“Interactive technologies in preschool education. Interactive forms and methods of working with preschool children

30.09.2019

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

Download:

Preview:

USE OF INTERACTIVE TECHNOLOGIES WITHIN THE MODERN EDUCATIONAL PROCESS IN DOE

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

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

In pedagogy, there are several models of learning:

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

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

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

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

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

The introduction of computer technology in a new and entertaining form for preschoolers helps to solve the problems of speech, mathematical, environmental, aesthetic development, and also helps to develop memory, imagination, creativity, spatial orientation skills, logical and abstract thinking. The use of an interactive learning model eliminates the dominance of any participant educational process or any idea.

The use of interactive technologies in the educational process of a preschool educational institution implies the presence of interactive equipment.These are computers, interactive whiteboards, multimedia equipment and much more.In addition to equipping the institution with this equipment, trained pedagogical personnel are also needed, able to combine traditional methods training and modern interactive technologies.

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

Consider the second direction of interactive learning - this is an organized interaction directly between children and a teacher without using a computer. There are a huge number of such interactive learning technologies. Each teacher can independently come up with new forms of work with children.

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

II junior group - work in pairs, round dance;

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

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

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

Let's describe each technology.

"Pair work"

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

"Round dance"

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

"Chain"

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

"Carousel"

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

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

"Interview"

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

"Work in small groups" (triples)

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

"Aquarium"

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

"Great Circle"

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

"Knowledge Tree"

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

Case technologies

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

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

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

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

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

Gorbacheva Marina Vitalievna Educator State budgetary educational institution of the city of Moscow "School No. 1601 named after Hero Soviet Union E.K. Lyutikov"

Annotation: this article reflects the experience of using interactive technologies in preschool educational institutions at different age stages of a child's development.

Key words: interactive technologies, chain, carousel, aquarium, interview.

The goal of teaching a child is to enable him to develop further without the help of a teacher.

(E. Hubbard)

The whole process in preschool education is aimed at creating a comprehensively developed personality. With the advent of the unprecedented development of information and communication technologies in the structure of all areas of education, the need has come to modernize, including the educational process in preschool educational institutions. This process is reflected in the new educational standards. The interactive learning itself is a process built on the interaction of students with other subjects of the educational process and the learning environment. Education is based on dialogues and the joint process of children learning something new. The most important achievement of this process is that the teacher gives way to the activity of students, learning where children find knowledge through independent search. All studies of interactive learning are built around the concepts of communication, dialogue, interaction.

The basis of this type of educational process is that all children are involved in the process of cognition, each child has the opportunity to reflect based on their personal knowledge and reflections. During joint activities, each child makes his own individual contribution, there is an exchange of ideas, knowledge and, which is very important, methods of activity. This approach provides a positive, friendly, mutual atmosphere for the exchange of knowledge and translates to more productive forms of cooperation and collaboration. Interactive learning is applied in all areas of education.

The motivation for creating this article on the topic "INTERACTIVE LEARNING TECHNOLOGIES IN DOE

active work on the study of modern approaches to interactive learning in preschool educational institutions;
experience in the use of interactive learning technologies in preschool educational institutions;
practical observation of the effectiveness of the introduction of interactive technologies in the educational process of preschool educational institutions.

The relevance of the choice of the topic of the article is due to:

the requirements of the Federal State Educational Standard for the development of UUD, which determine the effectiveness of the educational process, in particular, the assimilation of knowledge, the formation of skills and basic types of competence of students, including social and personal;
the need for the formation of UUD, in children of older preschool age.

I use in my work multidirectional interactive methods to obtain the above results in the educational activities of preschoolers. For convenience, we will consider the use of various interactive forms of work on groups of age development of children in preschool educational institutions.

II Junior group
round dance
work in pairs

middle group

work in pairs
chain
carousel

Senior group

work in pairs
round dance
carousel
interview
aquarium (work in small groups "threes" )

preparatory group

work in pairs
round dance
carousel
interview
aquarium (work in subgroups of 3 or more)
knowledge tree

We will analyze each method with examples in the work.

"Pair work"

Children develop their communication skills, choose a couple and agree who will answer the task (execution jointly) In this approach to the game, the guys learn to negotiate among themselves, the sequence of performing a common task.

For example: The guys in each pair have cards with letters on the table

You need to collect words and tell the meaning of each.

"Round dance"

Technics "Round dance" differs in that at the very beginning, the role of the educator as a leader is necessary for the children to complete tasks in turn, because most often preschool children cannot do this, for a start, the game algorithm is developed using the subject. The child who has the object answers the task, and the rest try to listen to him. interactive technology "Round dance" It is effective in that it helps to develop the skills of arbitrary behavior of children of primary preschool age.

For example: Game "The words" children name words on the last sound of the word of the previous participant.

"Chain"

Consistent solution of one problem is the main goal of interactive technology "Chain" . Children are united by a goal and there is a desire to support each other. Such a situation is conducive to the adoption of a common solution to the problem.

For example: Guys, each of you has a card with a letter on which a number is written, you need to build a chain as the numbers increase.

What was the word? (Rainbow)

"Carousel"

The introduction of this technique actively forms the skills of cooperation, morality, and mutual assistance in children. Active work in pairs.

For example: Children choose a couple and agree who will be in the inner circle and who will be in the outer. Children in the inner circle answer how many units in a two-digit number on the card. And the children standing in the outer circle answer how many tens. When performing, the guys themselves choose among themselves who exactly will answer, they also correct each other's mistakes.

"Interview"

"Interview" helps the child summarize all knowledge on a topic or summarize something. Dialogic speech is actively developing, which leads to interaction "adult-child" ,

"child-child" .

"Aquarium"

This technology. interactive technology

"Aquarium" consists in the fact that several children act out the situation in a circle, while the rest observe and analyze. What gives this reception to preschoolers? The opportunity to see your peers from the outside, to see how they communicate, how they react to someone else's thought, how they settle a brewing conflict, how they argue their own thought.

"Great Circle"

Technology "Great Circle" is a technology that allows every child to speak up and develop communication skills.

Interactivity inter - between active from act - act, action Interactivity means the ability to interact or be in a conversation mode, a dialogue with something (for example, with a computer) or someone (a person). Therefore, interactive learning is learning built on the interaction of the learner with the learning environment, the learning environment that serves as an area of learning experience.

The main tasks of training and education - Development of children's initiative, independence, cognitive motivation; - Formation of the ability to learn and independently obtain information; -Integrated content of work with children; -Partnership between children and adults; -Active involvement of the child in society, etc.

The advantages of interactive learning - solves the information problem, since it provides children with the necessary information, without which it is impossible to implement joint activities; - develops general learning skills and abilities (analysis, synthesis, setting goals, etc., that is, provides a solution to learning problems; - provides an educational task, because it teaches you to work in a team, listen to other people's opinions; - relaxation, relieve nervous stress, switch attention , changing forms of activity, etc.

Developmental learning technologies - problem learning technologies, project activity- case technologies - TRIZ (theory of inventive problem solving) - multi-level learning technologies - game technologies - integrated lesson - ICT technologies - environment variability, the presence of different spaces, ensuring the free choice of children and others Interactive technologies - a tool for the professional activity of a teacher

The results of interactive learning activate the individual intellectual activity of each preschooler; increased interest and desire to participate in the work; the ability to express one's opinion and defend it; interpersonal relationships develop, children learn to overcome communication barriers in communication (stiffness, uncertainty, a situation of success is created); conditions are formed for self-education, self-development of the personality of each child.

"Cluster" Cluster translated from in English(cluster) means bunch, brush. A cluster is a method to help you think freely and openly about a topic. This is a non-linear form of thinking. Clustering is very simple. 1. Write a keyword or sentence in the center of the sheet. 2. Start writing down words and sentences that come to mind in connection with this topic. 3. As ideas come up, start making connections. 4. Write down as many ideas as you can think of in the allotted time. Clustering is a flexible structure, it can be carried out both in a group and individually, depending on the purpose of the lesson.

"Cluster" A picture with an image is posted on the board keyword and the children are invited to name the words related to this word. This method can be used both in a group and individually with each child who is offered several pictures and find the connection between them. WINTER tree ice rink New Year ski holiday Santa Claus snowman sled gifts

Sinkwine Line 1: The topic in one word (usually a noun) Line 2: Description of the topic in two words (two adjectives) Line 3: Description of the action within the framework of this topic (three verbs or gerunds) Line 4: Attitude to the topic, feelings, emotions (phrase of four words) Line 5: Repetition of the essence of the topic in one word (synonym for the topic) MOTHER Kind, beloved Cares, loves, feeds I love my mother! KINDNESS translated from French- 5 lines. Cinquain is a white (non-rhyming) verse that helps to synthesize information.

Basket-method Basket- (basket) method of teaching based on imitation of situations.basket Basket-method allows you to assess the child's ability to work with information and the ability to make decisions based on the available information. The basket method evaluates and develops the ability to analyze, systematize and select the most important factors and their classification, taking into account the importance and urgency, to the formulation of ways to solve various problems.

Brownian movement Purpose: development of skills to transform and enter into an unusual role. Purpose: development of skills to transform and enter into an unusual role. All participants, at the command of the leader, begin to move in a chaotic manner, imitating animals (elephant, monkey, hare, etc.) All participants, at the command of the leader, begin to move in a chaotic manner, imitating animals (elephant, monkey, hare, etc.) .)

Analysis of practical situations method of teaching decision-making skills; its goal is to teach children to analyze information, identify key problems, create alternative solutions, evaluate them, choose the best solution and form action programs.

Interactive whiteboard An interactive whiteboard significantly expands the possibilities of presenting information and enhances the child's motivation. Ways to use an interactive whiteboard in the joint activities of a teacher with children in kindergarten can only be limited by the imagination. With the help of an interactive whiteboard, teaching of preschool children becomes more attractive and exciting.

Interactive table Touch interactive development table helps to attract the child's attention and interest in the learning process, develops motor skills, introduces the child to computer technology. You can use the children's touch table both for a group of children and individually. The table technology allows multiple users to interact with the sensor at the same time, which creates an atmosphere for teamwork.

Projectors Using a projector allows you to take full advantage of your computer's capabilities. The image on the projector screen compares favorably with traditional forms visibility: it is large, bright and can be perceived by a large number of people at the same time. An interactive sandbox is a sand box equipped with a computer, special sensors, a projector, with a developed software. A depth sensor connected to a computer measures the distance to the sand, a special program processes the data received from the sensor and instructs the projector on what color to highlight a particular section of the sandbox. Real textures of water objects, mountains and other surfaces are projected onto the sand. Playing with sand is one of the natural activities of a child. The interactive sandbox allows children to show imagination, create, create own world. Children are happy to "draw" in the sand in a special mode. It has been proven that playing with sand has a positive effect on the emotional state of children, helps to get rid of psychological trauma, develops imagination, and facilitates the functioning of the psyche. Playing with sand allows the child to express himself and at the same time be himself. They can be used both as a method of corrective action in the presence of emotional disorders of a neurotic nature, and as an auxiliary method to help reduce tension and develop sensorimotor skills.

LEGO constructors. Robotics. Mastering the skills of work-construction of preschoolers occurs in several stages: 1. acquaintance with the designer and assembly instructions, studying the technology of connecting parts. 2. At the second stage, we learn to collect simple designs according to the sample. 3. Assembling complex models and connecting them to motors.

GCD organization construct using interactive, health-saving and ICT technologies.

Topic: Journey to the Snow Queen's castle.

Age group: older

Form of organization: group, subgroup, pair, individual, use of mutual verification.

Target: development of integrative qualities of the personality of pupils senior group through a game-journey: curiosity, interest in research cognitive activity.

Tasks:

Tutorials:

Expand ideas about the properties of ice;

Learn how to make a blurry transparent iridescent color in a new way of drawing ("wet").

Developing:

Develop communication skills in children, self-esteem and self-control skills;

Develop speech, mental activity.

Educational:

To foster a sense of solidarity, to find common solutions together;

Cultivate self-confidence, responsibility for the result of collective activity.

Applicable pedagogical technologies: interactive technologies:"Carousel", "Knowledge Tree", "Interview", health-saving, problem-based learning technology.

The planned results of the formation of target guidelines for the pupils of the group:

Demonstrate initiative and independence different types activities;
Actively interact with peers;
Use speech to express their thoughts, feelings and desires;
capable of making their own decisions based on their knowledge and skills in various types activities;
evaluate the results of their activities, draw conclusions.

Preliminary work:conversations about the properties of water and ice, experimental activities with ice, reading and watching the fairy tale by G.Kh. Andersen "The Snow Queen", learning and using interactive technologies.

Equipment: presentation to the NOD "Journey to the Snow Queen's castle", magic wand; puzzles depicting a castle and a castle; "Pebbles" - floor checkers with numbers from 1 to 10; a tree with a set of cards for the interactive game "Tree of Knowledge", blue and red signal cards - 3 pieces each; cards for an interactive game "Carousel"; blue piece of ice blue color; paints, wax crayons, brushes, water, napkins, sheets with castle silhouettes; indoor blooming flower; microphone; emoticons - funny and sad.

Activity progress:

1. Motivation for activity

Purpose: to include children in activities at a personally significant level.

Educator: Guys, let's say hello and smile. Look, our smiles make today brighter and warmer. Did you find anything on the way to kindergarten? I lost all the leaves from the letter, and I don’t know what we are going to do now. And that's all that's left(pulls out puzzle pieces). Will you help me? Then split into two teams and try to solve puzzles.

(Children collect puzzles)

Educator: H then did you succeed?

Children: Castle and castle.

(castle and castle on the tables)

Educator: What surprised you? What interesting things have you noticed? What is the question?

Children: The drawings are different, but the names are the same.

2. Setting research goals.

Educator: Guys, I still do not understand what we are going to do today. Wait, there is something else in the envelope, I didn’t notice at first (takes out a magic wand, makes a wave and the Snow Queen appears on the screen).

Slide 1 - a picture of the Snow Queen.

Educator: (says the words for the Snow Queen).Hello dear guys! You probably recognized me, I'm the Snow Queen. You know that in a fairy tale I am cold, arrogant, indifferent. But the kindness of the little girl Gerda warmed Kai's heart and melted my icy heart. Now I have become different - kind and gentle. And my castle is colorless, icy. I don't know how to turn it into a beautiful, joyful castle. I will be very grateful to you if you come to visit me and come up with something.

caregiver . So what's the name of our adventure today guys? What castle are you talking about? Are you ready to help the Snow Queen?

Children: Children's answers.

Educator. First, we need to get to the Snow Queen's castle. Remember how many obstacles Gerda had to overcome before getting into the castle. And we have a difficult road ahead of us. You are ready?

Children: Ready!

3. Active inclusion of children in activities.

Slide 2 is a picture of the river.

Educator: Look, guys, we have a not very deep river in front of us, but still we need to cross to its other edge. How do you think we can do this?

Children : Swim, go around, build a bridge.

Educator: I think the most Best offer- to build a bridge. Look, just here are the big stones. Maybe we can build a bridge out of them?

Children: Yes.

caregiver : Then take one stone at a time. Guys, it turns out that the stones are not simple, each of them has a number. What do you think these numbers are for?

Children: To build a bridge, the stones must be laid out in order.

Teacher: Then let's go!

(Children lay out stones from 1 to 10 and cross the river along them).

Educator: Now let's move on.

Close your eyes, dream a little

The breeze picked us up, moved us to a magical forest.

Slide 3 - "Magic Forest"

Educator: Guys, we found ourselves in a magical forest, and in front of us is a wonderful tree of Knowledge, on which task cards hang

(Interactive technology "Knowledge Tree", work in pairs).

Educator. Guys, you should break up into pairs (remember the rules for working in pairs: work together, give in to each other, do not quarrel, complete the task together, having agreed). Pluck from the tree only that card, which depicts an object mentioned in the fairy tale "The Snow Queen". Next, you must agree on the subject (make friends) with the words one, one, one. The word one lives on the horns of a deer, the word one lives on an owl, and one on a tree. After the task is completed, you must change places and check each other (if the task is completed correctly, raise a blue signal card, if you find an error - red).

(Children complete the task, perform mutual verification, prove the correctness of the task)

Slide 4 - a clearing of researchers, which depicts a piece of ice.

Educator: Let's go further on the road. Look, before us is a clearing of young explorers. And what object are we going to explore today?

Interactive technology "Carousel", work in pairs.

Children: Ice.

caregiver : Why ice? What do you think?

Children: Because the Snow Queen's castle is made of ice.

Educator: Get on the carousel

(children form two circles: internal and external, and run in a circle to the music of "Carousel")

With the help of cards, children ask each other questions about the properties of ice and change places with each other.

caregiver : What did we do in this clearing?

Children: Fixed the properties of ice.

Slide 5 - flower meadow

caregiver . Our journey continues. Look, before us is a wonderful flower meadow, where butterflies flutter. Let's take a break and turn into butterflies.

Gymnastics for the eyes "Butterflies"

Slept flower

(Close your eyes, relax, massage your eyelids, pressing lightly on them clockwise and counterclockwise.)

And suddenly woke up

(Blink eyes.)

I didn't want to sleep anymore

(Raise your hands up (inhale). Look at your hands.)

Startled, stretched

(Arms bent to the sides (exhale).

Soared up and flew.

(Shake brushes, look left and right.)

Educator: Let's go further on the road. And here is the castle of the Snow Queen.

Slide 6 - The Snow Queen's Castle

Educator: Guys, what is the Snow Queen's castle made of:

Children: From ice.

caregiver : Look, we have a piece of ice from the Snow Queen's castle.

(Pulls out a piece of blue-blue ice(use of problem-based learning technology).

Educator. Look carefully where one color ends and another begins, i.e. are the borders of the colors visible?

Children: No.

Educator: Colors “blur”, “flow” into each other, do not have clear boundaries. Therefore, the castle seems translucent, blurry. Can we draw such a castle - translucent with fuzzy borders?

Children: Probably not.

caregiver : So what do we need to do to get out of the difficulty?

Children: Find out, ask.

caregiver : How to find out what you don't know, but really want to know?

Children: Ask the parents, the teacher.

Educator: And what is more interesting, to ask someone who knows or to guess for yourself? Let's remember the algorithm for solving a problem situation.

Children

1. Listen carefully to the problem.

2. Think carefully.

3. Express your idea.

4. You can't laugh at other people's ideas.

5. Listen carefully to all ideas.

6. Choose the most suitable one.

Educator: How do you think, how can a blurry drawing be obtained, in which the colors blur, become not very bright, but delicate, translucent?

Children : And let's try with wax crayons.

Or maybe gouache?

And I think you just need to wet the paper, because the ice consists of water.

Educator: Guys, let's check each version and execute on paper the way you say.

(children check all the proposed versions).

caregiver : And now let's see who got a blurry picture.

Children: The one who soaked the paper with water.

Educator: So what needs to be done to get a transparent drawing?

Children: You just need to wet it with water.

caregiver : Great, guys! You yourself have discovered a new way of drawing, which is called "wet painting" by artists.

Educator: And what colors will we paint the castle with?

Children: Yellow, blue, pink, green.

caregiver : Of course, the Queen's castle is dull, gloomy, inconspicuous. Let's make it bright, festive, beautiful. Get to work.

(Children draw castles using the “wet” method)

Slide 6 - The Snow Queen appears on the screen

The Snow Queen:Thank you guys so much! I love the new kind my castle. I also prepared a gift for you. Wave your magic wand and you will receive my gift.

(surprise moment: the teacher makes a wave of a magic wand and a spring flower appears in a pot).

4. Reflection.

Educator: Guys, look what a wonderful flower the queen gave us, put it in a group and take care of it. Oh, we didn’t even notice how we ended up in our kindergarten. Guys, let's remember what happened to you during the trip? And the game "Journalist" will help us with this. Which of you wants to interview the participants of the trip?

Interactive technology "Interview"

Correspondent (child):Where have you been today? What have you learned? Where did the difficulties arise? What did you like the most about your trip?

caregiver : Guys who liked our trip, raise funny emoticons, and who were bored - sad.

Svetlana Mogilevets
Interactive learning technology for preschoolers

Before we start working together, please look at the parable.

SLIDE #2

“Once upon a time there was a wise man who knew everything. One person wanted to prove that the sage knows far from everything. Holding a butterfly in his hands, he asked: “Tell me, sage, what kind of butterfly do I have in hands: dead or alive? And you thinks: "The living woman will say - I will kill her, the dead woman will say - I will release her" The sage thought replied: "All in your hands"

SLIDE #3

A little time will pass, and our preschool children become first graders. We have the opportunity to help the children prepare for school so that they do not experience difficulties in mastering the school curriculum. The school curriculum will be better absorbed if school readiness is formed.

slide number 4

Ready for school learning- an indicator of the successive connection between the preschool educational institution and the school.

In the light of the introduction of the Federal State Educational Standard in education, the views on the educational process in school and kindergarten are becoming the same, and the goal is pursued one: development integrative qualities of a preschooler, which serve as the basis for the formation of competencies necessary for schooling.

To put it differently, we are now trying to implement a single line of child development at stages preschool and primary school childhood, giving the pedagogical process a holistic, consistent and promising character. And, finally, the two stages of education do not operate in isolation from each other, but in close interconnection.

The federal state requirements determine that the psychological and pedagogical work on the development of children in all educational areas is focused on the development of their physical, intellectual and personal qualities. The tasks of educational areas should be solved in the process integrated activities of children and age-appropriate form

slide number 5

Regarding school readiness learning, it is composed of several parameters.

physical,

Special (pedagogical,

And psychological, which includes motivational, intellectual, emotional-volitional, communication readiness.

I would like to say that they should all be formed in the aggregate and none of its types can be a priority. Because motivation alone is not enough, you need physical health and intelligence. A very smart child will not be able to join the class team if he does not develop communication skills.

SLIDE № 6 - 7

Therefore, we decided that for us, relevant, which contributes comprehensive development preschoolers and is aimed at developing new qualities and skills in them.

What is interactive learning technology?

The definition itself is related to the concept « interactive» . interactivity means the ability to interact or be in a mode of conversation, dialogue.

Interactive, according to B. Ts. Badmaev, is such education which is based on the psychology of human relationships and interactions.

Interactive learning- a special form of organization of cognitive activity, where information is acquired not in a passive mode, but in an active one.

essence interactive learning is that almost all children are involved in the learning process.

Are being created comfortable conditions learning in which the child feels successful, intellectual viability which makes the process productive learning.

Interactive learning technology provides for a special, multilateral type of communication between the teacher and children, as well as between the children themselves.

Interactive learning technology involves the use of such a system of methods, which is mainly aimed not at the teacher's presentation of ready-made knowledge, their memorization and reproduction, but at the independent mastery of knowledge and skills by children in the process of active mental and practical activity.

SLIDE № 8 - 9

Interactive technologies allow you to successfully solve the problems of the educational field "Communication", a exactly:

Develop free communication with adults and children;

Develop all components of oral speech of children;

Contribute to the practical mastery of the pupils of the norms of speech.

The child needs to be taught communicate: (Listen to the interlocutor without interrupting, speak to yourself after the interlocutor has finished his thought; if you don’t understand, then ask again. The result of the work largely depends on his attentiveness.)

slide number 10

Receptions interactive learning, which can be used in a preschool educational institution, there are a large number.

At the same time, their introduction into work with children is carried out gradually, taking into account age characteristics. preschoolers.

The younger group is a round dance;

The middle group is a round dance, a chain; interview

Senior group - round dance, chain, interview work in pairs, work in small groups (threes);

Preparatory group for school - round dance, chain, interview, work in pairs, work in small groups (triples, carousel, aquarium, large circle, tree of knowledge.

Let's describe some methods.

"Round dance"

reception "Round dance" promotes the formation of initial skills of voluntary behavior in children preschool age.

The teacher, with the help of a ball or other object, teaches children to perform tasks in turn, thereby educating them in such qualities as the ability to listen to answers and not interrupt each other.

"Edible - not edible"

"Call it sweetly" The children practiced vocabulary.

Opposites

"Chain"

reception "Chain" helps in the beginning of formation in children preschool age of ability to work in a team.

The basis of this technique is the consistent solution of one problem by each participant. The presence of a common goal, one common result creates an atmosphere of empathy and mutual assistance, makes you communicate with each other, offer options for solving the task.

tell a tale

Match the noun with verbs or adjectives.

Name words for the last sound of the word. "Cities"

Name proverbs about friendship.

Name fairy tales in which there is a fairy-tale hero wolf

"Pair work"

At the initial stage, the adult is the leader, because the children cannot independently complete the task in turn. The teacher, with the help of the subject, teaches children to perform the task in turn, thereby educating them in such qualities as the ability to listen to answers and not interrupt each other.

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

-say the first sound in the word

Work on mnemonic tables

"Work in small groups"

In the mode of this technique, preference is given to groups preschoolers of three. Application group work technologies"in triplets" gives the opportunity to work in the classroom for all children.

The guys learn to evaluate their work, the work of a friend, to communicate, to help each other. The principle of cooperation in the process learning becomes leading.

We must split into two groups. Decide which group will perform the task and which group will be in the role "observers".

The most favorable conditions for the inclusion of each child in active work in the classroom are created by group forms of work. When organizing work in pairs and groups, each child thinks and offers his own opinion, even if it is incorrect, disputes are born in groups, discussions different variants decisions, coming mutual learning. And what is especially important, the group form of work allows us to solve the problem of an individual approach.

The first thing to teach children is to check each other.

Next stage: children need to be taught to discuss

What does it mean to discuss? It is to talk on a given topic, raise questions and reveal them.

Telling a story with pictures

"Carousel"

This technique is being introduced to organize work in pairs. It is the dynamic couple that has great communicative potential, and this stimulates communication between children.

He "Carousel" forms in the child such moral and volitional qualities as mutual assistance, cooperation skills.

To do this, you need to find a mate and agree who will be in the outer circle and who will be in the inner one. Children standing in the inner circle call a hard consonant, and children standing in the outer circle call a soft consonant. Children actively interact with each other, fix hard and soft consonants.

Or another game "Living - non-living"

« Interview»

At the stage of consolidating or summarizing knowledge, summarizing the work, interactive technology« Interview» .

Thanks to the use of this technique, children actively develop dialogic speech, which encourages them to interact. "adult-child", "child-child".

At the stage of consolidation, generalization of knowledge, the educator uses the technique « Interview» . Thanks to its use, dialogic speech actively develops in children.

"Great Circle"

Reception "Great Circle"- which allows each child to speak out and develop communication skills, establish cause-and-effect relationships, draw conclusions from the information received and solve the problem.

The teacher asks the children a question, for example "Where did the puddle come from?" and children

"Knowledge Tree"

For the successful mastering of communicative activity by a child, a technique is introduced "Knowledge Tree". It develops communication skills, the ability to negotiate, solve common problems. Leaflets - pictures or diagrams are compiled by the teacher and hangs them on a tree in advance.

Children agree, unite in small groups, complete the task, and one child talks about how they completed the task, the children listen, analyze and evaluate.

To do this, you need to agree with whom you will work in pairs and remember the rules for working in pairs.

Take with "tree of knowledge" a large map, read the syllable and match it with such pictures in the name of which there is a given syllable, after completing the task, agree who will answer.

Each pair chooses a card and matches the corresponding pictures. Discuss the choice of pictures. They agree which of the couple will be responsible.

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

In this way, interactive learning - no doubt, interesting, creative, promising direction of pedagogy. It helps children reach their full potential. preschool age, taking into account their psychological capabilities. Usage interactive technology makes it possible to enrich children's knowledge and ideas about the world around them, about relationships with peers and adults, encourages children to actively interact in the system of social relations.