education. These initial settings should concretize modern approaches to assessing the achievements of preschoolers, and also create conditions for individual and differentiated tasks.

Identifying the pace of development allows the educator to support each child at his level of development.

Thus, the specificity of the technological approach is that the educational process should guarantee the achievement of goals. In accordance with this, the technological approach to training distinguishes:

· Setting goals and their maximum refinement (education and training with a focus on achieving results;

· Preparation of teaching aids (demo and handout) in accordance with the educational goals and objectives;

· Assessment of the actual development of the preschooler, correction of deviations aimed at achieving goals;

· Final assessment of the result - the level of development of the preschooler.

Personality-oriented technologies contrast the authoritarian, impersonal and soulless approach to a child in traditional technology - the atmosphere of love, care, cooperation, create conditions for the creativity of the individual.

6. Preschooler portfolio technology

Portfolio is a piggy bank of a child’s personal achievements in various activities, his successes, positive emotions, the opportunity to relive the pleasant moments of his life once again, this is a kind of child development route.

There are a number of portfolio functions:

· Diagnostic (captures changes and growth over a certain period of time),

The process of creating a portfolio is a kind of pedagogical technology. Portfolio options are many. The content of the sections is filled out gradually, in accordance with the capabilities and achievements of the preschooler. I. Rudenko

Section 1 "Let's Get To Know You." The section contains a photograph of the child, his surname and name, group number are indicated; You can enter the heading “I love ...” (“I like ...”, “I love when ...”), in which the child’s answers will be recorded.

Section 2 "I am growing!" The anthropometric data (in graphic art) are entered in the section: “Here I am!”, “How I grow”, “I grew up”, “I am big”.

Section 3 "Portrait of my child." The section contains the writings of parents about their baby.

Section 4 "I dream ...". The section records the statements of the child himself on the proposal to continue the phrases: “I dream about ...”, “I would like to be ...”, “I wait when ...”, “I see myself ...”, “ I want to see myself ... "," My favorite things ... "; answers to the questions: “Who and what will I be when I grow up?”, “What do I like to think about?”

Section 5 “Here is what I can.” The section contains samples of the child’s creativity (drawings, stories, home-made books).

Section 6 "My Achievements". The section records letters and diplomas (from various organizations: kindergarten, media conducting competitions).

Section 7 "Advise me ...". The section gives recommendations to parents by the teacher and all specialists working with the child.

Section 8 “Ask, Parents!” In the section, parents formulate their questions to the specialists of the DOW.

L. Orlova offers this version of the portfolio, the contents of which will be primarily interesting to parents, the portfolio can be filled both in kindergarten and at home and can be presented as a mini-presentation at the child’s birthday. The author proposes the following portfolio structure. The title page, which contains information about the child (last name, first name, middle name, date of birth), records the start and end dates of the portfolio, the image of the child’s palm at the time of starting the portfolio and the image of the palm at the end of the portfolio.

Section 1 "Meet Me"contains the leaflets “Admire me”, which consistently paste portraits of the child taken in different years on the days of his birth, and “About Me”, which contains information about the time and place of birth of the child, the meaning of the name of the child, the date of the celebration of his name day, a short story of the parents why this name was chosen, where the surname came from, information about famous namesakes and famous namesakes, personal information of the child (zodiac sign, horoscopes, talismans, etc.).

Section 2 “I Grow”includes inserts "Growth Dynamics", which gives information about the growth of the child from the first year of life, and "My achievements for the year", which indicates how many centimeters the child grew, what he learned over the past year, for example, count to five, somersault, etc.

Section 3 “My Family”.The content of this section includes short stories about family members (in addition to personal data, you can mention the profession, character traits, favorite activities, especially spending time together with family members).

Section 4 “How I can - I will help”contains photographs of the child in which he is depicted doing homework.

Section 5 "The World Around Us."This section contains small creative work of the child on excursions, educational walks.

Section 6 “Inspiration of winter (spring, summer, autumn)”.The section contains children's works (drawings, tales, poems, photographs from matinees, notes of poems that the child told at the matinee, etc.)

V. Dmitrieva, E. Egorova also offer a certain portfolio structure:

Section 1 “Parent Information”,in which there is a heading “Let's get to know”, which includes information about the child, his achievements, which the parents themselves noted.

Section 2 “Information of educators”it contains information about the observations of teachers over the child during his time in kindergarten in four key areas: social contacts, communication activities, independent use of various sources of information and activities as such.

Section 3 “Information about the child about himself”contains information received from the child himself (drawings, games that the child himself invented, stories about himself, about friends, awards, diplomas, letters).

L. I. Adamenko offers the following portfolio structure:

block “What a good child”,which contains information about the personal qualities of the child and includes: the composition of the parents about the child; thoughts of educators about the child; child's answers to questions in the process of informal conversation "Tell about yourself"; answers of friends, other children to a request to tell about the child; child’s self-esteem (results of the “Ladder” test); psychological and pedagogical characteristics of the child; "Wish basket", the contents of which include gratitude to the child - for kindness, generosity, good deed; letters of thanks to parents - for raising a child;

  block "What a skilled child"it contains information that the child knows what, knows, and includes: answers of parents to questionnaire questions; reviews of educators about the child; children's stories about the child; stories of teachers to whom the child goes to circles and sections; assessment of a child’s participation in promotions; a psychologist’s description of the child’s cognitive interests diplomas in nominations - for curiosity, skills, initiative, independence;

block “What a child is successful”contains information about the creative abilities of the child and includes: parental feedback about the child; the child’s story about his successes; creative works (drawings, poems, projects); diplomas; success illustrations, etc.

Thus, the portfolio (the folder of personal achievements of the child) allows for an individual approach to each child and is presented upon graduation from the kindergarten as a gift to the child and his family

7. Technology "Portfolio teacher"

Modern education needs a new type of teacher:

· Creatively thinking

· Owning modern educational technologies,

· Methods of psychological and pedagogical diagnostics,

· Methods of independent construction of the pedagogical process in the context of specific practical activities,

· The ability to predict your final result.

Each teacher should have a success dossier, which reflects all the joyful, interesting and worthy of what is happening in the life of the teacher. Such a dossier may be the portfolio of the teacher.

Portfolio allows you to take into account the results achieved by the teacher in a variety of activities (educational, educational, creative, social, communicative), and is an alternative form of assessing the professionalism and effectiveness of the teacher.

To create a comprehensive portfolio, it is advisable to introduce the following sections:

Section 1 "General information about the teacher"

· This section allows you to judge the process of individual personal development of the teacher (last name, first name, middle name, year of birth);

· Education (what and when he graduated, received specialty and qualification in the diploma);

· Work and teaching experience, work experience in this educational institution;

· Advanced training (name of the structure where the courses were attended, year, month, course issues);

· Copies of documents confirming the presence of scientists and honorary degrees and degrees;

· The most significant government awards, diplomas, letters of thanks;

· Diplomas of various competitions;

· Other documents at the discretion of the teacher.

Section 2 “The results of pedagogical activity” .

The content of this section forms an idea of \u200b\u200bthe dynamics of the results of the teacher’s activities for a certain period. This section may include:

· Materials with the results of the development of the implemented program by children;

· Materials characterizing the level of development of ideas and skills of children, the level of development of personal qualities;

· A comparative analysis of the teacher’s activities over three years based on the results of pedagogical diagnostics, the results of the participation of pupils in various contests and olympiads;

· Analysis of the learning outcomes of pupils in the first grade, etc.

Section 3 "Scientific and methodological activity"

· Materials that describe the technologies used by the teacher in activities with children, justify their choice;

· Materials characterizing work in a methodological association, a creative group;

· Materials confirming participation in professional and creative pedagogical competitions;

· In weeks of pedagogical skills;

· In conducting seminars, round tables, master classes;

· Creative reports, essays, reports, articles and other documents.

Section 4 “Subject-Developing Environment”

Contains information about the organization of the subject-development environment in groups and offices:

· Plans for organizing a subject-development environment;

· Sketches, photographs, etc.

Section 5 “Working with Parents”

Contains information about working with parents of pupils (work plans; event scenarios, etc.).

Thus, the portfolio will allow the teacher himself to analyze and present significant professional results, achievements, provide monitoring of his professional growth.

8. Game technology

It is built as a holistic education, covering a certain part of the educational process and united by a common content, plot, character. It is included in series:

· Games and exercises that form the ability to highlight the basic, characteristic features of objects, to compare, to compare them;

· Groups of games to generalize objects according to certain criteria;

· Groups of games during which preschoolers develop the ability to distinguish real phenomena from unreal ones;

· Groups of games that educate the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.

Compiling gaming technologies from individual games and elements is the concern of every educator.

Training in the form of a game can and should be interesting, entertaining, but not entertaining. To implement this approach, it is necessary that the educational technologies developed for teaching preschool children contain a clearly defined and step-by-step system of game assignments and various games so that, using this system, the teacher can be sure that as a result he will receive a guaranteed level of learning child of a particular subject content. Of course, this level of achievement of the child should be diagnosed, and the technology used by the teacher should provide this diagnosis with appropriate materials.

In the activity with the help of gaming technologies in children, mental processes develop.

Game technologies are closely connected with all aspects of the kindergarten’s upbringing and educational work and the solution of its main tasks. Some modern educational programs suggest using the folk game as a means of pedagogical correction of children's behavior.

9. Technology "TRIZ"

TRIZ (theory of solving inventive problems), which was created by the scientist-inventor TS Altshuller.

The teacher uses non-traditional forms of work that put the child in the position of a thinking person. TRIZ-technology adapted to preschool age will allow raising and educating a child under the motto “Creativity in everything!” Preschool age is unique, because how a child is formed, such will be his life, which is why it is important not to miss this period to reveal the creative potential of each child.

The purpose of using this technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, systematicity, dialecticity; on the other, search activity, striving for novelty; speech and creative imagination.

The main task of using TRIZ - technology in preschool years - is to instill in the child the joy of creative discoveries.

The main criterion in working with children is clarity and simplicity in the presentation of the material and in the formulation of a seemingly complicated situation. It is not worthwhile to force the implementation of TRIZ without understanding by children the basic principles on the simplest examples. Tales, games, everyday situations - this is the environment through which the child learns to apply the Triz solutions, the problems that confront him. As contradictions are found, he himself will strive for the ideal result, using numerous resources.

Only TRIZ elements (tools) can be used in the work if the teacher has not sufficiently mastered TRIZ technology.

A scheme was developed using the method of identifying contradictions:

· The first stage is the determination of the positive and negative properties of the quality of an object or phenomenon that does not cause persistent associations in children.

· The second stage is the determination of the positive and negative properties of the subject or phenomenon as a whole.

· Only after the child understands what adults want from him, should we go on to consider objects and phenomena that cause persistent associations.

Often, the teacher already conducts Trisov classes, without even knowing about it. After all, namely, the liberation of thinking and the ability to go to the end in solving the task is the essence of creative pedagogy.

Conclusion: The technological approach, that is, new pedagogical technologies guarantee the achievements of the preschooler and further guarantee their successful education at school.

Every teacher is the creator of technology, even if he deals with borrowing. Creating technology is impossible without creativity. For a teacher who has learned to work at a technological level, the cognitive process in its developing state will always be the main guideline. Everything is in our hands, so they can not be omitted.

In the Federal State Educational Standard for Preschool Education, one of the psychological and pedagogical conditions for the successful implementation of the program is the use in the educational process of forms and methods of working with children that correspond to their psychological age and individual characteristics. In kindergarten, frontal, group, individual forms of organized learning are used.

Individual form   the organization of training allows you to individualize training (content, methods, tools), but it requires a lot of nervous expenses from the child; creates emotional discomfort; uneconomical training; restriction of cooperation with other children.

Group form   educational organization (individually-collective). The group is divided into subgroups. Reasons for a complete set: personal sympathy, community of interests, but not according to the level of development. In this case, the teacher, in the first place, it is important to ensure the interaction of children in the learning process.

Front form   training organization. Work with the whole group, a clear schedule, a single content. At the same time, the content of training in frontal classes can be artistic activities. The advantages of the form are a clear organizational structure, simple management, the possibility of interaction between children, the cost-effectiveness of training; the disadvantage is difficulties in individualizing instruction.

Throughout the day, the teacher has the opportunity to provide training using various forms of organization of children, there are frontal forms of education:

• · A walk, which consists of: observing nature surrounding life; outdoor games; labor in nature and on the site; independent gaming activities; excursions;
• · Games: role-playing; didactic games; dramatization games; sport games;
• · Children on duty: in the dining room; in the classroom:
• · Labor: collective; household; in the corner of nature; art;
• · Entertainment, holidays; experimentation; project activities; reading fiction; Conversations Puppet show evening leisure, etc.
• · In DOO - special time is allocated in the process of holding regime moments, individual work with children is organized. The content of training in this case is the following activities: subject-game, labor, sports, productive, communication, role-playing and other games, which can be a source and a means of learning.

Methods and techniques of training organization. In preschool education, visual and game methods are used in combination with verbal methods. The process of teaching children in kindergarten is built on the basis of visualization in learning, and a special organization of the environment helps to expand and deepen the perceptions of children.

The main form of organization of training in a preschool educational institution is directly educational activities (GCD) . Directly educational activities are organized and carried out by teachers in accordance with the basic educational program of the DOE. NCD are held with children of all age groups of kindergarten. In the daily routine of each group, the time of the GCD is determined in accordance with the “Sanitary and Epidemiological Requirements for the Design, Content and Organization of the Operating Mode of Preschool Educational Organizations”. Work in kindergarten is carried out in the following areas:

• -Social-communicative development;
• -Cognitive development;
• - Speech development;
• -Physical development;
• -Artistic and aesthetic development.

Of course, changing the quality of education, updating the content of preschool education requires substantial restructuring. However, success awaits those who are looking for new approaches, new interesting forms. Forms and methods of working with children in the new conditions are used in all areas of the development of the child’s personality,,,,,,.

Updating the content of education requires teachers: the use of new modern forms of work with children; integrated educational activities; project activities (research, creative projects; role-playing projects; information and practice-oriented projects; creative projects in kindergarten); making layouts; creating a problem situation; the use of game learning situations, heuristic conversations, collecting, various creative activities - making panels, joint collages, working in a mini-workshop, organizing creative contests, exhibitions, etc.

One of the important conditions for updating the content of education is the new information and resource support for the educational process. Information and resource support is understood as educational resources (any educational materials and means, a set of technological means, information and communication technologies: computers, other ICT equipment (multimedia boards, projectors, communication channels (telephone, Internet), a system of modern educational technologies that provide education in the modern educational information environment Today, information computer technologies can be considered that new way of transferring knowledge Nij, which corresponds to a qualitatively new content of education and child development. This method allows the child to learn with interest, to find sources of information fosters independence and responsibility in the production of new knowledge, develop the discipline of intellectual activity.

People have been using the game as a teaching method for a long time. Game activity can be used in the following cases: a) as independent technologies for mastering a topic or section; b) as elements of a more extensive technology; c) as a lesson or part thereof (explanation, consolidation). Communicative games provide for work in pairs, groups large and small, and a whole group, while participants should be able to move freely around the room. For such games, a subject-spatial environment or child development centers is created, with rich mobile, removable material. The pedagogical process should not impose a stereotyped approach to solving tasks, it should respect and develop the originality of the individual style of each preschooler.

At the heart of the educational games that are used in classes at the DOE, is the principle of organizing classes in small groups. This allows you to include all children in the active work, organize competition between teams, develop the ability to work in a team. Game situations help create a positive attitude towards learning and development, which is a necessary prerequisite for the successful assimilation of material. Parenting is based on the following activities: cognitive, game, creative, communicative.

As a result, preschoolers will sufficiently develop moral standards of behavior, a culture of communication in the team, and the ability to cooperate. Using games in the work, it should be borne in mind that two principles must be present in them: educational, educational and entertaining. Of the wide range of methods and techniques for working with children, those game classes are primarily used that make it possible to solve developmental, educational and educational tasks in a complex.

With the introduction of the new GEF, I began to widely use such a method of working with children as a journey along the “river of time” (an idea of \u200b\u200bhistorical time - from the past to the present). It can also be called the "catalog method." The essence of the method is as follows. Before us, as in focus, is an object that needs to be improved. In fantasy classes, preschool children play “Inventors”. They invent furniture, dishes, animals, vegetables and fruits, confectionery, Christmas toys. To select other objects, subject pictures of 7-8 pieces are used. This creates an atmosphere of mystery, makes children even more interested, and concentrates their attention. In the process of classes, children are liberated, not afraid to express their thoughts, ideas. Children of senior preschool age master the ability to arbitrarily designate and replace with signs various phenomena, objects, their signs and properties; as well as the ability to arbitrarily breed designated content and means of designation. These skills relate to children's ability to use symbolic means. And finally, the children master the method of creativity. They create new original objects, try to draw them, experience joy, satisfaction from mental efforts. They are proud of the results of their work, master the skills of a culture of behavior (they learn to be patient and understanding about the statements of another person, respect other people's opinions, etc.).

The requirements of the Federal State Educational Standards for the conditions for the implementation of the program are based on the fact that the forms and methods of working with preschoolers should ensure the full development of the personality of children in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and positive attitude towards the world, to yourself and to other people. Each pupil should be given the opportunity to fully live the period of preschool childhood.

Thus, in preschool age it is necessary to organize optimal conditions for the further formation of educational activity, the development of the creative, initiative personality of the child.

Organization and content of educational work in the preschool educational institution.

The content of the educational process in a preschool educational institution   determined by the Basic component of preschool education in accordance with the basic general education program of preschool education of a preschool institution.

In the educational process of the preschool educational institution, the following main forms of organization of children are used: specially organized educational activities (classes), games, independent activities of children (art, movement, speech, games, labor, research, etc.)., Individual work, observation , excursions, trips, holidays and entertainment, mugs and the like. Depending on the age of the children, the pedagogical purpose, the material and technical support of the group, the professional skill of the teacher, they can be organized frontally, subgroups or individually

The main form of organized educational activities of preschool children isdirect organized activities   in various sections of the program. Types of GCD: (thematic, complex, combined, integrated, dominant, etc.). The duration of GCD for children of preschool age is from 15 to 20 minutes, older preschool age is from 20 to 25 minutes.

When compiling the grid of GCD, it is necessary to take into account their dominant load on the child (mental, physical, emotional), provide for a rational alternation of activities (mental, motor, practical) on each of them.

Organized educational activities for children are planned mainly in the first half of the day. In some cases, it is allowed to carry out GCD in the afternoon. This may relate to physical education, visual activity in groups of children of preschool age. Elements of educational activity are included in other forms of work with children (games, independent activity, individual work, observation, duty, etc.).

When organizing educational activities, it is important to systematically use the tasks of experimental research activities, problem-search situations and other methods and techniques.

It is necessary to combine verbal, visual and practical methods, to give due place to productive activities in which the preschooler is capable of self-expression and self-realization (drawing, modeling, designing, artwork), as well as speech, motor, and musical activity.

It must be remembered that the leading activity in preschool age is game activity, the game is widely used in the educational process of the preschool educational institution as an independent form of work with children and as an effective means and method of development, upbringing and training in other organizational forms. Priority is given to creative games (role-playing, construction-constructive, dramatization and dramatization games, games with elements of labor and artistic activity) and games with rules (didactic, intellectual, mobile, round dance, etc.).

The reorientation of the educational process in a modern preschool educational institution to the development of a child’s personality is of particular importance to such forms of organizing the life of a preschool child as his independent activity and individual work with him.

Independent activity of children organized in all age groups daily in the morning and afternoon. During the day, its various kinds of content (art, movement, speech, play, labor, research, etc.) are combined and all the children of this group are gradually attracted to participate. The content and level of independent activity of children depends on their experience, stock of knowledge, skills and abilities, the level of development of creative imagination, independence, initiative, organizational abilities, as well as on the available material base and the quality of pedagogical guidance. Organized conduct of this form of work is ensured by both direct and indirect guidance from the educator.

Individual work with children   as an independent organizational form is carried out with children of all ages in their free hours (during morning reception, walking, etc.) indoors and outdoors. It is organized in order to activate passive children, additional activities with individual children (newcomers, those who are often missed due to illness, other reasons and learn less program material during frontal work).

Educational process in a preschool institution It is organized in a developing environment, which is formed by a combination of natural, objective, social conditions and the space of the child’s own “I”. The practical efforts of teachers to create and use it are subordinate to the interests of the child and the lines of its development in various spheres of life. The environment is enriched not only through quantitative accumulation, but also through the improvement of qualitative parameters: aesthetics, hygiene, comfort, functional reliability and safety, openness to changes and dynamism, compliance with age and gender characteristics of children, problem saturation, etc. Educators make sure that children are free to navigate in the created environment, have free access to all its components, are able to independently act in it, adhering to the norms and rules of staying in different cells and using materials and equipment.

The priority issue in the upbringing of children of all age groups and the activities of preschool institutions remains physical education. Its success depends on the proper organization of the daily regimen, motor, sanitary and hygienic regimes, all forms of work with children and other factors. Refusal from strict regulation in building the regime of the day does not give the right to abuse the time allotted for walks, sleep, meals in favor of classes and other educational or study activities. The motor regime during the day, week is determined comprehensively, in accordance with the age of the children. The approximate duration of daily motor activity of babies is set in the following limits: younger preschool age - up to 3 - 4 hours, senior preschool age - up to 4 - 5 hours. Optimization of the motor regime is ensured by conducting various outdoor, sports, exercises, physical education, organizing children's tourism, independent motor activity, etc.

Particular importance is also attached to the mastery by children of the system of accessible knowledge about maintaining a healthy lifestyle, the basics of life safety. All work on physical education should be carried out taking into account the state of health, well-being, level of physical development and preparedness of children, the actual working conditions of the preschool educational institution and its individual groups, family education under constant medical and pedagogical control.

An integral component of the content of the educational process in a preschool educational institution is mental education. For its implementation, both the daily life of the child and specially organized educational activities in the form of GCD for the development of speech, familiarization with the outside world and nature, the training of literacy and mathematics elements, on which it is worth combining cognitive-developing work in various sections of the program, are used. It is important to intensify the thinking of children, to make their perception and assimilation of material conscious, to encourage children to pose questions, put forward hypotheses, search for independent solutions, verify their correctness, and so on. The arsenal of didactic methods and techniques should be expanded to include developing games and exercises, problematic questions, logical tasks, search situations, elementary experiments, systematic observations, solving puzzles, crosswords, etc.

It should be cautioned against excessive intensification of mental education, which has recently been tended by individual teachers and parents, citing the need for high-quality preparation of the child for school. It is important to strengthen precisely the developing and educational aspects of mental education, to pay attention to the formation of motives of cognitive activity, the development of intellectual feelings.

One of the important tasks of the mental education of preschool children is the formation of initial mathematical knowledge and skills, mastery of the mother tongue and speech as the main means of cognition and a specifically human way of communication remains one of the primary tasks in working with children during preschool childhood. Language teaching and the development of speech is aimed at the formation in children of lexical, phonetic, grammatical, diamonological and communicative competence.

Speech lessons should be carried out integrated, comprehensively solving the tasks. To carry out a gradual transition from the purely reproductive actions of children (repetition, imitation of a sample, translations, etc.) to productive, creative, ensuring timely mastery by children of linguistic phenomena that contribute to the development of verbal and logical thinking on the threshold of schooling.

The organization of communicative activity (communicating with peers and adults one-on-one, in subgroups, in a team) requires special attention; new tasks of communication arise in children in various life situations, both natural and artificially created, improvised.

Teaching preschool children the elements of written language (writing and reading) also takes place in the educational process, but do not force the formation of children’s writing and reading skills, because this is the main task of elementary school. More adequate opportunities and needs of preschool age are the development of fine motor skills of the hands, coordination of eye and hand movements, phonemic hearing, familiarization with the word and sentence, composition and sound, letters, training in sound analysis and primary spoken reading together.

Aesthetic education   as such, contributing to the development of natural inclinations, creative abilities, talents, creative imagination, fantasy is also considered in the context of the formation of a child’s personality on the eve of school life. The implementation of his tasks takes place on the basis of broad integration and permeates the entire pedagogical process in a preschool institution, including various forms of working with children (NCD, independent art activity, holidays, entertainment, and circles). In these forms, works of musical, theatrical, literary, and visual art are comprehensively used in the context of universal and national culture.

The primary tasks of the moral development of preschoolers is the awakening of humane feelings of a person, the formation of moral-volitional qualities, familiarization with the content and value of moral requirements, norms and rules of behavior, moral and ethical values. Particular importance is attached to civic education from preschool years: instilling feelings of love and respect for relatives and friends, other people, the parental home, kindergarten, your village, city, interest and respect for state symbols (flag, coat of arms, anthem), historical and cultural the heritage of the Ukrainian people, pride in their achievements and desire to join socially useful affairs and significant social events.

Main challenge labor education of preschool children, as an integral part of moral formation, is the formation of emotional readiness for work, elementary skills in various types of labor, interest in the world of work of adults. An important aspect is the individual and differentiated approaches to the child's personality (taking into account interests, preferences, abilities, acquired skills, personal sympathies when setting work tasks, uniting children into working subgroups, etc.) and the moral motivation of child labor.

One of the important issues remains the education of ecological culture in children. Its solution is carried out in the following areas: the formation of realistic ideas about natural phenomena, elements of the ecological worldview, the development of a positive emotional-value, respect for the natural environment, the inculcation of practical skills in appropriate environmental management.

The needs of today dictated the need to more closely integrate family and public preschool education, to maintain the priority of family education, to actively involve families in the educational process of preschool institutions, psychological, pedagogical and medical self-education. To this end, parent-teacher meetings, consultations, discussions and discussions, round tables, trainings, quizzes, open days, parental viewing of certain forms of work with children, circles are held, visual propaganda tools are used (newsletters, parent corners, thematic stands, photo exhibitions, etc.), parents are involved in holding holidays, entertainment, trips, excursions, etc. When choosing forms of work of a preschool educational institution with families of pupils, life competence, social th and educational level of parents, parental experience, material wealth of families, number of children in families and their sex, age composition and completeness of families, the dominant role of the parent and other factors. Parents do not act as experts or observers of the work of teachers, but as their equal partners and allies. Relations with them are based on the principles of openness, mutual understanding, humanity.

Responsibility for organizing and ensuring the proper content of the educational process lies with the head and each member of the labor collective of the preschool educational institution within their official duties.