Generalization of work experience "Use of innovative technologies in working with preschool children"

senior teacher of kindergarten No. 114 of JSC Russian Railways

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

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

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

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

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

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

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

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

In accordance with the goal, specific tasks were identified:

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

Theoretical basis of experience.

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

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

Technology of experience. Contents, methods, teaching techniques.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Brainstorming is carried out in several stages:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Types of projects:

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

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

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

Performance Analysis

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

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

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

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

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

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

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

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

Visual application

Annex 1

Questionnaire “Teachers’ receptivity to new things”

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

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

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

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

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

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

Appendix 2

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

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

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

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

Appendix 3

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

Target:

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

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

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

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

Tasks:

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

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

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

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

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

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

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

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

The use of innovative forms, methods, technologies in working with preschool children

The use of innovative forms, methods, technologies in working with preschool children

The process of reorganizing the entire education system places high demands on the organization of preschool education and training, and intensifies the search for new, more effective psychological and pedagogical approaches to this process.

The development of preschool education and its transition to a new qualitative level cannot be carried out without the development of innovative forms, methods, means and innovative technologies.

Innovative activity of a teacher

is a necessary part of the educational process. The introduction of innovations means the need for educators to adapt their activities to changing conditions and use non-standard techniques in educational processes. The work of a teacher should not be limited to exclusively old and proven methods; some variety is necessary.

In the modern understanding, innovation is “the manifestation of new forms or elements of something, as well as a newly formed form or element.” A synonym for innovation is the concept of “innovation”.

The innovative activity of the teacher is

to begin mastering developmental innovations, to introduce new forms, methods, techniques, tools, technologies, programs into the educational process. Apply and study in practice, use your personal experience and knowledge.

The purpose of using innovation is

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.

Tasks:

to cultivate 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;

to develop children’s skills in using modern innovative technologies aimed at the successful socialization of the individual in society and increasing the level of intellectual thinking and creative imagination.

Any technology has means that motivate, activate, and shape the activities of students. In some technologies, these means constitute the main idea and basis for the effectiveness of the results. Such technologies include gaming technologies.

Play is the leading activity

, all preschool age. The developmental potential of the game lies in its very nature. The pedagogical value of the game lies in the fact that it becomes the strongest motivational factor; the child is guided by personal attitudes and motives.

MAGAZINE Preschooler.RF

Every year preschool institutions are improving and developing more and more.

Currently, more and more preschool institutions are introducing the latest developments and innovative technologies into practice. Thanks to this quality, educational activities improve. This is the main direction for modernizing the entire kindergarten and teaching staff.

The positive aspects of non-standard methods are expressed in the following factors

• Lots of positive feedback from parents
• Improving the psycho-emotional background and learning ability of children
• High effectiveness of teaching work, assessed by professionals

The team at the preschool educational institution becomes united, the relationship between teachers and children improves. Teachers gradually hone their professional skills. A large amount of scientific literature and reviews from the best teachers indicate that a non-standard approach to teaching brings only benefits; educators quickly master new techniques. However, a mass survey revealed that this is not entirely correct. Thanks to anonymous feedback, many educators identified difficulties with their work. Adaptation to the latest technologies is difficult, since such activities are unusual for them. There are industry-specific areas of technology that improve pedagogical and personnel activities in preschool educational institutions:

• creation of new projects;
• research activity;
• improving directions to improve the health status of the children's team;
• gaming activity;
• searching for an individual approach to each individual;
• information and communication direction.

To understand the essence of all methods, it is necessary to consider each of them separately.

Health-saving technologies.

The preschool institution uses the principle of measures and directions that help improve the health of each child individually:

• Habits to maintain a healthy lifestyle
• Increasing your level of physical activity
• Preventive measures to prevent viral diseases

These are just the main guidelines in the work of teachers to improve the health of children. These actions are implemented through several methods:

• the formation of a healthy environment in which each teacher directs his activities to instill in the child the right habits (hardening, performing physical activity);
• power control;
• monitoring of physical and mental indicators in children;
• application of the latest types of therapy - color, artistic, fairy tale therapy.

From childhood, children are instilled with a love and healthy attitude towards sports and any physical activity.

Information and communication technologies.

As various types of information and communication technologies become an integral part of life, they also extend to educational institutions. This strengthens the pedagogical strategy and makes it effective through the following principles:

• children copy their parents’ behavior patterns all their lives, therefore, just like they want to use the latest gadgets and developments;
• Thanks to interactive equipment, the effectiveness and efficiency of lessons is enhanced;
• the latest technologies help to concentrate the attention of preschool children on the transmitted information and involve them in the educational process;
• expansion of traditional teaching practice, improvement of the content of the information provided.

Information and communication practices are introduced into a preschool institution only if the following requirements are met:

• educators and other preschool employees are proficient in working with computers and are knowledgeable in various types of technologies;
• each employee knows the positive and negative aspects of the new method, therefore they combine it in their activities with other approaches;
• parents support the introduction of new technologies into the educational process and understand their effectiveness.

Parents and educators need to understand that information and communication methods are not the only approach. It can be successfully combined with other activities to expand children's knowledge.

Technologies of project activities.

Each project that is developed in a preschool institution is carried out under the supervision of a teacher.

Main goals of the work:

• new knowledge of children in relation to the phenomena of the surrounding world;
• the emergence of relationships between children in the group;
• successful relationship between a child and a teacher, another adult;
• communication skills training;
• the appearance of evaluation in one’s own activities or of other children in the team;
• formation of knowledge about the creative process.

Project activities differ in several categories:

Number of participants

Projects are divided into individual, pair, and group.

Execution Duration

The term can be short, medium, long, long.

Selecting a method

Projects are divided into gaming, creative, informational, and research.

Choosing a theme

The study is carried out to understand family relationships, social aspects, environmental factors, and cultural characteristics.

Project implementation is the most significant area in the innovative activities of a preschool educational institution. If a method becomes ineffective, it means that it was not implemented according to all requests. For example, the choice of topic for project work is not suitable for the age of the students. Or the methodology for implementing the project does not correspond to the personal interests of the students. The result appears if the topic of work becomes interesting to every student, then the learning process is much more effective.

Research technologies.

Thanks to educational research in preschool educational institutions, children develop skills in various areas of life. Each child learns to identify a problem and determine an approach to solve it.

This is achieved through the following areas:

• compliance of the identified problem with the age of the participant in the relationship (to solve the problem, the child must develop a certain base of knowledge and skills);
• the ability for children themselves to identify not only the problem, but also the result of its elimination;
• a creative approach to solving the identified problem, the use of modeling, onomatopoeia, and didactic skills;
• the child’s ability to carry out work assignments not only in the kindergarten group, but also at home.

Thanks to the acquired skills, the psycho-emotional side and activity approach develops.

Personality-oriented technologies

The approach is based on the individual personality of the child. The educational complex must be completely rethought in order to find an approach to the entire group and each individual individually.

There are many software developments to successfully implement this technique:

• "Rainbow"
• "Childhood"
• "From birth to school"

Each of the selected methods is complemented by a personal approach. This helps students understand the world around them. This is especially true for children with disabilities, unstable mental health and other problems. Thanks to the cooperation of each child with the teacher, the psycho-emotional sphere, education, and relationships with each other improve.

Gaming technologies

To make the learning process favorable for the child, play is used. During activity, the child’s horizons expand, and the child’s ability to complete any task appears.

The teacher selects the optimal gaming material that corresponds to the following factors:

• children's age;
• degree of adaptation in the group;
• individual characteristics of each baby;
• interests of the team.

Thanks to the game form, educators introduce additional innovations to improve the learning process:

• projects;
• research activities;
• training in didactic work;
• creative experiments.

Thanks to innovative technologies in preschool educational institutions, the activities of the entire team and each child individually are improved. This requires material, time, and intellectual costs. But this provides the entire team with the necessary skills and implementation of the technical sphere. Otherwise, the qualitative transition of the kindergarten to the new information sphere will be difficult.

Innovative pedagogical experience of teacher Yurkina Natalia Aleksandrovna

Innovative teaching experience

teacher of the MBDOU "Bulgakovsky kindergarten "Teremok" of the Kochkurovsky municipal district of the Republic of Mordovia

Yurkina Natalia Alexandrovna

on the topic: “Development of fine motor skills in children of primary preschool age”

Relevance and prospects of experience

Parents and teachers are always concerned with the question of how to ensure the full development of a child in preschool age. The issue of developing fine motor skills in children is quite acute.

In early preschool age, the development of fine motor skills is one of the main directions in the upbringing and education of a preschooler. Possession of pedagogical knowledge and methods helps me build work on the development of fine motor skills based on productive activities, didactic games and finger games.

The relevance of work on the development of fine motor skills in preschool children is determined by the age, psychological and physiological characteristics of children: in preschool age, the structures and functions of the child’s brain intensively develop, which expands his capabilities in understanding the world around him. A person cannot develop a comprehensive understanding of the surrounding objective world without tactile-motor perception, since it underlies sensory cognition. It is with the help of tactile-motor perception that the first impressions of the shape, size of objects, and their location in space are formed. To teach a baby to speak, it is necessary not only to train his articulatory apparatus, but also to develop fine motor skills of his hands.

Conditions for the formation of experience

The level of development of fine motor skills is one of the indicators of intellectual readiness for school, and it is in this area that preschoolers experience serious difficulties. Therefore, work on developing fine motor skills should begin long before entering school, namely from a very early age. This raises the problem of what conditions need to be created for the effective development of fine motor skills in children of primary preschool age.

Purpose of the work: development of fine motor skills in children of primary preschool age.

To achieve my goals, I identified a number of tasks:

1. Improve the subject-development environment of the group for the development of fine motor skills.
2. Study psychological and pedagogical literature on the problem.
3. Train fine motor skills.
4. Promote the development of creative abilities.
5. Develop memory, mental activity, speech.
6. Stimulate visual and auditory perception.
7. Creation of a card index of didactic and finger games for children of the younger group.
8. Develop a program for the “Origami for the little ones” circle.

I believe that solving problems related to the development of a child’s fine motor skills will be facilitated by:

1. Development of a system of work for productive activities: traditional and non-traditional drawing, working with paper (origami), working with plasticine (plasticineography).
2. Work on the development of fine motor skills in children of primary preschool age includes all types of educational and play activities at regular moments: morning exercises, independent activities, classes, walks, productive activities.

The development of fine motor skills should not be carried out periodically, but systematically.

Our group has created the following conditions for this:

1. A variety of content materials for children's activities have been selected.
2. A subject-development environment has been created.
3. Card indexes of didactic games and finger games have been developed.
4. There is a class “Origami for the little ones”
5. Different types of productive activities are used.

Practical skills acquired during the implementation of tasks for the development of fine motor skills, carried out in the educational process, will allow children to feel successful.

Theoretical basis of experience

Fine motor skills are one of the aspects of the motor sphere, which is directly related to the mastery of objective actions, the development of productive activities, writing, and speech of a child (M. M. Koltsova, N. N. Novikova, N. A. Bernshtein, V. N. Bekhterev , M. V. Antropova, N. A. Rokotova, E. K. Berezhnaya). The formation of motor functions, including subtle hand movements, occurs in the process of the child’s interaction with the objective world around him. When we perform precise actions, the wrists, making the necessary movements in different planes, regulate the position of our hands. A small child finds it difficult to twist and rotate the wrist, so he replaces these movements with movements of the entire arm from the shoulder. In order for small movements to be more precise and economical, so that they do not require excessive energy expenditure from the child, he needs to gradually master the various movements of the wrist.

Research by scientists at the Institute of Physiology of Children and Adolescents of the Academy of Sciences (M.M. Koltsova, E.N. Isenina, L.V. Antakova-Fomina) confirmed the connection between intellectual development and motor skills. We can once again be convinced of the uniqueness and wisdom of the experience of our ancestors. Long before scientists discovered the relationship between the hand and speech, they invented and passed on folk nursery rhymes from one generation to another: “Ladushki-ladushki”, “Magpie-white-sided”, “Boy-finger”, etc. Systematic exercises for training finger movements, according to M .M. Ring, are a “powerful means” of increasing brain performance.

All scientists who have studied the psyche of children also note the great stimulating effect of hand functions on the development of the brain.

Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech are sufficiently developed.

The function of the human hand is unique and universal. Sukhomlinsky wrote in his memoirs that “the child’s mind is at his fingertips. The more skill in a child's hand, the smarter the child. It is the hands that teach the child precision, neatness, and clarity of thinking. Hand movements excite the brain, causing it to develop.”

According to M.M. Koltsova, the level of speech development is directly dependent on the degree of formation of fine movements of the fingers: if the development of finger movements corresponds to the child’s age, then his speech development will be within normal limits; if the development of finger movements lags behind, the development of speech is also delayed. MM. Koltsova notes that there is every reason to consider the hand as an “organ of speech” - the same as the articulatory apparatus. From this point of view, the motor projection area of ​​the hand can be considered another speech area of ​​the brain.

According to the observations of researchers, the development of a child’s verbal speech begins when the movements of the fingers reach sufficient subtlety. The development of finger motor skills, as it were, prepares the ground for the subsequent formation of speech.

You need to start working on developing fine motor skills from a very early age. Already an infant can massage his fingers (finger gymnastics), thereby influencing the active points associated with the cerebral cortex. In early and early preschool age, you need to perform simple exercises, accompanied by a poetic text, and do not forget about developing basic self-care skills: buttoning and unbuttoning buttons, tying shoelaces, etc.

Fine motor skills are developed by:

— various games with fingers, where it is necessary to perform certain movements in a certain sequence;

- games with small objects that are inconvenient to handle (only under adult supervision);

- games where you need to take something or pull it out, squeeze - unclench, pour - pour,

— sand therapy (a sand picture created by a child is a creative product);

- pour - pour out, push into holes, etc.;

— drawing with a pencil (felt-tip pen, brush, etc.);

- fastening and unfastening zippers, buttons, dressing and undressing;

— execution of applications;

- performing origami;

- modeling from plasticine and salt dough;

- lacing

Physical exercises also develop fine motor skills. These are various hangings and climbing (at a sports complex, on a ladder, etc.). Such exercises strengthen the baby’s palms and fingers and develop muscles. A baby who is allowed to climb and hang is better able to master exercises that focus directly on fine motor skills.

Experience technology

I use a variety of methods to solve problems related to the development of fine motor skills.

Verbal method.

The teacher's verbal appeals to children - explanations when looking at visual objects, stories about them, questions and other forms of speech - serve to develop an understanding of an adult's speech. Since at the stage of formation of speech development it is difficult to simultaneously perceive the display of objects, actions with them and speech information, the explanation should be extremely brief: every extra word distracts the baby from visual perception.

Visually effective teaching method.

Children become familiar with the objects around them through visual and sensory accumulation of experience: they look, pick them up, feel them, and act with them in one way or another. Taking into account this age feature, I try to widely use visual techniques: I show the object, give the opportunity to touch it, examine it.

Practical method.

In order for knowledge to be acquired, it is necessary to apply it in practical activities. After a general demonstration and explanation, I propose to carry out, under direct supervision, a fragment of productive activity separately for each child, providing differentiated assistance as necessary, and giving individual instructions.

Game method.

Game methods and techniques occupy a large place in the education of young children. These include didactic games, which raise their interest in the content of learning and provide a connection between cognitive activity and play, which is characteristic of children.

I began my work on developing fine motor skills with children of primary preschool age. To improve manual skills in the younger group, I use: pyramids, “lacing games”, a very important part of the work are finger games (“House”, “Hide and Seek” “Bunnies” “Kitten”, “Hello finger”, “We are sailing”) boat”, etc.), finger theater.

Developed a long-term plan for the “Origami for the Little Ones” club. Children are attracted by the opportunity to make paper crafts that can be used in games and performances - this is origami. These activities can awaken children's imagination, memory, spatial thinking, and the development of fine motor skills of the fingers. The topics of origami are very diverse and range from simple to complex. The children completed the following works: “Bus”, “Mushroom”, “Leaves”. "Apple", "Hedgehog". It is impossible to list all the advantages of origami in a child’s development. The availability of paper as a material and the ease of its processing attract children. They master various techniques and methods of working with paper, such as bending, folding, cutting, gluing. Origami develops in children the ability to work with their hands under the control of consciousness; they improve fine motor skills of their hands, precise finger movements, and develop their eye.

She began her work on developing fine motor skills by using productive activities. Engaging in these types of activities contributes to the development of perception and sense of color.

One of the ways to improve finger motor skills is drawing.

In the process of drawing, children learn to reason and draw conclusions. Their vocabulary is enriched.

In my work I use traditional and non-traditional drawing. Non-traditional techniques contribute to the development of children: fine motor skills and tactile perception; spatial orientation on a sheet of paper, eye and visual perception; attention and perseverance; visual skills and abilities; observation and aesthetic responsiveness.

Children love to paint with their fingers and palms. In this way we drew on a wide variety of topics: “Caterpillar”, “Who ran along the path”, “Rowan branch”, “Butterfly”, “Flower for Dad”, etc.

Interesting and effective exercises using plasticine are plasticineography. Plasticineography is good because it is accessible to young children, allows you to quickly achieve the desired result and introduces novelty into children’s activities, making it more exciting and interesting. Repeated repetitions of homogeneous movements contributed to the development and assimilation of different movements, which in turn developed the coordination of movements of both hands and fine motor skills.

In my work, I practice didactic games to develop fine motor skills. I have developed a card index of didactic games.

1.Games with clothespins: “Magic clothespins”, “Fruit tails”, “Prickly hedgehog”.

1. Games with counting sticks: “Make a sun out of sticks”, “Collect sticks”.
2. Winding games: “Playful kitten”, “Multi-colored ribbons”.
3. Games with waste materials: “Surprise”, “Collect beads”.
4. Games with natural materials: “Guess what’s in the bag”, “Pine cones on the plate”.

Performance Analysis

Various types of productive activities that I used in my work, when used purposefully, contributed to the development of fine motor skills, coordination of finger movements, thought processes and mastery of learning skills.

When summarizing the work experience, an attempt was made to find possible ways to develop and improve the coordination of movements of both hands, visual-motor coordination and the development of fine motor skills in the process of productive activities and didactic games.

An analysis of the work carried out showed that systematic and systematic work on this problem, as well as the use of game techniques, effectively helps to develop fine motor skills and has a beneficial effect on the development of coherent speech and leads them to successful mastery of writing. The presented system of work is aimed not only at mastering writing skills, but also at developing educational activities in the future. Based on the use of games, tasks, and exercises, younger preschoolers develop memory, attention, thinking, imagination, expand their vocabulary, and acquire learning skills.

To improve work on this problem, I have outlined the following prospects:

— continue to work on the development of fine motor skills in the middle group;

— continue to introduce children to various techniques of productive activity;

— replenish your collection of finger games;

— replenish the card index of didactic games;

- monitor new developments, manuals, literature in the field of development of fine motor skills in children;

- interact with the family.

Labor intensity of experience

In my teaching practice I encountered certain difficulties:

1. A lot of work and patience when using a differentiated and individual approach when working with children.
2. Improving and honing, and individual selection of techniques, forms and methods of pedagogical art.

Targeting of experience

This innovative pedagogical experience “Development of fine motor skills in children of primary preschool age” can be used by teachers of other kindergartens and parents.

Having worked on this topic, I realized that problems in the development of fine motor skills cannot be solved without unity with the family; next year I decided to pay special attention to working with parents. I plan to prepare practical material for parents - finger games, physical education lessons, riddles, poems. Conduct individual conversations with parents and consultations on the development of fine motor skills. Also, hold parent meetings to familiarize yourself with various techniques, where parents themselves try to draw with their fingers, palms, and cotton swabs.

Annex 1

Club for children of the junior preschool group

"Origami for the little ones"

The mysterious world of paper transformation. All the sorcerers, wizards, magicians are here. They create fairy tales with their own hands. And that wonderful world is called ORIGAMI.

Origami, a traditional technique of folding paper figures, popular in Japan, is now of great interest to teachers and parents. This is due to the unique possibilities of origami influencing the development of children. Folding figures has a beneficial effect on the development of finger and hand movements, attention, memory, logical thinking, and creative abilities. Origami classes help develop perseverance, accuracy, independence, and determination.

Goal : introduce children to the origami technique.

Objectives : - introduce children to geometric concepts and basic forms of origami;

— teach children various techniques for working with paper.

The program is based on a teaching aid for educators “Origami for the little ones” by S.V. Sokolova.

Club schedule 1 time per week

Children's age is 2-4 years.

Implementation period 1 year

Appendix 2

Finger games

1. "House"

This is a house. (Put both palms towards each other.)

This is the roof. (Place your palms together and interlace your fingers.)

And the pipe is even higher. (Lift all fingers up without releasing them.)

1. "Hide and Seek"

The fingers play hide and seek, open, (Raising your palm, spread all your fingers.)

They are closing. (Place your fingers together and make a fist.)

1. "Bunnies"

Place all fingers of one hand on the table.

The bunnies went out onto the meadow and stood in a small circle. One bunnies, two bunnies, three bunnies, Four bunnies, five... (Count the bunnies.)

Let's knock our paws. (Tap all your fingers on the table together or discordantly.)

They knocked and knocked and got tired. We sat down to rest. (Fold your fingers into a fist.)

1. "Hello, finger"

Alternately touch your index, middle, ring and little fingers to your thumb.

Hello, dear finger, So we met you.

1. "Kitty"

Clench and unclench the fingers of both hands.

You, kitten, are not food! Better look for your mom.

1. "Squirrel"

Extend all fingers one by one, starting with the thumb. Perform the exercise with your right hand first, and then with your left.

A squirrel sits on a cart, she sells nuts to the little fox-sister, to the sparrow, to the titmouse, to the fat-fifted bear, to the mustachioed bunny.

1. "Funny Fingers"

Make a fist with your fingers. Unbend them one by one, starting with the largest one. Then rotate the brush left and right 5 times.

The thumb danced, the index finger jumped, the middle finger squatted, the ring finger kept spinning, and the little finger had fun.

1. "Fan"

Keep your palms in front of you, fingers pressed (“fan closed”). Spread wide, and then press your fingers together (“open and close the fan”). Wave your brushes towards and away from you (“fan yourself”) 6-8 times.

1. "Finger Boy"

Thumb-boy, where have you been?

I went to the forest with this brother,

I cooked cabbage soup with this brother,

I ate porridge with this brother,

I ate songs with this brother.

1. "We are sailing on a boat"

Who is there in the boat, pressing their palms to each other,

Who's singing the song there? opening them slightly and moving them away

-I'm floating on a boat, thumbs to the sides.

I sing a song to the bell.

1. "Gifts for Hedgehogs"

Here is a hedgehog curled up into a ball, Children join their palms, intertwining their fingers

Showed his prickly side. The position of the hands is the same, but the children straighten their fingers.

Appendix 3

Didactic games in the younger group

1. "Magic Clothespins"

Children take objects: cloud, sun, Christmas tree, hedgehog, etc. and match the color of the clothespins to the items.

1. "Guess what's in the bag"

Place seeds or tree fruits in an opaque bag. Having previously discussed and shown these seeds and fruit to the children. Children must determine by touch what kind of seed or fruit it is.

1. "Seven-flowered flower"

On the children’s table there is a flower with petals, on each petal there is a task: a petal with a zipper, a button, snaps, Velcro, lacing, hooks, the children must unfasten and fasten everything themselves.

1. Self-massage with a hexagonal pencil

I swing the pencil, I swing it,

I won’t drop the pencil (the child rolls the pencil suspended between his palms)

Right palm (rolls a pencil in the air, right palm on top),

Left palm,

I skate deftly and skillfully! (rolls a pencil suspended, left palm on top)

1. "Naughty kitten"

The teacher tells the child that the kitten really likes to play with a ball of thread and has unwound his grandmother’s ball. He offers to help his grandmother by winding a thick thread onto a spool. To complicate the task, later suggest winding the thread into a ball.

1. Self-massage with large curlers

The locomotive whistled

And he brought the trailers:

“Choo-chu-chu-chu-chu!

I'll take you far"

Children roll the curlers between their palms back and forth, holding their hands in front of them.

1. "Collect the beads"

Invite the children to make beads for their mother from plastic (wooden) beads or from small tubes made from felt-tip pens, stringing them on colored laces. To complicate the task and maintain interest in the game, children should be offered different color schemes of beads.

Stringing buttons, beads, pasta, dryers, etc. on a fishing line or thread is good for developing a baby's hand. Start with objects that have a wider hole - this will make it easier for the baby to master this task at first.

1. "Make a lump"

Give your child a piece of paper. His task: to crumple the leaf so as to form a dense lump.

1. "Collect the sticks"

Scatter the counting sticks in front of the child. The kid must collect them all one by one back into the box.

1. "Walk the path"

Draw a simple path on the sheet. Ask your child to trace it with his finger and a colored pencil.

1. "Surprise"

Wrap the badge in 4-5 candy wrappers. Ask your child to unwrap all the candy wrappers and fold them neatly.

1. "Treat"

Invite your child to make treats for toys from plasticine (sushi, bagels, gingerbreads, cookies, candies) and decorate them with cereals, beads, etc. Cut out plates from thick cardboard and ask your child to beautifully arrange the prepared treats on them.

1. "Bumps"

Invite your child to roll pine, spruce and cedar cones between his palms. First let him roll one cone, then two, three, etc.

1. "Circle the object"

You can trace anything that comes to hand: the bottom of a glass, an inverted saucer, your own palm, a spoon, etc.

1. "Magic Pattern"

Poke holes in thick cardboard with an awl or nail - they should be located in a certain order and represent a geometric figure, design or pattern. Let the child independently embroider a design with a bright thread.

1. “Put out the sun from sticks”

Children depict the sun using a circle and sticks.

1. "Colorful Ribbons"

Wind the ribbons onto the spools.