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USE OF INTERACTIVE TECHNOLOGIES WITHIN THE MODERN EDUCATIONAL PROCESS IN DOE

At the present time of the rapid development of information and communication technologies, there is a need to modernize the content and structure of all areas of preschool education. This is reflected in the new educational standards. It was the requirements of the Federal State Educational Standards, their introduction that became the impetus for the introduction of interactive learning and interactive technologies in the work of preschool institutions.

First, you need to understand what is "interactive learning"?

In pedagogy, there are several models of learning:

1) passive - the student acts as an "object" of learning (listens and looks)

2) active - the student acts as the "subject" of learning ( independent work, creative tasks)

3) interactive - inter (mutual), act (act). The concept of interactive learning is “a type of information exchange of students with the surrounding information environment”. The learning process is carried out in conditions of constant, active interaction of all students. The student and the teacher are equal subjects of learning.

The use of interactive technologies makes it possible to move from an explanatory-illustrated way of teaching to an activity-based one, in which the child takes Active participation in this activity.

Term "interactive technologies"can be considered in two senses: technologies built on interaction with a computer and through a computer and organized interaction directly between children and a teacher without using a computer.

Implementation computer technology in a new and entertaining form for preschoolers, helps to solve problems of speech, mathematics, environmental, aesthetic development and also helps to develop memory, imagination, Creative skills, spatial orientation skills, logical and abstract thinking. Usage interactive model learning excludes the dominance of any participant in the educational process or any idea.

The use of interactive technologies in educational DOW process assumes the presence of interactive equipment.These are computers, interactive whiteboards, multimedia equipment and much more.In addition to equipping the institution with this equipment, trained teaching staff capable of combining traditional methods training and modern interactive technologies.

The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources widely use them in your pedagogical activity.

Consider the second direction of interactive learning - this is an organized interaction directly between children and a teacher without using a computer. Such interactive learning technologies exist great amount. Each teacher can independently come up with new forms of work with children.

The introduction of interactive technologies in work with children is carried out gradually, taking into account age features preschoolers.

II junior group - work in pairs, round dance;

middle group - work in pairs, round dance, chain, carousel;

Senior group - work in pairs, round dance, chain, carousel, interviews, work in small groups (triples), aquarium;

preschool group- work in pairs, a round dance, a chain, a carousel, an interview, work in small groups (triples), an aquarium, a large circle, a tree of knowledge.

Let's describe each technology.

"Pair work"

Children learn to interact with each other, pairing up at will. Working in pairs, children improve their ability to negotiate, consistently, and work together. Interactive learning in pairs helps to develop the skills of cooperation in a situation of chamber communication.

"Round dance"

On the initial stage the adult is the leader, because children cannot complete the task on their own. The teacher, with the help of the subject, teaches children to perform the task in turn, thereby educating them in such qualities as the ability to listen to answers and not interrupt each other. Interactive technology "Round dance" contributes to the formation of initial skills of voluntary behavior in preschool children.

"Chain"

The interactive technology "Chain" helps the beginning of the formation of the ability to work in a team in preschool children. The basis of this technology is consistent solution each participant of one task. Availability common purpose, one overall result creates an atmosphere of empathy and mutual assistance, makes them communicate with each other, offer options for solving the task.

"Carousel"

This technology is being introduced to organize work in pairs. It is the dynamic couple that has great communicative potential, and this

stimulates communication between children. Interactive technology "Carousel" forms in the child such moral and volitional qualities as mutual assistance, cooperation skills.

"Interview"

At the stage of consolidating or generalizing knowledge, summing up the results of the work, the interactive technology "Interview" is used. Thanks to the use of this technology, children actively develop dialogic speech, which encourages them to interact "adult-child", "child-child".

"Work in small groups" (triples)

In the interactive learning mode, preference is given to groups of preschoolers from three people. The use of group work technology "in triplets" makes it possible for all children to work in class. The guys learn to evaluate their work, the work of a friend, to communicate, to help each other. The principle of cooperation in the learning process becomes the leading one.

"Aquarium"

"Aquarium" - a form of dialogue when the guys are invited to discuss the problem "in the face of the public." The Aquarium interactive technology consists in the fact that several children act out the situation in a circle, while the rest observe and analyze. What gives this reception to preschoolers? The opportunity to see your peers from the outside, to see how they communicate, how they react to someone else's thought, how they settle a brewing conflict, how they argue their thought.

"Great Circle"

Big circle technology is a technology that allows each child to speak up and develop communication skills, establish cause-and-effect relationships, draw conclusions from the information received and solve the problem.

"Knowledge Tree"

To successfully master a child communicative activity the “Knowledge Tree” technology is being introduced. It develops communication skills, the ability to negotiate, decide general tasks. Leaflets - pictures or diagrams are compiled by the teacher and hangs them on a tree in advance. Children agree, unite in small groups, complete the task, and one child talks about how they completed the task, and the children listen, analyze and evaluate.

Case technologies

Case technologies include: situational analysis method (method of analysis specific situations, situational tasks and exercise; case stages; case illustrations; photo cases); incident method; method of situational role-playing games; method of parsing business correspondence; game design; discussion method. The essence of case technologies is the analysis problem situation. Analysis how logical operation thinking, promotes speech development child, “since speech is a form of existence of thinking, there is unity between speech and thinking” (S.L. Rubinshtein). In the process of mastering case technologies, children: learn to receive necessary information in communication; the ability to correlate their aspirations with the interests of others; learn to prove their point of view, argue the answer, formulate a question, participate in the discussion; learn to defend their point of view; ability to accept help.

Case technologies form the skills of children's communicative influence: the formation of teamwork skills in children takes place; ability to communicate with adults and peers; develops the ability to adequately respond to emerging conflict situations; the relationship with the life and play of the child is ensured; learn to apply independently, without the help of an adult, the acquired knowledge in real life without difficulty.

In conclusion, we can say that interactive technologies allow us to successfully solve problems: they develop free communication with adults and children; develop all components oral speech children; contribute to the practical mastery of the pupils of the norms of speech.

The use of interactive technologies in direct educational activities relieves the nervous load of preschoolers, makes it possible to change their forms of activity, switch attention to the issues of the topic of classes.

Thus, interactive learning is undoubtedly interesting, creative, promising direction pedagogy. It helps to realize all the possibilities of preschool children, taking into account their psychological possibilities. The use of interactive technology makes it possible to enrich children's knowledge and ideas about the world around them, about relationships with peers and adults, encourages children to active engagement in the system of social relations.

Polurezova Tatyana Vasilievna
Job title: educational psychologist
Educational institution: MBDOU No. 75
Locality: Vladikavkaz
Material name: methodical development
Topic: interactive teaching methods in preschool educational institutions
Publication date: 09.11.2016
Chapter: preschool education

"Interactive technologies in preschool education"
The introduction of interactive pedagogical technologies into the educational process is aimed at forming the integrative qualities of preschoolers, mastering them constructive ways and means of interaction with other people in accordance with the tasks set by modern federal educational state standards. What is interactive learning technology? The definition itself is associated with the concept of "interactive".
concept

"interactive"
comes from the English "interact" ("inter" - "mutual", "act" - "act").
Interactive learning -
this is special shape organization of cognitive activity. It implies very specific and predictable goals. One of these goals is to create comfortable learning conditions in which the child feels his success, his intellectual viability, which makes the learning process itself productive. Interactivity means the ability to interact or be in a conversation mode, a dialogue with something (for example, a computer) or someone (a person). Interactive learning is a special form of organizing cognitive activity. The essence of interactive learning is that almost all children are involved in the learning process. Tasks in this type of training are non-standard. Non-standard task is a very broad concept. It includes whole line features that make it possible to distinguish tasks of this type from traditional (standard). The main distinguishing feature of non-standard tasks is their connection "with activity, which in psychology is called productive", creative. There are others
signs:
 independent search by students of ways and options for solving the set learning task(choosing one of the proposed options or finding your own option and justifying the decision);  unusual working conditions;  active reproduction of previously acquired knowledge in unfamiliar conditions. In pedagogy, several learning models are distinguished: 1. passive - the student acts as an "object" of learning (listens and looks); 2. active - the student acts as the "subject" of learning (independent work, creative tasks); 3. interactive - interaction.
The use of an interactive learning model involves the simulation of life situations, the use of role-playing games, and joint problem solving. The dominance of any participant in the educational process or any idea is excluded. Interactive technology is aimed at developing new qualities and skills in preschoolers:  intellectual activity every preschooler;  develop interpersonal relationships, children learn to overcome communication barriers in communication (stiffness, uncertainty), a situation of success is created;  conditions for self-education and self-development of each child's personality are formed. The introduction of interactive technologies in work with children is carried out gradually, taking into account the age characteristics of preschoolers. 
II junior group
– work in pairs, “reflexive circle”; 
middle group
- work in pairs, "reflexive circle", chain, carousel; 
senior group
- work in pairs, "reflexive circle", chain, carousel, interviews, work in small groups (triples), aquarium; 
school preparatory group
- work in pairs, "reflexive circle", chain, carousel, interview, work in small groups (triples), aquarium, large circle, tree of knowledge.
"Pair work"
Children learn to interact with each other, pairing up at will. Working in pairs, children improve their ability to negotiate, consistently, and work together. Interactive learning in pairs helps to develop the skills of cooperation in a situation of chamber communication. At the initial stage, the adult is the leader, because. children cannot complete the task on their own. An educator, a psychologist, with the help of an object, teaches children to perform a task in turn, thereby educating them in such qualities as the ability to listen to answers and not interrupt each other. For example: “This is an unusual stone, it is magical. Whoever has it in his hands answers the question (shows movement, emotion, performs the task) » Interactive technology
"Reflexive circle"
contributes to the formation of initial skills of voluntary behavior in preschool children.
"Chain"
The interactive technology "Chain" helps the beginning of the formation of the ability to work in a team in preschool children.
The basis of this technology is the consistent solution of one problem by each participant. The presence of a common goal, one common result creates an atmosphere of empathy and mutual assistance, makes you communicate with each other, offer options for solving the task.
"Interview"
At the stage of consolidating or generalizing knowledge, summing up the results of the work, the interactive technology "Interview" is used. Thanks to the use of this technology, children actively develop dialogic speech, which encourages them to interact "adult-child", "child-child".
"Work in small groups" (triples)
In the interactive learning mode, preference is given to groups of preschoolers of three people. The use of group work technology "in triplets" makes it possible for all children to work in class. The guys learn to evaluate their work, the work of a friend, to communicate, to help each other. The principle of cooperation in the learning process becomes the leading one.
"Aquarium"
"Aquarium" - a form of dialogue when the guys are invited to discuss the problem "in the face of the public." The Aquarium interactive technology consists in the fact that several children act out the situation in a circle, while the rest observe and analyze. What gives this reception to preschoolers? The opportunity to see your peers from the outside, to see how they communicate, how they react to someone else's thought, how they settle a brewing conflict, how they argue their own thought.
"Knowledge Tree"
For the successful mastering of communicative activity by a child, the technology "Knowledge Tree" is being introduced. It develops communication skills, the ability to negotiate, solve common problems. Leaflets - pictures or diagrams are compiled by the teacher and hangs them on a tree in advance. Children agree, unite in small groups, complete the task, and one child talks about how they completed the task, the children listen, analyze and evaluate
Case technologies
Case technologies include:  method of situational analysis (method of analysis of specific situations, situational tasks and exercises;  method of incident;  method of situational role-playing games;  training;  game design;  method of discussion.
The essence of case technologies is the analysis of a problem situation. Analysis, as a logical operation of thinking, contributes to the child's speech development, "since speech is a form of existence of thinking, there is unity between speech and thinking" (S.L. Rubinshtein). In the process of mastering case technologies, children:  learn to receive the necessary information in communication;  ability to correlate own aspirations with the interests of others;  learn to prove their point of view, argue the answer, formulate a question, participate in the discussion;  learn to defend their point of view;  Ability to accept help.
Case technologies form the skills of communicative influence

children:
 children develop teamwork skills;  ability to communicate with adults and peers;  develops the ability to respond adequately in emerging conflict situations;  the relationship with the life and play of the child is ensured;  learn to apply independently, without the help of an adult, the acquired knowledge in real life without difficulty.  The use of interactive technologies in direct educational activities relieves the nervous load of preschoolers, makes it possible to change their forms of activity, switch attention to the topics of the lesson. Thus, interactive learning is undoubtedly an interesting, creative, promising area of pedagogy. It helps to realize all the possibilities of preschool children, taking into account their psychological capabilities. The use of interactive technology makes it possible to enrich children's knowledge and ideas about the world around them, about relationships with peers and adults, encourages children to actively interact in the system of social relations
Need to remember
:
The educational process is organized taking into account the involvement in the process

knowledge of all children of the group without exception.

Everyone makes their own special individual contribution, in the course of work

there is an exchange of knowledge, ideas, methods of activity.

Individual, pair, group work is organized;

project work, role-playing games; work with a fairy tale; training.

Interactive methods are based on the principles of interaction,

activity of trainees, reliance on group experience, mandatory

feedback.

An environment is being created educational communication, which is characterized

openness, interaction of participants, equality of their

arguments, the accumulation of joint knowledge, the possibility of mutual

evaluation and control.

Inna Kovalenko

“We live in an era when the distance from the craziest fantasies to absolutely real reality is shrinking with incredible speed,” M. Gorky once wrote. And now, in the age of continuous computerization, in the age when technique stepped far forward, the words of M. Gorky: “You can’t go anywhere in the carriage of the past…”

Every year modern interactive technologies are becoming more and more dense in our lives, so the use of a computer has become quite common, and the current generation of children from birth falls into a very saturated information environment. The first toys of modern children are TV remotes, DVD players, CDs and DVDs, Cell phones, and only then dolls, cars and didactic games. At present, in most Russian families there is a home computer, or maybe more than one, and children from birth watch their parents spend several hours a day on it. In addition, children see that on the monitor you can observe that they are the most at this age. attracts: pictures with children and animals, cartoons, video clips, etc. As practice shows, forbid children to approach technology is useless, always attracts exactly what is prohibited. Interactive The methodology is based on learning by doing and through actions: a person better remembers and assimilates what he does with his own hands. The main condition for the development of the child's personality in preschool age is communication. Therefore, the task of the teacher is to organize this activity creating an atmosphere of cooperation within it, mutual trust– children with each other, children and adults. To solve this problem, the teacher can use interactive technologies.

Usage interactive technologies and teaching methods in modern kindergarten characterizes professional competence preschool teacher,

Interactive- means the ability to interact or is in the mode of conversation, dialogue with something (e.g. computer) or anyone (human). Consequently, interactive learning is, primarily, dialogue training built on the interaction of children with the learning environment, educational environment, which serves as an area of mastered experience, during which the interaction between the teacher and the pupil is carried out.

educational process based on interactive learning, is organized in such a way that almost all children are involved in the process of cognition, they have the opportunity to understand and reflect on what they know and think. In the process of development educational material, preschoolers carry out joint activities, which means that everyone contributes to the work, there is an exchange of experience, knowledge and skills. Moreover, this happens in a friendly atmosphere and with mutual support from each other.

One of the goals interactive learning is to create comfortable conditions learning, such in which the student feels his success, his intellectual viability which makes the whole learning process productive and efficient. Interactive activity involves dialogue communication, as it entails mutual assistance, mutual understanding and attracts to solve problems in joint ways.

Organization interactive training can take place in different forms. For example, individual shape, suggests independent solution task assigned by each child; paired form, used to solve tasks in pairs; in a group approach, children are divided into subgroups; if the task is performed by all participants at the same time, given form called collective or frontal; and most complex shape interactive learning is planetary. With a planetary form, a group of participants receives general task eg develop a project; is divided into subgroups, each of which develops its own project, then voices its version of the project; then choose best ideas, which make up common project. The main goal of the teacher is to apply one or another computer program taking into account the specific conditions of the upbringing and educational process, use its content for the development of memory, thinking, imagination, speech in each individual child. It is from pedagogical excellence depends on how unobtrusively and imperceptibly you can revive the educational process, expand and consolidate the experience gained by children. The use of computer technology and information technologies It also allows you to increase the motivation of children for classes, teach them cooperation and new forms of communication with each other and teachers, form a conscious assessment by the child of his achievements, maintain a positive emotional condition child in the process of classes, to increase the effectiveness of corrective work.

Benefits of using interactive technologies in educational process DOW are undeniable and are confirmed by their own practical experience:

presentation of information on a computer screen or on a projection screen in game form causes a huge interest;

carries a figurative type of information understandable to preschoolers;

movements, sound, animation attract the attention of the child for a long time;

stimulates cognitive activity children;

provides an opportunity for individualization of training;

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

allows you to model life situations that cannot be seen in everyday life.

It can be concluded that in the implementation of educational tasks and content educational areas today it is simply necessary to implement interactive technologies when organizing participants in the educational process.

Zulfiya Khabibullina
The use of interactive teaching methods and techniques in a preschool institution

The use of interactive methods and techniques in preschool

The first indisputable right of the child is

express your thoughts.

J. Korczak

At a certain stage of my pedagogical activity, I realized that not only school, but also preschool the most up-to-date technique, pursuing the main goal: the development of the child as a person.

Interactive teaching methodology- this is an innovation that I have been using for several years.

Word « interactive» came from English word "interact". Inter-"mutual", act- act. interactivity means the ability to interact or be in the mode of conversation, dialogue with something (for example, with a computer) or anyone (human). Consequently, interactive learning is learning built on the interaction student with a learning environment, a learning environment that serves as an area of learning experience.

essence interactive learning is, what studying proccess organized in such a way that almost all students are involved in the process of cognition, have the opportunity to understand and reflect on what they know and think. Team work students in the process of learning, the development of educational material means that everyone makes their own special individual contribution, there is an exchange of knowledge, ideas, methods of activity. Moreover, this happens in an atmosphere of benevolence and mutual support, which allows not only to receive new knowledge, but also develops self-knowledge. cognitive activity, translates it to more high forms cooperation and cooperation.

Having passed education, participating in seminars, conferences, later working in educational programs, I reassessed my capabilities, the ability to build not only lessons, but also GCD with using interactive methods.

Such education gives unexpected positive results:

Ability to express your opinion and defend it;

Activity and desire to participate in the work;

Looseness during the answer, self-confidence.

Efficiency and expediency interactive methodology I see in my practice.

Methods which I use with children.

GCD in groups I start by getting to know the children.

Acquaintance

Goals: Create an atmosphere of trust and mutual support in the group; to form the skills of self-presentation, overcoming uncertainty and fear of public speaking.

Usually, when conducting an introduction, I ask the children to tell the story of their name. (for older children and preparatory groups) : "Who and why were you called that?" Or "Tell me everything you know about your name".

After all the children have introduced themselves, I ask children:

Why is it important to know the history of your name?

For example: Topic: Seasons

Acquaintance: My name is... My favorite time year - spring, etc.

"Brainstorm"- goal: "brainstorming" or « brainstorming» in order to collect as much as possible from all children for a limited period, time, by means of disinhibition more ideas regarding the given topic.

For example: Guys, how is the weather today?

"Role-playing game": role play imitates reality by assigning roles to children and allowing them to act "like for real". Target role play- determine the attitude of children to a particular fairy tale, scene, etc., gain experience by games A: She tries to help teach through experience and feelings. Sometimes children may act out their own situations they have been in. It is also much easier to assimilate and consolidate the material during the game.

"Clusters"

Cluster translated from of English language (cluster) means bunch, brush. The cluster is method which helps to think freely and openly about a topic. This is a non-linear form of thinking. Clustering is very simple.

1. Write a keyword or sentence in the center of the sheet.

2. Start writing down words and sentences that come to mind in connection with this topic.

3. As ideas come up, start making connections.

4. Write down as many ideas as you can think of in the allotted time.

Clustering is a flexible structure, it can be carried out both in a group and individually, depending on the purpose of the lesson.

For example:

Sledge Holiday

Santa Claus WINTER Snowman

Christmas tree gifts New Year

In DOW I offer use like this. A picture is posted on the board keyword and ask the children to name words related to given word. This the method can be used both in a group, also individually with each child, who is offered several pictures and find the connection between them.

"Sinkwine"

Sinkwine, translated from French- 5 lines. Sincwine - white (non-rhyming) verse to help synthesize information.

1 line: Theme in one word (usually a noun)

2 line: Description of the topic in a nutshell (two adjectives)

3 line: Description of the action within this topic (three verbs or gerunds)

4 line: Attitude to the topic, feelings, emotions (four-word phrase)

line 5: Repetition of the essence of the topic in one word (synonym for topic)

For example: MOTHER

Kind, beloved

Caring, loving, nourishing

I love my mom!

At DOW you can use in this way.

1 line: An object or phenomenon in one word.

2 line: Describe what this item is.

3 line: This item's actions.

4 line: Do you like given subject And How?

line 5 Q: What is another name for this item?

I realized that children need to be brought up and taught with kindness, exactingness, respect, personal example, teach them to build good relationships with others. To be understood by children, you need to understand each child individually.

I believe that the success of the educator is every well-spent day. The main thing is to feel the child, to see, to hear, to help when necessary, not to interfere when he himself works. It depends on the educator what the students will be like. No need to force interest, to be patient and attentive, friendly and sincere, not to reproach, not to criticize, but to approve and believe in the child's abilities.

success in education and learning can only be achieved if children are interesting to study. We, educators, must always remember this and be able to constantly search for new ways of educating and learning and their implementation in their practice, collecting bit by bit and using everything which turns activity into a joyful act of cognition.

References:

1. New school : Space of Possibility

Materials of the Central Asian Scientific and Practical Conference

Bishkek 2006 pp 9, 246, 325

2. Guidelines for the development of critical thinking

(Toolkit) Tashkent - 2002

Moscow, Mosaic - Synthesis 2005.

4. Authorized Education

(Manual for trainers) informational Resource Center Positive Enlightenment. Tashkent - 2003

Portal for the student. Self-training

Experience working with interactive technology with preschoolers. Workshop "Playing, we learn the world!" use of interactive technologies in work with teachers

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Portal for the student. Self-training

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