CC BY
31S.M. Nazarova
INNOVATIVE TECHNOLOGIES OF TRAINING AND EDUCATION
OF PRESCHOOL CHILDREN
This article provides an overview of various modern technologies for teaching and educating preschoolers from the point of view of their application in practice in organizing the pedagogical process in a preschool educational institution. The article is intended for kindergarten teachers, teachers of additional education and interested parents.
Key words: preschool education, modern technologies, educational system, effictive ways, teacher, methods.
Introduction.
The guidelines for the modernization of the Uzbekistan education system, in accordance with the federal state educational standard - accessibility, quality, efficiency - place increased demands on preschool education. The level of development of the child becomes a measure of the quality of the work of the teacher and the entire educational system as a whole. Therefore, the problem of finding effective forms of work, the application of which would ensure the solution of the problems of the comprehensive development of the child's personality in a preschool institution, in accordance with federal state requirements, is very relevant. And the teacher of preschool education needs to be guided in a wide range of modern technologies.
Main part.
Innovative technologies are a system of methods, methods, teaching methods, educational means aimed at achieving a positive result due to dynamic changes in the child's personal development in modern sociocultural conditions. Pedagogical innovations can either change the processes of education and training, or improve. Innovative technologies combine progressive creative technologies and stereotypical elements of education that have proven their effectiveness in the process of pedagogical activity [1].
The concept of pedagogical technology includes:
- conceptual framework;
- content part of training (learning objectives and content of educational material);
- technological part (organization of the educational process; methods and forms of educational activities; methods and forms of the teacher's work; diagnostics).
According to G.K. Selevko, any pedagogical technology must meet some basic methodological requirements (technological criteria) [2]: Conceptuality implies reliance on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals. Consistency includes the presence of all the features of the system: the logic of the process, the relationship of all its parts, integrity. Controllability enables diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, variation by means and methods in order to correct the results. Efficiency refers to cost-effectiveness, a guarantee of achieving a certain standard of learning. Reproducibility implies the possibility of application (repetition, reproduction) of pedagogical technology in other educational institutions of the same type, by other subjects.
Based on the analysis of pedagogical technologies carried out by G.N. Selevko, the following technologies used in the system of preschool education can be distinguished: developmental learning technologies, problem-based learning technologies, game technologies, computer (information) technologies.
The main characteristics of the designated pedagogical technologies are in Table 1.
© S.M. Nazarova, 2022.
Table 1
Name Purpose Entity Mechanism
Problem learning technology Development of cognitive activity, creative independence of students Consistent and purposeful promotion of cognitive tasks for students, solving which students actively acquire knowledge Search methods; setting cognitive tasks
Developmental learning technology Development of personality and its abilities Orientation of the educational process on the potential of a person and their realization Involving trainees in various activities
Game pedagogical technologies Ensuring the personal-active nature of the assimilation of knowledge, skills, abilities Independent cognitive activity aimed at searching, processing, assimilation educational information Game methods for involving students in creative activities
Information technologies in teaching pedagogy are all technologies that use special technical information tools (computer, audio, video). Computers began to be widely used in education, the te rm "computer learning technology" appeared. Computer technologies develop the ideas of programmed learning, open up completely new, not yet explored technological options associated with the unique capabilities of modern computers and communications. Computer (new information) learning technologies are the processes of preparing and transmitting information to the student through a computer.
Classes with an interactive whiteboard involve several options for working with preschoolers: Children take turns approaching the interactive whiteboard and perform the necessary action (draw a detail, move the desired object, etc.). Several children work with the interactive whiteboard at the same time (2-3 children), using, for example, a marker, a stylus or an interactive eraser tool. One preschooler stands at the blackboard, and other participants offer possible options for his actions (at senior preschool age). One child independently completes the task at the blackboard. Children sitting at tables give a task to a child standing at the blackboard (senior preschool age). In the younger and middle groups, children complete the tasks that the teacher gives them, and in the older and preparatory groups, the children are already able to independently come up with actions or guess what needs to be done. Which work option the educator chooses depends on the goals and objectives of the upcoming lesson. In younger groups, you can use interactive didactic games for sorting, classifying objects, for example, place vegetables on one side of the board, and fruits on the other. Another example for the younger group is a lesson on studying the vegetation of a meadow. Children take turns coming to the blackboard and depicting the process of grass growth on it (from bottom to top). This will create a lawn. Then you can offer to finish the flowers (pupils come up in turn and paint the flower to the stem). The results in mathematics classes are more effective when using visual material: children can move geometric shapes on the screen, count objects, etc. With the help of interactive technologies, it is easier for older preschoolers to master reading and writing (grouping pictures on the screen depending on the hard or soft sound in a word, determining the place of sound in a word using a diagram - beginning, middle or end, etc.). Of great interest to older preschoolers will be the travel games, which are held as a quest. For example, the Lake Baikal travel game includes a map of the route along which children will complete tasks ("Spread the numbers in order and we will find out what we will travel on") and move on in their "journey" (the first station is history, the second station - wildlife, etc.). A colorful presentation with beautiful views of the lake will leave vivid impressions on children.
In the senior and preparatory groups, each child can use a personal computer, for example, in educational games, completing individual tasks. Such classes should be carried out in subgroups of 4-8 people. Educational games and programs can be completely different: helping in learning foreign languages, developing creativity, mathematical abilities, etc. The lesson should be built in 3 stages: An introductory part in which you can hold conversations about the upcoming work, contests or riddles, etc. The main part, where children perform tasks directly at the computer. The final part, in which conclusions are drawn about the actions taken, the material is fixed. It can be drawing, preparing for an exhibition, etc. Gymnastics for the eyes is also needed to relieve tension. According to sanitary standards, the duration of continuous work of a preschooler at a computer during one lesson should not exceed 5 minutes.
Conclusion.
So, taking into account the above, we can conclude that modern living conditions dictate innovative approaches in the education and upbringing of preschoolers. These technologies purposefully develop the child's abilities, release thinking, caring little citizens into adulthood, capable of making independent choices and accepting the conditions of modern society.
References:
1. Lobanova E.A. Preschool pedagogy: teaching aid. - Balashov, 2005. - 70 p.
2. Selevko G.K. Modern educational technologies: textbook. - M.: National education, 1998. - 256 p.
3. Belaya K.Yu. Features of work planning taking into account FGT / K.Yu. Belaya // Handbook of the senior teacher of a preschool institution. - 2011. - No. 11.
4. FGT: "Knowledge", "Communication", "Reading" // Hoop: education, child, student. - 2011. - No. 2.
5. Morozova L.D. Pedagogical design in preschool educational institutions: from theory to practice. - M.: TC Sphere,
2010.
6. SHERZODOVICH, A. S., & KIZI, R. Z. D. (2020). Interpretation and Written Translation: Related Learning. INTERPRETATION, 6(6).
7. Аслонова, Ш. И. (2020). ПРОБЛЕМЫ ПЕДАГОГИЧЕСКИХ ТЕХНОЛОГИЙ В ОБУЧЕНИИ МОЛОДЁЖИ В ВЫСШИХ УЧЕБНЫХ ЗАВЕДЕНИЯХ. Интернаука, (21-1), 59-60.
8. Sherzodovich, A. S. (2020). The role of online teaching and innovative methods. Science and education, 1(3), 524528.
9. Аслонов, Ш. Ш. (2020). КОМПЬЮТЕРНАЯ ЛИНГВИСТИКА И ФИЛОЛОГИЯ: ПРОБЛЕМЫ И РЕШЕНИЯ. Гуманитарный трактат, (84), 17-19.
10. Aslonov, S., & Ruzimurodova, Z. (2020). THE USE OF ACRONYMS AND INITIALISMS IN BUSSINES ENGLISH. Студенческий вестник, (12-5), 34-35.
NAZAROVA SEVARA MAKHAMAT KIZI - Student of the faculty Preschool and Primary Education, Samarkand State University named after Sharof Rashidov.
Информация для авторов
Журнал «Вестник магистратуры» выходит ежемесячно.
К публикации принимаются статьи студентов и магистрантов, которые желают опубликовать результаты своего исследования и представить их своим коллегам.
В редакцию журнала предоставляются в отдельных файлах по электронной почте следующие материалы:
1. Авторский оригинал статьи (на русском языке) в формате Word (версия 1997-2007). Текст набирается шрифтом Times New Roman Cyr, кеглем 14 pt, с полуторным междустрочным интервалом. Отступы в начале абзаца - 0, 7 см, абзацы четко обозначены. Поля (в см): слева и сверху - 2, справа и снизу - 1, 5.
Структура текста:
• Сведения об авторе/авторах: имя, отчество, фамилия.
• Название статьи.
• Аннотация статьи (3-5 строчек).
• Ключевые слова по содержанию статьи (6-8 слов) размещаются после аннотации.
• Основной текст статьи. Страницы не нумеруются! Объем статьи - не ограничивается.
В названии файла необходимо указать фамилию, инициалы автора (первого соавтора). Например, Иванов И. В.статья.
Статья может содержать любое количество иллюстративного материала. Рисунки предоставляются в тексте статьи и обязательно в отдельном файле в формате TIFF/JPG разрешением не менее 300 dpi.
Под каждым рисунком обязательно должно быть название.
Весь иллюстративный материал выполняется оттенками черного и серого цветов. Формулы выполняются во встроенном редакторе формул Microsoft Word.
2. Сведения об авторе (авторах) (заполняются на каждого из авторов и высылаются в одном файле):
• имя, отчество, фамилия (полностью),
• место работы (учебы), занимаемая должность,
• сфера научных интересов,
• адрес (с почтовым индексом), на который можно выслать авторский экземпляр журнала,
• адрес электронной почты,
• контактный телефон,
• название рубрики, в которую необходимо включить публикацию,
• необходимое количество экземпляров журнала.
В названии файла необходимо указать фамилию, инициалы автора (первого соавтора). Например, Иванов И.В. сведения.
Адрес для направления статей и сведений об авторе: magisterjourn@gmail.com
Мы ждем Ваших статей! Удачи!
