Main directions of innovative development of preschool educational institutions
The article presents an analysis of the main directions of innovative development of preschool educational institutions, defines the tasks of pedagogical activity in an innovative mode, examines the content, methods and forms of implementation of innovative projects and programs in the activities of the teaching staff.
Key words: innovation, innovative development, preschool educational institution, teaching staff.
The article presents an analysis of the main areas of innovative development of pre-school educational institutions, identifies the tasks of pedagogical activity in an innovative mode, examines the content, methods and forms of implementing innovative projects and programs in the activity of the pedagogical collective .
Key words: innovations, innovative development, kindergarten, teaching staff, educational services.
Federal State Educational Standards (FSES) for preschool education guide teachers to search for favorable conditions for the development of children; choosing effective methods and means of training and education. The content of preschool education is enriched with new procedural skills, the development of abilities to handle information, creative solutions to problems of science and social practice, the individualization of educational programs that encourage teachers to innovative activities, creative search, professional self-realization in research work.
Research by scientists (I. A. Kopylova, V. S. Lazareva, V. Ya. Laudis, V. P. Panasyuk, Yu. V. Smirnova, E. N. Stepanova, G. V. Yakovleva, etc.) shows that the modern educational process in kindergarten requires a transition to innovative models of educational activities. This means that many agreed and coordinated innovations must be introduced into the pedagogical systems of preschool educational institutions, thanks to which educational institutions for preschool children will be able to achieve higher results than before in the upbringing and development of children (V.V. Kozlov, N V. Kuzmina, A. K. Markova, etc.).
From the point of view of N.V. Miklyaeva, the following can be identified as promising areas for innovative development of a preschool educational institution:
‒ active construction of a developing subject-spatial environment that contributes to improving the quality of education in a preschool educational institution;
‒ studying pupils throughout the entire period of children’s stay in kindergarten in order to ensure a person-oriented approach;
‒ expanding cooperation between preschool educational institutions and other social institutions;
‒ strengthening interaction with parents;
‒ improving the material and technical base of a preschool educational institution [2, p. 21].
One of the areas of innovative development of a preschool educational institution is to increase the professional competence of teachers and provide them with timely methodological assistance [1, p. 32]. In this case, the tasks of innovative activity of a preschool educational institution are aimed at:
‒ increasing the professional readiness of teaching staff to implement innovative projects through the creation of a system of continuous professional development;
‒ creating conditions for expanding teaching activities and additional educational services;
‒ organizing the work of the teaching staff in development mode;
‒ increasing pedagogical competence, unlocking the creative potential of teaching staff and other specialists of a preschool educational institution.
The tasks of organizing innovative activities in preschool educational institutions are implemented in the following areas.
The first direction: analytical, diagnostic.
Purpose, content: identifying professional problems in the activities of teachers.
Second direction: design.
Purpose, content: development of projects for innovative activities in a preschool educational institution.
Third direction: psychological and pedagogical.
Goal, content: improving the psychological and pedagogical culture of teachers in the process of implementing innovative activities, familiarization with advanced pedagogical technologies, discussion and implementation of innovative projects.
Fourth direction: controlling.
Purpose, content: monitoring and assessing the effectiveness of the implementation of innovative projects in a preschool educational institution [4, p. 73].
To carry out innovative activities in a preschool educational institution, the following conditions are implemented:
‒ motivating teachers to participate in the development of projects for innovative activities of a preschool educational institution;
‒ conducting courses and methodological associations on the problems of developing innovative projects in a preschool educational institution;
‒ organization and participation in competitions, shows, exchange of experience among teaching staff, both in preschool educational institutions and in other preschool educational institutions of the city and region.
Literature:
- Lazarev V.S. Pedagogical innovation: object, subject and basic concepts / V.S. Lazarev, M.S. Tarantseva, O.G. Chuiganova // School Director. — 2014. — No. 4. — pp. 12–15.
- Miklyaeva N.V. Innovations in kindergarten / N.V. Miklyaeva. - M.: "Iris Press", 2012. - 186 p.
- Mukhamadeeva V. S. Assessing the readiness of teachers to implement the professional standard / V. S. Mukhamadeeva // Perspectives of Science - 2021. - No. 7. - P. 26–32.
- Fundamentals of innovative design: textbook / edited by V. A. Sergeev. - Ulyanovsk: UlSTU, 2015. - 246 p.
- Piskareva I. E. Methods for diagnosing teacher readiness for innovative activities / I. E. Piskareva. - M.: MGKU, 2012. - 60 p.
- Yakovleva G.V. Pedagogical conditions for increasing the effectiveness of methodological work in an innovative preschool educational institution: Dis. Ph.D. ped. Sciences / G. V. Yakovleva. - Chelyabinsk, 2009. - 248 p.
MAGAZINE Preschooler.RF
Innovative activities of preschool educational institutions in the context of the introduction of Federal State Educational Standards for preschool education.Winner of the all-Russian competition “The most popular article of the month ” JANUARY 2018
The preschool educational institution must quickly respond to changes in the preschool education system, find ways and means for the effective development of the institution.
In connection with the introduction of the Federal State Educational Standard, it became relevant for teachers to rethink the content and forms of work with children. The only possible way is the innovative activity of the kindergarten in general and each teacher in particular.
— What do you think innovation is?
Innovation is the creation and use of a new component that causes a change in the environment from one state to another. Accordingly, innovative technologies in the educational process mean the creation of a new, previously non-existent component.
The purpose of using innovations is to create a person-oriented educational environment in preschool educational institutions, which allows creating conditions for full physical, spiritual, psycho-emotional health, interpersonal, group developmental interaction between children, parents, teachers and specialists.
Objectives: to educate the social and personal qualities of preschoolers who can think outside the box and creatively; develop initiative, curiosity, volition, the ability for creative self-expression, stimulate communicative, cognitive, play and other activity of children in various types of activities; teach children to apply modern innovative technologies aimed at the successful socialization of the individual in society and increasing the level of intellectual thinking and creative imagination.
Modern educational technologies include:
Health-saving technologies
The goal of health-saving technologies is to provide the child with the opportunity to maintain health, to develop in him the necessary knowledge, skills and habits for a healthy lifestyle.
Health-saving pedagogical technologies include all aspects of the teacher’s influence on the child’s health at different levels - informational, psychological, bioenergetic.
In modern conditions, human development is impossible without building a system for the formation of his health. The choice of health-saving pedagogical technologies depends on:
- depending on the type of preschool institution,
- on the length of time the children stay there,
- from the program in which teachers work,
- specific conditions of the preschool educational institution,
- professional competence of the teacher,
- children's health indicators.
Forms of work include sports festivals, physical education sessions between classes, eye exercises, breathing exercises, finger and dynamic exercises, relaxation, sports games, hardening, water procedures, walks not only in the kindergarten, but also in forested areas, which can already be called walks - hikes. The use of the latter form makes it possible to solve the problems of introducing preschoolers to nature, instilling a caring attitude towards it, and studying the immediate social environment. The main difference between walks and regular walks is the targeted development of physical qualities and intense physical activity. More information about walks - hikes - w. “Senior teacher” , No. 5, 2011.
Technologies of project activities
Goal: Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.
The meaning of project activity is to create problem-based activities that are carried out by the child together with the teacher. The knowledge that a child gains while working on a project becomes his personal property and is firmly anchored in the existing system of knowledge about the world around him.
Design forces teachers themselves to be in a space of many possibilities and changes the organization of work with children. Project activities do not allow standard actions,
requires constant creative search for ways to solve problems. Thus, the project method provides a mode for the development of preschool educational institutions.
Classification of educational projects:
- “game” - children’s activities, participation in group activities (games, folk dances, dramatizations, various types of entertainment);
- “excursion” - aimed at studying problems related to the surrounding nature and social life;
- “narrative” - during the development of which children learn to convey their impressions and feelings in oral, written, vocal artistic (painting), musical (playing musical instruments) forms;
- “constructive” , aimed at creating a specific useful product: putting together a birdhouse, arranging flower beds.
Research technology
The goal of research activities in kindergarten is to form in preschoolers the basic key competencies and the ability for a research type of thinking.
It’s good to use solutions to problem situations (how and what to get from Volgograd to Africa? What needs to be done so that there are always green onions in the group?..). Collecting also contributes to the development of cognitive and research activities: let’s say, we decided to create a collection of photographs of African animals. First, let's find out where these photos can be taken. During the search, of course, we will read about these animals (why they have such coloring, what they eat, their way of life...). Let's design an album or exhibition - we'll introduce you to some design techniques. Undoubtedly, modeling is an innovative activity of a preschooler. How do floods occur, why do animals die in “oil” rivers... - these questions can be easily answered by modeling the situation.
Methods and techniques for organizing experimental research activities:
- solving problem situations (how and what to get from Volgograd to Africa? What needs to be done so that there are always green onions in the group?..).
- heuristic conversations
- observations
- modeling (How do floods occur, why do animals die in “oil” rivers... - these questions can be easily answered by modeling the situation)
- experiments
- recording the results: observations, experiences, experiments, work activities
- “immersion” in the colors, sounds, smells and images of nature
- imitating the voices and sounds of nature
- use of artistic words
- didactic games, game-based educational and creative development situations;
- work assignments, actions
- Collecting also contributes to the development of cognitive and research activities: let’s say, we decided to create a collection of photographs of African animals. First, let's find out where these photos can be taken. During the search, of course, we will read about these animals (why they have such coloring, what they eat, their way of life...). Let's design an album or exhibition - we'll introduce you to some design techniques.
Information and communication technologies
The world in which a modern child develops is fundamentally different from the world in which his parents grew up. This places qualitatively new demands on preschool education as the first link of lifelong education: education using modern information technologies (computer, interactive board, tablet, etc.). The use of ICT in classes in preschool institutions has a number of advantages over traditional forms of organizing classes. The computer is attractive to children; the use of animation, slide presentations, and films makes it possible to arouse active cognitive interest in children in the phenomena being studied. Methods of visual support of the material make it possible to achieve long-term concentration of pupils’ attention, as well as simultaneous impact on several of the child’s senses, which contributes to a more durable consolidation of the new knowledge acquired. But I believe that a computer cannot (and should not) replace work on developing fine motor skills, eye-to-eye
Informatization of society poses tasks for preschool teachers:
- to keep up with the times,
- become a child’s guide to the world of new technologies, a mentor in choosing computer programs,
- to form the basis of the information culture of his personality,
- improve the professional level of teachers and the competence of parents.
Solving these problems is impossible without updating and revising all areas of the kindergarten’s work in the context of informatization.
Preschooler portfolio technology
A portfolio is a collection of a child’s personal achievements in various activities, his successes, positive emotions, an opportunity to once again relive the pleasant moments of his life, this is a unique route for the child’s development.
There are a number of portfolio functions:
- diagnostic (records changes and growth over a certain period of time),
- meaningful (reveals the entire range of work performed),
- rating (shows the range of skills of the child), etc.
Technology "Teacher's Portfolio"
Modern education needs a new type of teacher: a creative thinker who is proficient in modern educational technologies, methods of psychological and pedagogical diagnostics, methods of independently constructing the pedagogical process in the conditions of specific practical activities, and the ability to predict one’s final result.
Every teacher should have a record of success, which reflects everything joyful, interesting and worthy that happens in the life of a teacher. A teacher’s portfolio can become such a dossier.
A portfolio allows you to take into account the results achieved by a teacher in various types of activities (educational, educational, creative, social, communicative), and is an alternative form of assessing the professionalism and performance of a teacher.
Gaming technology is built as a holistic education, covering a certain part of the educational process and 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 develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc.
Learning in the form of a game can and should be interesting, entertaining, but not entertaining. To implement this approach, it is necessary that educational technologies developed for teaching preschoolers contain a clearly defined and step-by-step described system of gaming tasks and various games so that, using this system, the teacher can be confident that as a result he will receive a guaranteed level of learning a child of one or another subject content. Of course, this level of the child’s achievements must be diagnosed, and the technology used by the teacher must provide this diagnosis with appropriate materials.
In activities with the help of gaming technologies, children develop mental processes.
Gaming technologies are closely related to all aspects of the educational work of a kindergarten and the solution of its main tasks.
TRIZ technology
TRIZ (the theory of solving inventive problems), which was created by the scientist-inventor T.S. Altshuller.
The teacher uses 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 train 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.
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 hand, search activity, the desire for novelty; speech and creative imagination.
The main goal of using TRIZ technology in preschool age is to instill in the child the joy of creative discovery.
The main criterion in working with children is clarity and simplicity in the presentation of material and in the formulation of a seemingly complex situation. You should not force the implementation of TRIZ without children understanding the basic principles using simple examples. Fairy tales, playful, everyday situations - this is the environment through which a child will learn to apply TRIZ solutions to the problems he faces. As he finds contradictions, he himself will strive for an ideal result, using numerous resources.
Personally-oriented technologies: the goal of these technologies is to create democratic partnership-humanistic relationships between a child and a teacher, as a result of which conflict-free, comfortable, safe conditions are provided for the social development of each child. With a person-centered approach, the child’s personality is placed at the forefront of education and training. Proof of the use of these technologies are maps of individual development routes for pupils, high monitoring rates, a positive emotional mood of the group as a whole and each individual child, a differentiated approach in classes and in joint activities.
Club work can be considered both as an indicator of a person-oriented approach and as an independent innovative activity. After all, the club program is always something new, or at least broader than the general education program.
Developmental technologies: in traditional education, a child is presented with a ready-made product, an action pattern, for study. During developmental education, a child must independently come to an opinion or a solution to a problem as a result of analyzing his actions.
— What meets these requirements?
These requirements are met by LEGO constructors, chess and checkers, Cuisenaire's colored counting sticks, and Nikitin's educational games.
Problem-dialogical technology involves the problematic introduction of new material: a task or question is posed for research, and methods for finding a solution organize the independent “discovery” of knowledge by children in a creative search process. Let's say the older group has to show a puppet show for kids. “bi-ba-bo” dolls in the group... and the children offer to make dolls from... (mugs, natural material, gloves or mittens...)
Corrective technologies: their goal is to relieve the psycho-emotional stress of preschool children. Types: fairy tale therapy, color therapy, music therapy, play therapy, puppet therapy, animal therapy, art therapy. You can read more in the section. No. Senior teacher,” No. 10, 2008.
Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state. Everything is in our hands, so they can not be omitted.
Someone famous said that a person cannot truly improve if he does not help others improve.
Create it yourself. Just as there are no children without imagination, there is no teacher without creative impulses.
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Types of innovative activities of preschool educational institutions
Innovative activities of a preschool educational organization can be implemented in the following types:
- The use of modeling technology in organizing interaction between a teacher and children, between a teacher and parents.
- Teachers attend advanced training courses, listen to online lectures and webinars, attend lectures and seminars aimed at improving the skills of teachers and improving their professional skills.
- Search and development of new ways of working with children, methods and technologies of educational work.
- Analysis of the development of each pupil.
- Health-saving technologies. They are focused on maintaining the health of students at an optimal level. For this purpose, a set of health-improving measures and procedures is being introduced, an optimal atmosphere and comfortable conditions for the child to stay in the preschool educational institution are created.
- Information and communication technologies. They are associated with the use of multimedia in the educational process: televisions, PCs, interactive whiteboards, video equipment, audio equipment. These technologies help motivate preschoolers to learn, as they make the learning process more exciting for the child.
- Creating conditions for the safe stay of a child in a preschool educational institution.
- System of environmental education for preschool children.
- Formation of a subject-developmental environment in a preschool educational institution.
- Organization of new forms of interaction with parents, allowing them to participate in the educational process. This includes organizing various preschool events, conducting joint excursions and other trips, creating family clubs, publishing newspapers informing parents about the activities of the preschool and the life of the group of preschoolers, etc.
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Participation of the teacher in innovative activities
Innovative activities in the MBDOU kindergarten in the village of Sosnovka.
Reforming preschool education in order to better satisfy the needs of parents and the interests of children places new demands on preschool educational institutions. The introduction of innovations into the work of an educational institution is the most important condition for improving and reforming the preschool education system. Innovation activity is a process that develops in certain stages and allows an institution to move to a higher quality stage of development when creating, developing, mastering, using and disseminating innovations (new methods, techniques, technology, programs) . The development of preschool educational institutions and the transition to a new qualitative state cannot be carried out otherwise than through the development of innovations.
In the modern educational system, teachers of preschool institutions are involved in innovative processes related to updating the content of preschool education, forms of its implementation, methods and techniques of presenting content to children.
The concept of modernizing Russian education requires teachers to improve the quality of preschool education and create conditions for the personal development of each child.
Innovative activities in our preschool educational institution are carried out in two directions:
I. Innovations in working with teaching staff
II. Innovations in the content of education (use of effective pedagogical technologies)
In the first direction:
1. Goal: ensuring the active participation of preschool teachers in methodological work: summarizing experience through the creation of presentations, publications, participation in competitions
2. Objective: to improve the system of continuous education and self-education of preschool teachers through forms of innovative methodological work (publications from work experience in the media, computer presentations, participation in competitions, work in creative microgroups, master classes, etc.)
3. Expected result: active participation of teachers in the methodological work of the preschool educational institution and district.
4. Events:
— Consultations for teachers.
— Consultations for parents.
— Portfolio of a preschooler, teacher.
— Interactive game method.
— Organization of free activities for children .
— Teachers' councils
— Control and analytical activities
— Operation of the preschool educational institution website (during the academic year)
— Participation in regional competitions (during the year)
— Working with parents
— Parent meetings
— Laboratory of pedagogical excellence:
— Open views OOD
— Master classes
— Platform for teacher success — publications on the MAAM.RU website, creation of your own pages (consultations for parents, creative reports, open events, etc.)
The following teachers have their own websites and constantly updated blogs:
— Mongush Nina Nikolaevna – teacher of the first qualification category
-Ondar Sesek Dolzat-oolovna – teacher of the first qualification category
— Dorzhu Dozurmaa Chasyg-oolovna – teacher of the first qualification category
— Saa Choduraa Kavaevna – teacher of the first qualification category
In the second direction:
- Goal: improving the quality of preschool education through innovative pedagogical technologies for teaching children.
- innovative pedagogical technologies (problem-based learning, educational projects, modeling, health-saving, gaming technologies) when working with preschoolers
- Expected result: increasing the level of quality of education for preschool children through gaming, problem-based technologies and modeling.
- Events
— Consultations for teachers
— Innovative technologies in kindergarten
— the concepts of “ innovative technologies ” and “modern educational technologies”;
- features of teaching boys and girls in modern kindergarten - gender education;
— gaming technologies in preschool educational institutions;
— features of problem-based learning;
— Workshop;
— Educational projects in the practice of preschool educational institutions
— classification of projects;
— an approximate work plan for the teacher to prepare the project;
— technology of project activities ;
— modeling, project creation.
— Open events (OOD, holidays and entertainment)
— Work with parents (conversations, consultations, parent-teacher meetings)
— Interaction with the school.
Working on the issue “ Innovative technologies in a preschool educational institution,” the senior teacher of our MBDOU kindergarten “Chechek” Mongush Nina Nikolaevna developed modules of the educational process on the use of innovative technologies .
Innovative approaches to educational work in preschool educational institutions
Goal: to create a person-oriented educational environment in preschool educational institutions, allowing to create conditions for full physical, spiritual, psycho-emotional health, interpersonal, group developmental interaction of children, parents, teachers and specialists.
Objectives: to educate the social and personal qualities of preschoolers who can think outside the box and creatively; develop initiative, curiosity, arbitrariness, the ability for creative self-expression, stimulate communicative, cognitive, play and other activity of children in various types of activities ; teach children to apply modern innovative technologies aimed at the successful socialization of the individual in society and increasing the level of intellectual thinking and creative imagination.
The use of innovations in the educational process of preschool educational institutions
Goal: creating conditions for innovative processes in preschool educational institutions , the use by teachers of knowledge, skills and abilities acquired in professional activities .
Objectives: introduction of innovative technologies to improve the professional culture of teachers;
creating a creative atmosphere and combining the efforts of the entire teaching staff to build the educational process;
developing teachers' aspirations for rationalization and effective organization of innovative technologies in teaching activities .
Implementation stages:
1. Analysis and collection of information about innovations.
2. Selection and implementation of innovations.
3. Generalization of experience and diagnostics of the innovation .
Health-saving technologies in the educational process
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
Objectives: 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.
Gaming innovative technologies
Goal: to increase the importance of organizing games in the educational process of preschool educational institutions.
Objectives: to educate basic generally accepted norms of relationships with peers and adults through play activities; to promote the use in practice of modern requirements for organizing games for preschoolers and to form a moral culture of worldview in preschoolers; improve acquired gaming skills and abilities in preschoolers to develop gaming activity.
Technology for creating a subject-developmental environment in preschool educational institutions
Goal: to create and improve a subject-development environment in a preschool educational institution.
Objectives: to cultivate a positive attitude towards the application and development of innovations aimed at broadening the horizons of preschoolers;
promote a more holistic perception and deeper understanding of the material being studied by preschoolers, increase cognitive motivation by involving them in active independent activity , and develop the need to search and identify their original findings;
to provide knowledge for the intellectual, spiritual and moral development of preschool children, contributing to the successful development in children of erudition, imagination, and the ability to reason logically and draw conclusions.
Design and research activities of preschool children
Goal: development in preschoolers of a scientific-cognitive, practical- active , emotional-moral attitude to reality.
Objectives: to 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 .
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