The task of preschool teachers is to choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the goal of personality development. Modern pedagogical technologies in preschool education are aimed at the implementation of state standards of preschool education.

Technology is a set of techniques used in any business, skill, art (explanatory dictionary). Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is the organizational and methodological tools of the pedagogical process. (B.T. Likhachev)

Modern educational technologies health-saving technologies; technologies of project activity; research technology; information and communication technologies; personality-oriented technologies; portfolio technology of a preschooler and educator; gaming technology; TRIZ technology, etc.

Classification of health-saving technologies that ensure the preservation and enhancement of children's health under the guidance of medical personnel in accordance with medical requirements and standards, using medical means of organizing health monitoring of preschoolers, monitoring children's nutrition, preventive measures, and a health-saving environment in preschool educational institutions. Medical and preventive technologies aimed at the physical development and strengthening of the health of the child for the development of physical qualities, hardening, breathing exercises, etc.

Ensuring the mental and social health of the child and aimed at ensuring emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family; technologies of psychological and pedagogical support for the development of the child in the pedagogical process of the preschool educational institution. Ensuring the socio-psychological well-being of the child aimed at developing a culture of health of teachers, including a culture of professional health, at developing the need for a healthy lifestyle; preservation and stimulation of health (technology for the use of outdoor and sports games, gymnastics (for the eyes, breathing, etc.), rhythmoplasty, dynamic pauses, relaxation. Health savings and health enrichment of teachers

Raising a culture of health for preschoolers, personality-oriented education and training. Educational technologies for the use of physical education, communicative games, a system of classes from the series "Football Lessons", problem-playing (game training, game therapy), self-massage); correctional (art therapy, technology of musical influence, fairy tale therapy, psycho-gymnastics, etc.) Teaching a healthy lifestyle, which is understood as a system set and the order of functioning of all personal instrumental and methodological means used to achieve pedagogical goals. Pedagogical technology of an active sensory-developing environment

Classification of educational projects: children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment); Game aimed at studying problems related to the environment and social life; Excursion

During the development of which children learn to convey their impressions and feelings in oral, written, vocal (song), artistic (picture), musical (playing the piano) forms. Narrative, aimed at creating a specific useful product: making a birdhouse, arranging flower beds. constructive

Project types are research, information, creative, game, adventure, practice-oriented. According to the dominant method, they include the child and his family, the child and nature, the child and the man-made world, the child, society and its cultural values. By the nature of the content, the customer, expert, performer, participant from the inception of an idea to the receipt of a result. By the nature of the child's participation in the project

It is carried out within one age group, in contact with another age group, within the preschool educational institution, in contact with the family, cultural institutions, public organizations (open project). By the nature of contacts, individual, pair, group, frontal. By the number of participants, short-term, medium-term, long-term. By duration

Technology of research activity The purpose of research activity in kindergarten is to form the basic key competencies in preschoolers, the ability for an exploratory type of thinking. It should be noted that the use of design technologies cannot exist without the use of TRIZ technology (technology for solving inventive problems). Therefore, when organizing work on a creative project, students are offered a problematic task that can be solved by researching something or conducting experiments.

Methods and techniques for organizing experimental research activities: heuristic conversations; posing and solving problems of a problem nature; observations; modeling (creating models about changes in inanimate nature); experiences; fixing the results: observations, experiments, experiments, labor activity; "immersion" in the colors, sounds, smells and images of nature; imitating the voices and sounds of nature; use of the artistic word; didactic games, game training and creatively developing situations; work assignments, actions.

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

The informatization of society sets the task for preschool teachers: to keep up with the times, to become a guide for the child in the world of new technologies, a mentor in choosing computer programs, to form the foundations of the information culture of his personality, to improve the professional level of teachers and the competence of parents. The solution of these problems is not possible without updating and revising all areas of the kindergarten in the context of informatization.

The advantages of the computer Presenting information on the computer screen in a playful way is of great interest to children; carries a figurative type of information understandable to preschoolers; movements, sound, animation attracts the attention of the child for a long time; has a stimulus for the cognitive activity of 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 simulate life situations that cannot be seen in everyday life.

ICT in the work of a modern teacher 1. Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentation). 2. Selection of additional educational material for classes, familiarity with the scenarios of holidays and other events. 3. Exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad. 4. Registration of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future. 5. Creation of presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent meetings.

Personality-oriented technology Personality-oriented technologies put the personality of the child at the center of the entire system of preschool education, ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions for its development, and the realization of existing natural potentials. Student-centered technology is implemented in a developing environment that meets the requirements of the content of new educational programs.

There are attempts to create conditions for personality-oriented interactions with children in the developing space, allowing the child to show his own activity, to realize himself most fully. However, the current situation in preschool institutions does not always allow us to say that teachers have fully begun to implement the ideas of personality-oriented technologies, namely, providing children with opportunities for self-realization in the game, the mode of life is overloaded with various activities, there is little time left for the game.

Directions of personality-oriented technologies Humane-personal technologies, distinguished by their humanistic essence, psychological and therapeutic focus on helping a child with poor health, during the period of adaptation to the conditions of a preschool institution. The technology of cooperation implements the principle of democratization of preschool education, equality in relations between the teacher and the child, partnership in the system of relationships "Adult - Child".

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

Technological approach, i.e. new pedagogical technologies guarantee the achievements of the preschooler. Personally-oriented technologies oppose the authoritarian, impersonal and soulless approach to the child in traditional technology - an atmosphere of love, care, cooperation, create conditions for the creativity of the individual.

Portfolio technology of a preschooler A portfolio is a piggy bank of a child's personal achievements in various activities, his successes, positive emotions, the opportunity to relive the pleasant moments of his life once again, this is a kind of development route for the child. Thus, a portfolio (a folder of the child's personal achievements) allows for an individual approach to each child and is given upon graduation from kindergarten as a gift to the child himself and his family.

Game technology It is built as a holistic education, covering a certain part of the educational process and united by a common content, plot, character. It includes sequentially: games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them; groups of games for the generalization of objects according to certain characteristics; groups of games, during which preschoolers develop the ability to distinguish real phenomena from unreal ones; groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.

Technology "TRIZ" (the theory of inventive problem solving) The purpose of using this technology in kindergarten is: on the one hand, to develop such qualities of thinking as flexibility, mobility, consistency, dialectic; on the other hand, search activity, striving for novelty; speech and creativity. The main task of using TRIZ technology at preschool age is to instill in the child the joy of creative discoveries.

The main criterion in working with children is intelligibility and simplicity in the presentation of material and in the formulation of a seemingly complex situation. It is not necessary to force the introduction of TRIZ without children understanding the main provisions using the simplest examples. Fairy tales, game, everyday situations - this is the environment through which the child learns to apply Triz solutions to the problems that confront him. As contradictions are found, he himself will strive for the ideal result, using numerous resources. Only TRIZ elements (tools) can be used in the work if the teacher has not mastered the TRIZ technology sufficiently.

Currently, pedagogical teams of preschool educational institutions are intensively introducing innovative technologies into their work. Therefore, the main task of preschool teachers is to choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the goal of personality development.
Modern pedagogical technologies in preschool education are aimed at the implementation of the GEF of preschool education.
A fundamentally important aspect in pedagogical technology is the position of the child in the upbringing and educational process, the attitude of adults towards the child. An adult, in communicating with children, adheres to the position: “Not next to him, not above him, but together!”. Its purpose is to contribute to the development of the child as a person.
What does the term "technology" itself mean?
Technology is a set of techniques used in any business, skill, art (explanatory dictionary).
Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process (B.T. Likhachev).
Today there are more than a hundred educational technologies.
Basic requirements (criteria) of pedagogical technology:
Conceptuality
Consistency
Controllability
Efficiency
Reproducibility
Conceptuality is a reliance on a certain scientific concept, including a philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.
Consistency - the technology must have all the features of a system:
- process logic,
- interconnection of its parts,
- integrity.
Controllability is the possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct results.
Efficiency - modern pedagogical technologies that exist in specific conditions should be effective in terms of results and optimal in terms of costs, guaranteeing the achievement of a certain standard of learning.
Reproducibility - the possibility of using (repeating, reproducing) educational technology in educational institutions, i.e. technology as a pedagogical tool must be guaranteed to be effective in the hands of any teacher using it, regardless of his experience, length of service, age and personal characteristics.
Structure of educational technology
The structure of educational technology consists of three parts:
The conceptual part is the scientific basis of the technology, i.e. psychological and pedagogical ideas that are laid in its foundation.
The content part is the general, specific goals and content of the educational material.
The procedural part is a set of forms and methods of educational activity of children, methods and forms of work of the teacher, the activity of the teacher in managing the process of mastering the material, diagnostics of the learning process.
Thus, it is obvious: if a certain system claims to be a technology, it must meet all the requirements listed above.
The interaction of all subjects of the open educational space (children, employees, parents) of the preschool educational institution is carried out on the basis of modern educational technologies.
Modern educational technologies include:
- health-saving technologies;
- technologies of project activity
- research technology
- information and communication technologies;
- personality-oriented technologies;
-technology portfolio of a preschooler and educator
- game technology
- TRIZ technology, etc.
-Health-saving technologies

1. Health-saving technologies.
The purpose of health-saving technologies is to provide the child with the opportunity to maintain health, to develop in him the necessary knowledge, skills, and habits for a healthy lifestyle.
Health-saving pedagogical technologies include all aspects of the impact of a teacher on a child's health at different levels - informational, psychological, bioenergetic.
In modern conditions, human development is impossible without building a system for the formation of his health. The choice of health-saving pedagogical technologies depends on:
- from the type of preschool institution,
- from the duration of stay in it of children,
- from the program, according to which teachers work,
- specific conditions of the preschool educational institution,
-professional competence of the teacher,
-indicators of children's health.
Allocate (in relation to preschool educational institutions) the following classification of health-saving technologies:
medical and preventive (ensuring the preservation and enhancement of children's health under the guidance of medical personnel in accordance with medical requirements and standards, using medical means - technologies for organizing the monitoring of the health of preschoolers, monitoring children's nutrition, preventive measures, a health-saving environment in preschool educational institutions);
physical culture and health-improving (aimed at the physical development and strengthening of the child's health - technologies for the development of physical qualities, hardening, breathing exercises, etc.);
ensuring the socio-psychological well-being of the child (ensuring the mental and social health of the child and aimed at ensuring the emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family; technologies for psychological and pedagogical support of the development of the child in the pedagogical process of the preschool educational institution);
health preservation and health enrichment of teachers (aimed at developing a culture of health for teachers, including a culture of professional health, at developing the need for a healthy lifestyle; maintaining and stimulating health (technology for using outdoor and sports games, gymnastics (for the eyes, breathing, etc.), rhythmoplasty, dynamic pauses, relaxation);
educational (education of a culture of health for preschoolers, personality-oriented education and training);
teaching a healthy lifestyle (technologies for the use of physical education, communicative games, a system of classes from the series "Football Lessons", problem-playing (game trainings, game therapy), self-massage); correctional (art therapy, technology of musical influence, fairy tale therapy, psycho-gymnastics, etc.)
Among the health-saving pedagogical technologies, one should also include the pedagogical technology of an active sensory-developing environment, which is understood as a system set and the order of functioning of all personal instrumental and methodological means used to achieve pedagogical goals.

2. Technologies of project activity
Purpose: Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.
Teachers who actively use project technology in the upbringing and education of preschoolers unanimously note that the life activity organized according to it in kindergarten allows you to get to know the pupils better, to penetrate the inner world of the child.
Classification of educational projects:
"game" - children's activities, participation in group activities (games, folk dances, dramatization, various kinds of entertainment);
"excursion" aimed at studying problems related to the surrounding nature and social life;
"narrative", during the development of which children learn to convey their impressions and feelings in oral, written, vocal art (picture), musical (piano playing) forms;
"constructive", aimed at creating a specific useful product: knocking together a birdhouse, arranging flower beds.
Project types:
by dominant method:
research,
information,
creative,
gaming,
adventure,
practice-oriented.
according to the nature of the content:
include the child and his family,
child and nature
child and man-made world,
child, society and its cultural values.
by the nature of the child's participation in the project:
customer,
expert,
executor,
participant from the inception of an idea to the achievement of a result.
according to the nature of contacts:
carried out within the same age group,
in contact with another age group,
inside the dow
in contact with family
cultural institutions,
public organizations (open project).
by number of participants:
individual,
double,
group,
frontal.
by duration:
short,
average duration,
long term.

3. Research technology
The purpose of research activities in kindergarten is to form in preschoolers the main key competencies, the ability for a research type of thinking.
It should be noted that the use of design technologies cannot exist without the use of TRIZ technology (technology for solving inventive problems). Therefore, when organizing work on a creative project, students are offered a problematic task that can be solved by researching something or conducting experiments.
Methods and techniques for organizing experimental research
activities:
- heuristic conversations;
- posing and solving problems of a problem nature;
- observations;
- modeling (creation of models about changes in inanimate nature);
- experiences;
- fixing the results: observations, experiments, experiments, labor activity;
- "immersion" in the colors, sounds, smells and images of nature;
- imitation of the voices and sounds of nature;
- use of the artistic word;
- didactic games, educational games and creatively developing
situations;
- labor assignments, actions.
The content of cognitive research activities
Experiments (experimentation)
State and transformation of matter.
The movement of air, water.
Soil and mineral properties.
plant life conditions.
Collecting (classification work)
Types of plants.
Types of animals.
Types of building structures.
Types of transport.
Types of professions.
Map travel
Sides of the world.
Terrain reliefs.
Natural landscapes and their inhabitants.
Parts of the world, their natural and cultural "marks" - symbols.
Journey along the "river of time"
The past and present of mankind (historical time) in the "marks" of material civilization (for example, Egypt - the pyramids).
History of housing and improvement.

4. Information and communication technologies
The world in which the modern child develops is fundamentally different from the world in which his parents grew up. This makes qualitatively new requirements for preschool education as the first link in lifelong education: education using modern information technologies (computer, interactive whiteboard, tablet, etc.).
Informatization of society poses the following tasks for preschool teachers:
to keep up with the times,
become a guide for the child to the world of new technologies,
a mentor in the selection of computer programs,
to form the foundations of the information culture of his personality,
improve the professional level of teachers and the competence of parents.
The solution of these problems is not possible without updating and revising all areas of the kindergarten in the context of informatization.
Requirements for computer programs DOE:
Exploratory nature
Ease for self-study of children
Developing a Wide Range of Skills and Perceptions
Age Compliance
Amusement.
Program classification:
Development of imagination, thinking, memory
Speaking dictionaries of foreign languages
The simplest graphic editors
Travel Games
Learning to read, math
Using multimedia presentations
Computer advantages:
presenting information on a computer screen in a playful way is of great interest to children;
carries a figurative type of information understandable to preschoolers;
movements, sound, animation attracts the attention of the child for a long time;
has a stimulus for the cognitive activity of 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 simulate life situations that cannot be seen in everyday life.
Errors when using information and communication technologies:
Insufficient methodological preparedness of the teacher
Incorrect definition of the didactic role and place of ICT in the classroom
Unscheduled, accidental use of ICT
Demonstration overload.
ICT in the work of a modern teacher:
1. Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentation).
2. Selection of additional educational material for classes, familiarity with the scenarios of holidays and other events.
3. Exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad.
4. Registration of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.
5. Creation of presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent meetings.

5. Person-centered technology
Student-centered technologies put the personality of the child at the center of the entire system of preschool education, ensuring comfortable conditions in the family and preschool institution, conflict-free and safe conditions for its development, and the realization of existing natural potentials.
Student-centered technology is implemented in a developing environment that meets the requirements of the content of new educational programs.
There are attempts to create conditions for personality-oriented interactions with children in the developing space, allowing the child to show his own activity, to realize himself most fully.
However, the current situation in preschool institutions does not always allow us to say that teachers have fully begun to implement the ideas of personality-oriented technologies, namely, providing children with opportunities for self-realization in the game, the mode of life is overloaded with various activities, there is little time left for the game.
Within the framework of personality-oriented technologies, independent areas are:
humane-personal technologies, distinguished by their humanistic essence, psychological and therapeutic focus on helping a child with poor health, during the period of adaptation to the conditions of a preschool institution.
It is good to implement this technology in new preschool institutions where there are rooms for psychological unloading - this is upholstered furniture, a lot of plants that decorate the room, toys that promote individual games, and equipment for individual lessons. Musical and sports halls, aftercare rooms (after an illness), a room for the ecological development of a preschooler and productive activities, where children can choose an activity of interest. All this contributes to comprehensive respect and love for the child, faith in creative forces, there is no coercion. As a rule, in such preschool institutions, children are calm, compliant, not in conflict.
The technology of cooperation implements the principle of democratization of preschool education, equality in relations between the teacher and the child, partnership in the system of relationships "Adult - Child". The teacher and children create conditions for a developing environment, make manuals, toys, gifts for the holidays. Together they determine a variety of creative activities (games, work, concerts, holidays, entertainment).
Pedagogical technologies based on the humanization and democratization of pedagogical relations with a procedural orientation, the priority of personal relations, an individual approach, democratic management and a bright humanistic orientation of the content. The new educational programs "Rainbow", "From Childhood to Adolescence", "Childhood", "From Birth to School" have this approach.
The essence of the technological upbringing and educational process is constructed on the basis of the given initial settings: social order (parents, society) educational guidelines, goals and content of education. These initial guidelines should concretize modern approaches to assessing the achievements of preschoolers, as well as create conditions for individual and differentiated tasks.
Identification of the pace of development allows the educator to support each child at his level of development.
Thus, the specificity of the technological approach is that the educational process must guarantee the achievement of the goals. In accordance with this, in the technological approach to learning, the following are distinguished:
setting goals and their maximum refinement (education and training with a focus on achieving results;
preparation of teaching aids (demonstration and handout) in accordance with the educational goals and objectives;
assessment of the current development of a preschooler, correction of deviations aimed at achieving goals;
the final assessment of the result is the level of development of the preschooler.
Personally-oriented technologies oppose the authoritarian, impersonal and soulless approach to the child in traditional technology - an atmosphere of love, care, cooperation, create conditions for the creativity of the individual.

6.Technology portfolio of a preschooler
A portfolio is a piggy bank of a child's personal achievements in various activities, his successes, positive emotions, an opportunity to relive the pleasant moments of his life once again, this is a kind of development route for a child.
There are a number of portfolio features:
diagnostic (fixes changes and growth over a certain period of time),
meaningful (discloses the whole range of work performed),
rating (shows the range of skills and abilities of the child), etc.
The process of creating a portfolio is a kind of pedagogical technology. There are a lot of portfolio options. The content of the sections is filled in gradually, in accordance with the capabilities and achievements of the preschooler. I. Rudenko
Section 1 Let's get to know each other. The section contains a photograph of the child, his last name and first name, group number; you can enter the heading "I love ..." ("I like ...", "I love it when ..."), in which the child's answers will be recorded.
Section 2 "I'm growing!". Anthropometric data is entered into the section (in artistic and graphic design): “Here I am!”, “How I grow up”, “I grew up”, “I am big”.
Section 3 "Portrait of my child." The section contains essays of parents about their baby.
Section 4 "I dream ...". The section records the statements of the child himself on the proposal to continue the phrases: “I dream of ...”, “I would like to be ...”, “I am waiting for ...”, “I see myself ...”, “ I want to see myself...”, “My favorite things...”; answers to the questions: “Who and what will I be when I grow up?”, “What do I like to think about?”.
Section 5 "Here's what I can do." The section contains samples of the child's creativity (drawings, stories, homemade books).
Section 6 "My achievements". The section records certificates, diplomas (from various organizations: kindergarten, media holding competitions).
Section 7 "Advise me ...". The section provides recommendations to parents by the educator and all specialists working with the child.
Section 8 "Ask, parents!". In the section, parents formulate their questions to the specialists of the preschool educational institution.
L. Orlova offers such a portfolio option, the content of which will be of interest to parents in the first place, the portfolio can be filled out both in kindergarten and at home and can be presented as a mini-presentation at the child's birthday. The author proposes the following portfolio structure. The title page, which contains information about the child (last name, first name, patronymic, date of birth), the start date and end date of maintaining the portfolio, the image of the child’s hand at the time the portfolio was started and the image of the hand at the end of the portfolio.
Section 1 “Get to know me” contains inserts “Admire me”, where portraits of a child taken in different years on his birthdays are pasted in succession, and “About me”, which contains information about the time and place of the child’s birth, about the meaning of the child’s name , about the date of the celebration of his name day, a short story of the parents, why this name was chosen, where the surname came from, information about famous namesakes and famous namesakes, personal information of the child (zodiac sign, horoscopes, talismans, etc.).
Section 2 "I'm Growing" includes inserts "Growth Dynamics", which provides information about the growth of the child from the first year of life, and "My achievements in the year", which indicates how many centimeters the child has grown, what he has learned over the past year, for example, to count to five, somersault, etc.
Section 3 "My family". The content of this section includes short stories about family members (in addition to personal data, you can mention the profession, character traits, favorite activities, especially spending time with family members).
Section 4 “I will help in any way I can” contains photographs of the child, in which he is depicted doing homework.
Section 5 "The world around us". This section includes small creative works of the child on excursions, educational walks.
Section 6 "Inspiration of winter (spring, summer, autumn)". The section contains children's works (drawings, fairy tales, poems, photographs from matinees, records of poems that the child told at the matinee, etc.)
V. Dmitrieva, E. Egorova also offer a specific portfolio structure:
Section 1 "Information of parents", which has a heading "Let's get to know each other", which includes information about the child, his achievements, which were noted by the parents themselves.
Section 2 "Information of teachers" contains information about the observations of teachers of the child during his stay in kindergarten in four key areas: social contacts, communicative activity, independent use of various sources of information and activity as such.
Section 3 "The child's information about himself" contains information received from the child himself (drawings, games that the child himself invented, stories about himself, about friends, awards, diplomas, diplomas).
L. I. Adamenko offers the following portfolio structure:
block "What a good child", which contains information about the personal qualities of the child and includes: an essay by the parents about the child; reflections of educators about the child; the child's answers to questions during the informal conversation "Tell me about yourself"; answers of friends, other children to the request to tell about the child; self-esteem of the child (the results of the "Ladder" test); psychological and pedagogical characteristics of the child; "basket of wishes", which includes gratitude to the child - for kindness, generosity, a good deed; letters of thanks to parents - for raising a child;
the block "What a skillful child" contains information about what the child can do, what he knows, and includes: parents' answers to questionnaires; reviews of educators about the child; children's stories about a child; stories of teachers to whom the child goes to circles and sections; assessment of the child's participation in actions; the psychologist's characterization of the child's cognitive interests; diplomas in nominations - for curiosity, skills, initiative, independence;
the block "What a successful child" contains information about the child's creative abilities and includes: parents' feedback about the child; the child's story about his successes; creative works (drawings, poems, projects); diplomas; illustrations of success, etc.
Thus, a portfolio (a folder of the child's personal achievements) allows for an individual approach to each child and is given upon graduation from kindergarten as a gift to the child himself and his family.

7. Technology "Portfolio of the teacher"
Modern education needs a new type of teacher:
creative thinking,
owning modern technologies of education,
methods of psychological and pedagogical diagnostics,
ways of independent construction of the pedagogical process in the conditions of specific practical activities,
the ability to predict your end result.
Every teacher should have a record of success, which reflects all the joyful, interesting and worthy things that happen in the life of a teacher. A teacher's portfolio can become such a dossier.
The portfolio allows taking into account the results achieved by the teacher in various types of activities (educational, educational, creative, social, communicative), and is an alternative form of assessing the professionalism and performance of the teacher.
To create a comprehensive portfolio, it is advisable to enter the following sections:

Section 1 "General information about the teacher"
This section allows you to judge the process of individual personal development of the teacher (last name, first name, patronymic, year of birth);
education (what and when he graduated, the specialty received and diploma qualification);
work and teaching experience, work experience in this educational institution;
advanced training (name of the structure where the courses were taken, year, month, subject matter of the courses);
copies of documents confirming the availability of academic and honorary titles and degrees;
the most significant government awards, diplomas, letters of thanks;
diplomas of various competitions;
other documents at the discretion of the teacher.
Section 2 "The results of pedagogical activity."
The content of this section forms an idea of ​​the dynamics of the results of the teacher's activities for a certain period. The section may include:
materials with the results of mastering the program being implemented by children;
materials characterizing the level of development of ideas and skills of children, the level of development of personal qualities;
a comparative analysis of the teacher's activities for three years based on the results of pedagogical diagnostics, the results of the participation of pupils in various competitions and olympiads;
analysis of the learning outcomes of pupils in the first grade, etc.
Section 3 "Scientific and methodological activities"
The content of this section contains materials that testify to the professionalism of the teacher. It can be:
materials that describe the technologies used by the teacher in activities with children, justify their choice;
materials characterizing the work in a methodological association, a creative group;
materials confirming participation in professional and creative pedagogical competitions;
in weeks of teaching;
in holding seminars, round tables, master classes;
author's programs, methodological developments;
creative reports, abstracts, reports, articles and other documents.
Section 4 "Subject-developing environment"
Contains information about the organization of the subject-developing environment in groups and classrooms:
plans for organizing a subject-developing environment;
sketches, photographs, etc.
Section 5 "Working with parents"
Contains information about working with the parents of pupils (work plans; event scenarios, etc.).
Thus, the portfolio will allow the teacher himself to analyze and present significant professional results, achievements, and will ensure monitoring of his professional growth.

8. Gaming technology
It is built as a holistic education, covering a certain part of the educational process and united by a common content, plot, character. It includes in sequence:
games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them;
groups of games for the generalization of objects according to certain characteristics;
groups of games, during which preschoolers develop the ability to distinguish real phenomena from unreal ones;
groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.
The compilation of game technologies from individual games and elements is the concern of each educator.
Education in the form of a game can and should be interesting, entertaining, but not entertaining. To implement this approach, it is necessary that educational technologies developed for teaching preschoolers contain a clearly defined and step-by-step described system of game tasks and various games, so that using this system, the teacher can be sure that as a result he will receive a guaranteed level of assimilation. child of one or another subject content. Of course, this level of achievement of the child should be diagnosed, and the technology used by the teacher should provide this diagnosis with appropriate materials.
In activities with the help of gaming technologies, children develop mental processes.
Game technologies are closely connected with all aspects of the educational and educational work of the kindergarten and the solution of its main tasks. Some modern educational programs suggest using the folk game as a means of pedagogical correction of children's behavior.

9. Technology "TRIZ"
TRIZ (the theory of inventive problem solving), which was created by the scientist-inventor T.S. Altshuller.
The teacher uses non-traditional forms of work that put the child in the position of a thinking person. The TRIZ technology adapted to preschool age will allow educating and teaching a child under the motto "Creativity in everything!" Preschool age is unique, because as the child is formed, so will his life, which is why it is important not to miss this period to reveal the creative potential of each child.
The purpose of using this technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, consistency, dialectics; on the other hand, search activity, striving for novelty; speech and creativity.
The main task of using TRIZ technology at preschool age is to instill in the child the joy of creative discoveries.
The main criterion in working with children is intelligibility and simplicity in the presentation of material and in the formulation of a seemingly complex situation. It is not necessary to force the introduction of TRIZ without children understanding the main provisions using the simplest examples. Fairy tales, game, everyday situations - this is the environment through which the child learns to apply Triz solutions to the problems that confront him. As contradictions are found, he himself will strive for the ideal result, using numerous resources.
Only TRIZ elements (tools) can be used in the work if the teacher has not mastered the TRIZ technology sufficiently.
A scheme has been developed using the method of identifying contradictions:
The first stage is the determination of the positive and negative properties of the quality of an object or phenomenon that do not cause persistent associations in children.
The second stage is the determination of the positive and negative properties of an object or phenomenon as a whole.
Only after the child understands what adults want from him, one should proceed to the consideration of objects and phenomena that cause persistent associations.
Often, the teacher is already conducting trizovye classes, without even suspecting it. After all, precisely, the emancipation of thinking and the ability to go to the end in solving the task at hand are the essence of creative pedagogy.
Conclusion: A technological approach, that is, new pedagogical technologies, guarantees the achievements of a preschooler and further guarantees their successful schooling.

Modern and future employers are interested in such an employee who can think independently and solve various problems (i.e. apply the acquired knowledge to solve them); possesses critical and creative thinking; owns a rich vocabulary based on a deep understanding of the humanities. Those students who successfully master the basic course of the school curriculum, learn to apply their knowledge in a familiar situation, receive diplomas, but will not be able to independently work with information and acquire knowledge, will not be able to count on success in the information society of the 21st century. Thus, a graduate of a modern school who will live and work in the coming future must have certain personality traits, in particular:

1. adapt flexibly in changing life situations, independently acquiring the necessary knowledge, skillfully applying it in practice to solve various problems, so that throughout life you can find your place in it;
2. independently think critically, be able to see the difficulties that arise in the real world and look for ways to rationally overcome them using modern technologies; clearly understand where and how the acquired knowledge can be applied in the surrounding reality; be able to generate new ideas, think creatively;
3. competently work with information (be able to collect the facts necessary for the study of a particular problem, analyze them, put forward hypotheses for solving problems, make the necessary generalizations, comparisons with similar or alternative options for consideration, establish patterns);
4. be sociable, be able to work together, preventing conflict situations;
5. independently work on the development of their own morality, intellect, cultural level.

Under the conditions of student-centered learning, the teacher acquires a different role and function in the educational process, no less significant than in the traditional system of education, but different. If under the traditional system of education the teacher, together with the textbook, were the main and most competent sources of knowledge, and the teacher was also the controlling subject of knowledge, then under the new education paradigm the teacher acts more as an organizer of independent active cognitive activity of students, a competent consultant and assistant. His professional skills should be aimed not just at controlling the knowledge and skills of schoolchildren, but at diagnosing their activities in order to help eliminate difficulties in cognition and application of knowledge with qualified actions in time. Student-centered learning provides for, in essence, a differentiated approach to learning, taking into account the level of intellectual development of the student, as well as his preparation in this subject, his abilities and inclinations.

The school must create conditions for the formation of a personality with the qualities mentioned above. Mastering the theory and technology of personality-developing education is becoming a necessary condition for the successful work of a teacher in a modern school.

Among the various areas of new pedagogical technologies, I have studied and apply their elements in practice:

The theory of developmental education currently does not represent a single scientific concept, but consists of various approaches. In my work, I tested and use elements of some of them. At the lessons of the Russian language, I work according to the textbook edited by M.M. Razumovskaya, P.A. Lekanta. The content of the textbook involves training in primary grades for developing programs. The basis of the content of training is the elements of training according to the systems of D.B. Elkonin - V.V. Davydov and developmental education L.V. Zankov. I build my work on the transition from a reproducing to a search-creative type of educational activity, training at a high level of difficulty (in compliance with the measure of difficulty), I give the leading role to theoretical knowledge. The personal-developing approach to learning contributes to the effectiveness of the learning process. In personality-oriented education, the idea of ​​the content of education is changing. In the zone of primary attention are the activities of the student himself, his internal educational increment and development. Education in this case is not so much the transfer of knowledge to the student as education, its manifestation in oneself, the formation of oneself. One of the features of the lesson in the personality-developing approach is its diverse differentiation.

Differentiation according to general abilities takes place on the basis of taking into account the general level of learning, the development of students, individual features of mental development - memory, thinking, cognitive activity. The rest of the individual differences of students in terms of abilities, to certain subjects: some students have a penchant for humanitarian subjects, others - for the exact sciences; some - to historical, others - to biological, etc. This should also include the problem of educating especially gifted children, whose training and development is a special responsibility. Level differentiation implies such an organization of education in which schoolchildren, studying according to one program, have the right and opportunity to learn it at various planned levels, but not below the level of mandatory requirements. At the same time, in all forms, differentiation is carried out in the form of deterministic or democratic learning.

I combine disparate parts of knowledge in the lesson through the use of integration. Integrated lessons give the student a fairly broad and vivid idea of ​​the world in which he lives, about mutual assistance, about the existence of a diverse world of material and artistic culture. The main emphasis in the integrated lesson falls not so much on the assimilation of knowledge about the relationship between phenomena and objects, but on the development of figurative thinking. Integration helps to relieve stress, overload, fatigue of students by switching them to a variety of activities during the lesson. In the form of integrated lessons, I conduct general lessons, extracurricular reading lessons, and extracurricular activities. From the standpoint of personality development, integration creates conditions for:

• Access to a higher level of understanding;
• Improvement of the individual-personal apparatus of cognition;
• Development of freedom of thought;
• Formation of students' creativity.

I carry out integration not only in specific lessons, but in general in my work, integrating elements of several modern pedagogical technologies: V.V. Guzeeva (blocks of lessons, problem-based learning, group learning, computer support in preparation); Technology of education of ecological culture (adapted the program of the optional course “Literature of Eastern Siberia”, where literature is integrated with ecology); Teaching technology with the help of sign-symbolic structures (frames, diagrams, block diagrams, structural-logical diagrams, figurative symbols). Sign-symbolic means are not just a “fifth” wheel running in parallel, they are an important tool in the internalization of figuratively presented information, therefore, they should be considered as one of the cognitive strategies, the purpose of which is to increase the likelihood of storing and operating information in memory. Visual sign-symbolic structures are the optimal and effective means of concentrating knowledge and psycho-pedagogical impulses for people of various types. In my work I use a variety of sign-symbolic teaching aids, such as: communicative, cognitive-indicative, modeling, schematization. Communicative sign-symbolic means are aimed at ensuring communication - the transmission of a message from one person to another, the decoding of sign-symbolic means, and the reading of information. In teaching I use the following types of signs:

• signs-signs, or iconic signs, which are characterized by the “primacy” of the transmitted information, i.e. partial reproduction of objects (photo);
• signs-images that help students to understand the topic of the lesson, comprehend the goals and objectives;
• projection signs - convey spatial characteristics;
• combinatorial signs are symbolic images.

Sign-symbolic images of a block of educational information have different names. I use system blueprints, flowcharts, logic models, semantic networks, and frames.

A frame is a minimal description of any phenomenon, fact or object, which has the property due to which the removal of any component from this description leads to the fact that this phenomenon, fact or object is no longer correctly identified.

I plan lessons based on principles student-centered learning:

• personal goal-setting of the student;
• choice;
• interdisciplinary;
• learning productivity;
• situationality;
• reflection

Reflection is a necessary condition for the student and teacher to see the organization scheme of educational activities, construct it in accordance with their goals and programs, and be aware of the emerging issues and other results.

I use a variety of forms of reflection: oral discussion, written questionnaires, graphic representation and various options for game reflection.

Sensory learning is also effective. Five sense organs are considered to be the main ones in humans: sight, hearing, smell, touch, taste. For example, in a literature lesson, you can distribute a dried leaf of a tree and ask them to compose poetic lines about it. The task is carried out by children with greater interest than if the students composed on the basis of a picture or even a bouquet in a vase. Each child can touch the leaf with his hands, smell, use his senses for a more complete perception.

I give a special place to the reflection of feelings. To do this, I suggest that students briefly describe how they felt in this or that situation, during the lesson, day or week. Since it is not always possible to adequately convey feelings with words, non-verbal methods of sensory reflection are mastered: with the help of drawings, associations, music, etc.

The choice of teaching methods is determined by the following factors: semantic goals, the peculiarity of the subject, the capabilities of schoolchildren, the available teaching aids, time, etc. The main methods are visual, problematic, heuristic, search and research, etc.

The history of pedagogy is rich not only in innovations in the field of methods and organizational forms of education. At different stages, parallel to the development of technical thought, there was an intensive introduction of all kinds of visual aids, technical means into the educational process. In my work I use a player, tape recorder, TV, VCR and computer. My students use the computer when preparing for lessons, working with electronic textbooks, in integrated lessons (a lesson in literature and computer science), in extracurricular classes and in preparing for an exam. Means of computer telecommunications allow me to provide the educational process:

1. lesson training and teaching materials;
2. feedback between teacher and student;
3. access to domestic and foreign information and reference systems;
4. access to electronic libraries;
5. access to information resources of leading domestic and foreign newspapers and magazines.

The content of lessons using modular learning technology consists of a system of modules. The module allows a student involved in a common activity to consistently, in parts, produce conscious interaction in the area of ​​common goals. Thanks to the module, the student doses the content, understands what information is being discussed and for what purpose. The goals of interacting subjects can be based on two points: either on the structure of the topic (elements, norms of connections, functions, properties), or on the method of study (methods, algorithms by which the system works). The module serves as an invariant means of active organization of content and implementation of information exchange. It guarantees to a high degree the satisfaction of the needs that a person has at the moment. The main purpose of the module is to develop thinking, human consciousness.

I pay great attention to improving the health of children. Currently, the concept of health includes moral and spiritual well-being. The main condition for teaching and educating children to be motivated for health and a healthy lifestyle is the regular education of an appropriate health culture from early childhood:

• physical - traffic control;
• physiological - control of processes in the body;
• psychological - managing your feelings and internal state;
• intellectual - control of thought and reflection aimed at improving positive moral and spiritual values.

To improve my health, I regularly spend physical minutes, follow the correct posture.

I organize trips and walks in the fresh air. In the classroom, together with the students, we maintain a sanitary condition by conducting general and wet cleaning; there are a lot of flowers in the classroom that purify the air. My students actively take part in campaigns against drug addiction and alcoholism: they are members of the lecturer's propaganda group, they promote a healthy lifestyle. Together with the teacher of the obzh prepared and held a thematic evening “Trial on drug addiction”. As a class teacher, I spend class hours on a healthy lifestyle using modern health-saving technologies. Class hours: “Valeology is the science of health”, “How to become confident?”, “Emotions of a person and his health”, “What is rational nutrition?”, “The art of communication in personal development” and many others help me achieve my goals in struggle for a healthy lifestyle.

Modern pedagogical technologies in work with preschool children

Nesterova S.V.

Modern realities and requirements imposed by the state on the quality of educational work in kindergarten suggest that the teacher must master the necessary pedagogical technologies.

Technology comes from the Greek words "skill, art" and "law, science", that is - "science of skill".

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

Today there are more than a hundred educational technologies.

Basic requirements (criteria) of pedagogical technology:

Conceptuality

Consistency

Controllability

Efficiency

Reproducibility

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

Consistency - the technology must have all the features of the system:

process logic,

The interconnection of its parts

Integrity.

Controllability - the possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results.

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

Reproducibility- the possibility of using (repetition, reproduction) of educational technology in educational institutions, i.e. technology as a pedagogical tool must be guaranteed to be effective in the hands of any teacher using it, regardless of his experience, length of service, age and personal characteristics.

Structure of educational technology

The structure of educational technology consists of three parts:

Conceptual partis the scientific basis of the technology, i.e. psychological and pedagogical ideas that are laid in its foundation.

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

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

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

The following modern technologies are used in the educational process of preschool educational institutions:

1. Health-saving technologies

2. Technologies of project activity

3. Technologies of research activity

4. Information and communication technologies

5. Person-centered technologies

6. Technology Portfolio

7. Social gaming technologies

8. Technology "TRIZ"

1. HEALTH-SAVING TECHNOLOGIES

The PURPOSE of health-saving technologies is to provide the child with the opportunity to maintain health, to develop in him the necessary knowledge, skills, and habits for a healthy lifestyle.

TASK

1. Mastering a set of the simplest forms and ways of behavior that contribute to the preservation and promotion of health

2. Increase health reserves

FORMS OF ORGANIZATION

1. Finger gymnastics

2. Gymnastics for the eyes

3. Respiratory

4. Articulation

5. Musical-breathing trainings

6. Dynamic pauses

7. Relaxation

8. Art therapy, fairy tale therapy

9. Movement therapy, music therapy

10. Color and sound therapy, sand therapy.

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

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

on the type of preschool institution,

on the length of stay of children in it,

From the program on which teachers work,

Specific conditions of the DOW,

The professional competence of the teacher,

indicators of children's health.

Allocate (in relation to the preschool educational institution) the followingclassification of health-saving technologies:

Medical and preventive (ensuring the preservation and enhancement of children's health under the guidance of medical personnel in accordance with medical requirements and standards, using medical means - technologies for organizing the monitoring of the health of preschoolers, monitoring the nutrition of children, preventive measures, a health-saving environment in preschool educational institutions);

Physical culture and health-improving (aimed at the physical development and strengthening of the child's health - technologies for the development of physical qualities, hardening, breathing exercises, etc.);

Ensuring the socio-psychological well-being of the child (ensuring the mental and social health of the child and aimed at ensuring the emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults in kindergarten and family; technologies for psychological and pedagogical support of the development of the child in the pedagogical process of the preschool educational institution);

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

Educational (education of a culture of health for preschoolers, personality-oriented education and training);

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

Among the health-saving pedagogical technologies, one should also include the pedagogical technology of an active sensory-developing environment, which is understood as a system set and the order of functioning of all personal instrumental and methodological means used to achieve pedagogical goals.

2. DESIGN TECHNOLOGIES

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

TASK

Development and enrichment of social and personal experience through the involvement of children in the sphere of interpersonal interaction

FORMS OF ORGANIZATION

1. Work in groups, pairs.

2. Conversations, discussions.

3. Socially active methods: the method of interaction, the method of experimentation, the method of comparison, observation.

Teachers who actively use project technology in the upbringing and education of preschoolers unanimously note that the life activity organized according to it in kindergarten allows you to get to know the pupils better, to penetrate the inner world of the child.

Classification of educational projects:

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

- "excursion", aimed at studying the problems associated with the surrounding nature and social life;

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

- "constructive", aimed at creating a specific useful product: knocking together a birdhouse, arranging flower beds.

Project types:

by dominant method:

research,

information,

creative,

gaming,

adventure,

practice-oriented.

according to the nature of the content:

include the child and his family,

child and nature

child and man-made world,

child, society and its cultural values.

by the nature of the child's participation in the project:

customer,

expert,

executor,

participant from the inception of an idea to the achievement of a result.

according to the nature of contacts:

carried out within the same age group,

in contact with another age group,

inside the dow

in contact with family

cultural institutions,

public organizations (open project).

by number of participants:

individual,

double,

group,

frontal.

by duration:

short,

average duration,

Long term.

3. RESEARCH TECHNOLOGY

The PURPOSE of research activities in kindergarten is to form in preschoolers the main key competencies, the ability for a research type of thinking.

TASK

To form in preschoolers the main key competencies, the ability for an exploratory type of thinking.

FORMS OF WORK

heuristic conversations;

Raising and solving problems of a problem nature;

observations;

Modeling (creating models about changes in inanimate nature);

Experiences;

Fixing the results: observations, experiments, experiments, labor activity;

- "immersion" in the colors, sounds, smells and images of nature;

Use of artistic word;

Didactic games, game training and creatively developing situations;

Job assignments, actions.

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

Experiments (experimentation)

State and transformation of matter.

The movement of air, water.

Soil and mineral properties.

plant life conditions.

Collecting (classification work)

Types of plants.

Types of animals.

Types of building structures.

Types of transport.

Types of professions.

Map travel

Sides of the world.

Terrain reliefs.

Natural landscapes and their inhabitants.

Parts of the world, their natural and cultural "marks" - symbols.

Journey along the "river of time"

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

History of housing and improvement.

4. INFORMATION AND COMMUNICATION TECHNOLOGIES

TASKS

1. Become a guide to the world of new technologies for the child, a mentor in choosing computer programs;

2. Form the foundations of the information culture of his personality, improve the professional level of teachers and the competence of parents.

Features of using ICT

Requirements for computer programs DOE:

● Research nature

● Easy for kids to do on their own

● Development of a wide range of skills and attitudes

● Age matching

● Amusement.

Program classification:

● Development of imagination, thinking, memory

● Speaking dictionaries of foreign languages

● The simplest graphic editors

● Travel games

● Teaching reading, mathematics

● Using multimedia presentations

Computer advantages:

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

● Carries a figurative type of information understandable to preschoolers;

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

● Possesses a stimulus for children's cognitive activity;

provides an opportunity for individualization of training;

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

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

Errors when using information and communication technologies:

Insufficient methodological preparedness of the teacher

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

Unscheduled, accidental use of ICT

Demonstration overload.

ICT in the work of a modern teacher:

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

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

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

Preparation of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.

Creating presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent-teacher meetings.

5. PERSON-ORIENTED TECHNOLOGIES

TASKS

1. The humanistic orientation of the content of the activities of the preschool educational institution

2. Providing comfortable, conflict-free and safe conditions for the development of the child's personality, the realization of its natural potentials, an individual approach to pupils.

FORMS OF ORGANIZATION

1. Games, sports activities, GCD.

2. Exercises, observations, experimental activities.

3. Gymnastics, massage, training, role-playing games, sketches.

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

Student-centered technology is implemented in a developing environment that meets the requirements of the content of new educational programs.

There are attempts to create conditions for personality-oriented interactions with children in the developing space, allowing the child to show his own activity, to realize himself most fully.

However, the current situation in preschool institutions does not always allow us to say that teachers have fully begun to implement the ideas of personality-oriented technologies, namely, providing children with opportunities for self-realization in the game, the mode of life is overloaded with various activities, there is little time left for the game.

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

- humane-personal technologies, distinguished by their humanistic essence, psychological and therapeutic focus on helping a child with poor health, during the period of adaptation to the conditions of a preschool institution.

It is good to implement this technology in new preschool institutions where there are rooms for psychological unloading - this is upholstered furniture, a lot of plants that decorate the room, toys that promote individual games, and equipment for individual lessons. Musical and sports halls, aftercare rooms (after an illness), a room for the ecological development of a preschooler and productive activities, where children can choose an activity of interest. All this contributes to comprehensive respect and love for the child, faith in creative forces, there is no coercion. As a rule, in such preschool institutions, children are calm, compliant, not in conflict.

Collaboration Technologyimplements the principle of democratization of preschool education, equality in relations between the teacher and the child, partnership in the system of relations "Adult - Child". The teacher and children create conditions for a developing environment, make manuals, toys, gifts for the holidays. Together they determine a variety of creative activities (games, work, concerts, holidays, entertainment).

- pedagogical technologies based on the humanization and democratization of pedagogical relationswith a procedural orientation, the priority of personal relationships, an individual approach, democratic governance and a bright humanistic orientation of the content. The new educational programs "Rainbow", "From Childhood to Adolescence", "Childhood", "From Birth to School" have this approach.

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

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

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

6. TECHNOLOGY PORTFOLIO

TASKS

1. Take into account the results achieved in a variety of activities

2. It is an alternative form of assessing the professionalism and performance of the teacher.

A. Technology "Portfolio of the teacher"

Modern education needs a new type of teacher:

creative thinking,

owning modern technologies of education,

methods of psychological and pedagogical diagnostics,

ways of independent construction of the pedagogical process in the conditions of specific practical activities,

the ability to predict your end result.

Every teacher should have a record of success, which reflects all the joyful, interesting and worthy things that happen in the life of a teacher. A teacher's portfolio can become such a dossier.

The portfolio allows taking into account the results achieved by the teacher in various types of activities (educational, educational, creative, social, communicative), and is an alternative form of assessing the professionalism and performance of the teacher.

Section 1 "General information about the teacher"

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

education (what and when he graduated, the specialty received and diploma qualification);

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

advanced training (name of the structure where the courses were taken, year, month, subject matter of the courses);

copies of documents confirming the availability of academic and honorary titles and degrees;

the most significant government awards, diplomas, letters of thanks;

diplomas of various competitions;

other documents at the discretion of the teacher.

Section 2 "The results of pedagogical activity".

materials with the results of mastering the program being implemented by children;

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

a comparative analysis of the teacher's activities for three years based on the results of pedagogical diagnostics, the results of the participation of pupils in various competitions and olympiads;

analysis of the learning outcomes of pupils in the first grade, etc.

Section 3 "Scientific and methodological activity"

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

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

Materials confirming participation in professional and creative pedagogical competitions;

In weeks of teaching;

Conducting seminars, round tables, master classes;

Creative reports, abstracts, reports, articles and other documents.

Section 4 "Subject-developing environment"

Contains information about the organization of the subject-developing environment in groups and classrooms:

Plans for organizing a subject-developing environment;

Sketches, photos, etc.

Section 5 "Working with Parents"

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

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

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

I. GENERAL INFORMATION ABOUT THE TEACHER

II. RESULTS OF PEDAGOGICAL ACTIVITY

III. SCIENTIFIC AND METHODOLOGICAL ACTIVITY

IV. SUBJECT DEVELOPMENT ENVIRONMENT

V. WORKING WITH PARENTS

B. Preschool Portfolio Technology

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

There are a number of portfolio features:

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

The process of creating a portfolio is a kind of pedagogical technology. There are a lot of portfolio options. The content of the sections is filled in gradually, in accordance with the capabilities and achievements of the preschooler.

Section 1 Let's get to know each other. The section contains a photograph of the child, his last name and first name, group number; you can enter the heading "I love ..." ("I like ...", "I love it when ..."), in which the child's answers will be recorded.

Section 2 "I'm growing!". Anthropometric data is entered into the section (in artistic and graphic design): “Here I am!”, “How I grow up”, “I grew up”, “I am big”.

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

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

Section 5 "Here's what I can do." The section contains samples of the child's creativity (drawings, stories, homemade books).

Section 6 "My achievements". The section records certificates, diplomas (from various organizations: kindergarten, media holding competitions).

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

Section 8 "Ask, parents!". In the section, parents formulate their questions to the specialists of the preschool educational institution.

7. SOCIO GAMING TECHNOLOGIES

TASKS

1. Development of interaction "child-child", "child-parent", "child-adult" to ensure mental well-being.

2. Correction of impulsive, aggressive, demonstrative, protest behavior

3. Formation of skills and abilities of friendly communicative interaction

4. Solving the problems of "social" hardening

5. Development of full-fledged interpersonal communication skills that allow the child to understand himself.

FORMS OF ORGANIZATION

1. Collective affairs, work in small groups at GCD, trainings on the ability to negotiate

2. Games with rules, competition games, dramatization games, role-playing games

3. Fairy tale therapy

4. Method of creating problem situations with elements of self-assessment

5. Trainings, self-presentations

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

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

Groups of games for the generalization of objects according to certain characteristics;

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

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

The compilation of game technologies from individual games and elements is the concern of each educator.

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

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

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

8. TRIZ TECHNOLOGY

TRIZ (the theory of inventive problem solving), which was created by the scientist-inventor T.S. Altshuller.

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

The PURPOSE of using this technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, consistency, dialectics; on the other hand, search activity, striving for novelty; speech and creativity.
THE OBJECTIVE of using TRIZ technology at preschool age is to instill in the child the joy of creative discoveries.

The main criterion in working with children is intelligibility and simplicity in the presentation of material and in the formulation of a seemingly complex situation. It is not necessary to force the introduction of TRIZ without children understanding the main provisions using the simplest examples. Fairy tales, game, everyday situations - this is the environment through which the child learns to apply Triz solutions to the problems that confront him. As contradictions are found, he himself will strive for the ideal result, using numerous resources.

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

A scheme has been developed using the method of identifying contradictions:

First stage - determination of the positive and negative properties of the quality of an object or phenomenon that do not cause persistent associations in children.

Second phase - determination of the positive and negative properties of an object or phenomenon as a whole.

Only after the child understands what adults want from him, one should proceed to the consideration of objects and phenomena that cause persistent associations.

Often, the teacher is already conducting trizovye classes, without even suspecting it. After all, precisely, the emancipation of thinking and the ability to go to the end in solving the task at hand are the essence of creative pedagogy.

Conclusion: So specifics of the technological approachis that the educational process must guarantee the achievement of the goals. In accordance with this, in the technological approach to learning, the following are distinguished:

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

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

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

The final assessment of the result is the level of development of the preschooler.

A technological approach, that is, new pedagogical technologies, guarantees the achievements of a preschooler and further guarantees their successful schooling.

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

Create yourself. As there are no children without imagination, so there is no teacher without creative impulses. Creative success to you!

Modern pedagogical technologies in institutions of additional education

The very word - "technology" comes from the Greek techno - it means art, skill, skill and logos - science, law. Literally, “technology” is the science of craftsmanship.
Pedagogical technology- this is a model of joint pedagogical activity for the design, organization and conduct of the educational process, which is thought out in all details, with the unconditional provision of comfortable conditions for students and teachers.
Pedagogical technologies for additional education of children are focused on solving complex psychological and pedagogical tasks: to teach a child to work independently, communicate with children and adults, predict and evaluate the results of their work, look for the causes of difficulties and be able to overcome them.
Among the pedagogical technologies in the field of application in the educational field, the following can be distinguished:
- universal - suitable for teaching almost any subject;
- limited - suitable for teaching several subjects;
- specific - suitable for teaching one or two subjects.
The absence of strict regulation of activities in institutions of additional education for children, the humanistic relationships between participants in voluntary associations of children and adults, the comfort of conditions for the creative and individual development of children, the adaptation of their interests to any sphere of human life create favorable conditions for the introduction of modern pedagogical technologies in the practice of their activities.
Currently, a number of educational technologies are used in the practice of institutions of additional education for children.

1. Technology of personality-oriented developmental education.
The technology of personality-oriented developmental education involves the maximum development (rather than the formation of predetermined) individual cognitive abilities of the child based on the use of his life experience.
It is fundamental that the institution of additional education does not force the child to learn, but creates conditions for the competent choice of the content of the subject being studied and the pace of its development. The task of the teacher is not to “give” the material, but to arouse interest, reveal the possibilities of each, organize the joint cognitive, creative activity of each child.
The preparation of educational material provides for taking into account the individual characteristics and capabilities of children, and the educational process is aimed at the "zone of proximal development" of the student.

2. Technology of individualization of education.
Learning individualization technology (adaptive) is a learning technology in which an individual approach and an individual form of learning are a priority (Inge Unt, V.D. Shadrikov).
Individualization of learning is a fundamental characteristic of additional education for children. Its main goal is to personify educational activity, to give it a personal meaning.
The main advantage of individual learning is that it allows you to adapt the content, methods, forms, pace of learning to the individual characteristics of each student, monitor his progress in learning, and make the necessary correction. This allows the student to work economically, control their costs, which guarantees success in learning.

3. Group technologies.
Group technologies involve the organization of joint actions, communication, communication, mutual understanding, mutual assistance, mutual correction.
Features of group technology are that the study group is divided into subgroups to solve and perform specific tasks; the task is carried out in such a way that the contribution of each student is visible. The composition of the group may vary depending on the purpose of the activity. Learning is done through communication in dynamic groups, where everyone teaches everyone. According to the creators of the technology, the main principles of the proposed system are independence and collectivism (everyone teaches everyone and everyone teaches everyone).
During group work, the teacher performs various functions: controls, answers questions, regulates disputes, and provides assistance.

4. Technology of adaptive learning system.
A.S. Granitskaya proposed the Technology of an adaptive learning system, the central place in which is occupied by work in pairs of shifts, which is considered as one of the forms of organizing oral independent work in the classroom. The teaching function of the teacher is reduced to a minimum (up to 10 minutes), thus, the time for independent work of children is maximized. Working in pairs of shifts allows students to develop independence and communication skills.

5. Pedagogy of cooperation ("penetrating technology").
In additional education, Pedagogy of cooperation is widely used (S.T. Shatsky, V.A. Sukhomlinsky, L.V. Zankov, I.P. Ivanov, E.N. Ilyin, GK Selevko, etc.), which involves a joint developing activities of adults and children, sealed by mutual understanding, a joint analysis of its course and result. Two subjects of educational activity (teacher and child) act together, are equal partners.
The conceptual provisions of the pedagogy of cooperation reflect the most important trends in the development of modern educational institutions:
- the transformation of the pedagogy of knowledge into the pedagogy of personality development;
- at the center of the entire educational system is the personality of the child;
- humanistic orientation of education;
- development of creative abilities and individuality of the child;
- a combination of individual and collective approach to education.
A new interpretation of the individualization of learning in the pedagogy of cooperation is to proceed in the education system not from the subject, but from the child to the subject, to take into account and develop its potential; take into account the abilities of children and design individual programs for their development.

6. Technology of collective creative activity.
The most fruitful in the system of additional education is the technology of collective creative activity (I.P. Volkov, I.P. Ivanov), in which the achievement of a creative level is a priority goal. Technology involves such an organization of joint activities of children and adults, in which all members of the team participate in the planning, preparation, implementation and analysis of any business.
Technology objectives:
- identify, take into account, develop the creative abilities of children and involve them in a variety of creative activities with access to a specific product that can be fixed (product, model, layout, essay, work, research, etc.);
- education of a socially active creative personality, which contributes to the organization of social creativity aimed at serving people in specific social situations.

7. TRIZ technology.
As a pedagogy of creativity, they consider the technology of "TRIZ" - the Theory of Inventive Problem Solving (Altshuller G.S.).
The purpose of the technology is to form the thinking of students, prepare them to solve non-standard problems in various fields of activity, and teach creative activity.
Principles of TRIZ technology:
- removal of the psychological barrier to unknown problems;
- humanistic nature of education;
- formation of a non-standard way of thinking;
- practice-oriented implementation of ideas.
TRIZ technology was created as a thinking strategy that allows every well-trained specialist to make discoveries. The author of the technology proceeds from the fact that everyone is endowed with creative abilities (everyone can invent).
The process of inventive activity is the main content of education.

8. Technology of research (problem) learning.
The technology of research (problem) learning, in which the organization of classes involves the creation of problem situations under the guidance of a teacher and the active work of students to resolve them, resulting in the acquisition of knowledge, skills and abilities; the educational process is built as a search for new cognitive landmarks. The child independently comprehends the leading concepts and ideas, and does not receive them from the teacher in finished form.
A feature of this approach is the implementation of the idea of ​​"learning through discovery": the child himself must discover the phenomenon, law, regularity, properties, method of solving the problem, find the answer to an unknown question. At the same time, in his activity he can rely on the tools of knowledge, build hypotheses, test them and find the way to the right solution.
The difficulty of managing problem-based learning lies in the fact that the occurrence of a problem situation is individual, therefore, the teacher is required to use an approach that can cause active cognitive activity of the child.

9. Communicative learning technology.
A characteristic feature of most pedagogical technologies is an educational discussion, the involvement of children in which is associated with the formation of a communicative culture. For this purpose, additional education uses a special communicative learning technology, that is, learning based on communication. Relations between the participants in the educational process - the teacher and the child - are based on cooperation and equality.
The main thing in technology is the speech orientation of learning through communication. A feature of this approach is that the student appears for some time as the author of the point of view on the issue under discussion.
Examples of the implementation of such an approach in the system of additional education of children can be classes, the content of which contains a contradiction, an ambiguous view, an ambiguous decision. But the teacher must in advance design ways to involve students in a general conversation, think over counterarguments for the thesis and antithesis, and know the desired result of the discussion.
It is obvious that the assimilation of the methods of learning actions occurs not in the process of listening to the teacher, but in the process of one's own free active activity.

10. Programmed learning technology.
Technology of programmed learning - provides for the assimilation of educational material, building it as a consistent program for the presentation and control of portions of information.
The technology of programmed learning involves the assimilation of programmed educational material with the help of learning devices (PC, electronic textbooks, etc.). The main feature of the technology is that all the material is fed in a strictly algorithmic order in relatively small portions.
As a type of programmed learning, block and modular learning have emerged.
Block training is carried out on the basis of a flexible program and consists of sequentially executed blocks that guarantee the assimilation of a specific topic:
- information block;
- test-information block (checking what has been learned);
- correctional information block;
- problem block (problem solving based on acquired knowledge);
- block of check and correction.
All topics repeat the above sequence.
Modular learning (P. Yu. Tsiaviene, Trump, M. Choshanov) is individualized self-learning, which uses a curriculum made up of modules.
The module is the content of the course in three levels: full, reduced, in-depth. The student chooses for himself any level. The essence of modular learning is that the student independently achieves the specific goals of educational and cognitive activity in the process of working with the module.
Another option for programmed learning is the technology of complete assimilation of knowledge. The technology of complete assimilation sets a single level of knowledge acquisition for all students, but makes the time, methods and forms of learning variable for everyone.
In working on this system, the main feature is the definition of a standard of complete assimilation for the entire course, which must be achieved by all students. Therefore, the teacher makes a list of specific learning outcomes that he wants to receive.

11. Information and communication technologies.
New information technologies (according to G.K. Selevko) are technologies that use special technical information tools (PC, audio, cinema, video).
New information technologies develop the ideas of programmed learning, open up completely new learning options associated with the unique capabilities of modern computers and telecommunications.
Computer technology can be implemented in the following ways:
- as a penetrating technology (application of computer training on certain topics or sections);
- as the main (the most significant of the parts used in this technology);
- as a monotechnology (when all training is based on the use of a computer).
The computer can be used at all stages of the learning process: when explaining new material, consolidating, repeating, controlling knowledge, skills and abilities. At the same time, for the child, he performs various functions: a teacher, a working tool, an object of study, a collaborating team, a leisure (game) environment.

12. Technology of project-based learning.
Project-based learning technology is a technology in which ready-made knowledge is not given, but the technology of protecting individual projects is used. Project-based learning is indirect, and here not only the result is valuable, but to a greater extent the process itself.
A project is literally “thrown forward”, that is, a prototype, a prototype of an object, type of activity, and design turns into a process of creating a project. The effectiveness of the application of project activities in additional education lies in the fact that:
- there is a development of creative thinking;
- the role of the teacher is changing qualitatively: his dominant role in the process of appropriating knowledge and experience is being eliminated, he has to not only and not so much teach, but help the child learn, direct his cognitive activity;
- elements of research activity are introduced;
- the personal qualities of students are formed, which develop only in activities and cannot be learned verbally;
- there is an inclusion of students in the "acquisition of knowledge" and their logical application.
The teacher turns into a curator or consultant.

13. Gaming technologies.
Game technologies (Pidkasisty P.I., Elkonin D.B.) have means that activate and intensify the activity of students. They are based on the pedagogical game as the main activity aimed at the assimilation of social experience.
The pedagogical game has an essential feature - a clearly defined goal of learning and the corresponding pedagogical result, which can be substantiated, explicitly identified and characterized by an educational and cognitive orientation.
The goals of education of game technologies are extensive:
-didactic: broadening one's horizons, applying ZUN in practice, developing certain skills and abilities;
- educational: education of independence, cooperation, sociability, communication;
-developing: development of personality qualities and structures;
-social: familiarization with the norms and values ​​of society, adaptation to environmental conditions.
Game technologies can be used by teachers in working with students of different ages, from the youngest to high school students, and are used in organizing classes in all areas of activity, which helps children feel in a real situation, prepare for making decisions in life.

14. Interactive technologies.
Interactive learning technologies are, first of all, interactive learning, during which the interaction of the teacher and the student, as well as students with each other, is carried out.
The essence of interactive learning is that the learning process is organized in such a way that almost all students are involved in the learning process, they have the opportunity to speak out about what they know and think.
Interactive activity in the classroom involves the organization and development of dialogue communication, which leads to mutual understanding, interaction, to the joint solution of common, but significant tasks for each participant. Interactive excludes the dominance of both one speaker and one opinion over another. In the conditions of an interactive lesson, there is an exchange of knowledge, ideas, methods of activity. This helps the participant in the interaction to form their own opinion, attitude, to develop the skills of behavior in a given situation, to create a system of their values. Moreover, since knowledge is not given in a ready-made form, their independent search is actively stimulated by all participants of the planned communication.

15. Health-saving technologies.
The concept of "health-saving technologies" has appeared in the pedagogical lexicon in the last few years and combines all areas of activity of an educational institution in the formation, preservation and strengthening of the health of students.
In additional education, three main types of health-saving technologies are used:
- sanitary and hygienic;
- psychological and pedagogical;
- physical culture and health.
Sanitary and hygienic criteria are not only personal hygiene, but also the atmosphere and hygienic conditions in the office, in the sports or dance hall.
The psychological and pedagogical criteria, first of all, include the psychological climate in the classroom. Emotional comfort, a friendly environment increase efficiency, help to reveal the abilities of each child, and this ultimately leads to good results.
Physical culture and health criteria - the organization of classes, taking into account the moments of recovery, on which the functional state of students in the process of activity largely depends, the ability to maintain mental and physical performance at a high level for a long time and prevent premature fatigue.

In conclusion, I would like to note once again that all pedagogical technologies used in the additional education of children are aimed at to:
- wake up children's activity;
- equip them with the best ways to carry out activities;
- bring this activity to the process of creativity;
- Rely on the independence, activity and communication of children.