Presentation “Personally-oriented educational technologies”

Modern technologies for implementing a person-centered approach in preschool educational institutions

“Modern technologies for implementing a person-centered approach in preschool educational institutions”

Very often we hear. That a teacher should use educational technologies in his work. Which would meet modern educational requirements, this has become especially relevant with the implementation of the Federal State Educational Standards for Preschool Education, which completely change the system of educational work in preschool educational institutions. One of these priority technologies in pedagogy is student-oriented technology.

Person-centered technology

- this is an educational system where the child is the highest value and is placed at the center of the educational process.

Personality-centered education

is based on the well-known principles of humanistic pedagogy: the self-worth of the individual, respect for him, nature-conformity of education, kindness and affection as the main means.

In other words, person-centered education is the organization of the educational process on the basis of deep respect for the child’s personality, taking into account the characteristics of his individual development, treating him as a conscious, full participant in the educational process.

Objectives
of person-centered technology
:

• humanistic orientation of the content of preschool education activities;
• providing comfortable, conflict-free and safe conditions for the development of the child’s personality, realizing her natural potentials;
• priority of personal relationships;
• individual approach to students.

The forms of organizing activities using person-oriented technology are varied:

- games, activities, sports activities

- conversations, observations

— experimental and design activities

- exercises, gymnastics, massage

— trainings, sketches, figurative role-playing games

- competitions and exhibitions of children's creativity

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

1. Humane-personal technologies

, distinguished by their humanistic essence, psychological and therapeutic orientation in providing assistance to a child with poor health, during the period of adaptation to the conditions of a preschool educational institution.
This technology
can be well implemented in preschool institutions where there are rooms for psychological relief.
Music and physical education rooms, classrooms for the environmental development
of preschoolers and productive activities, where children can choose an activity of interest. All this contributes to comprehensive respect and love for the child, and faith in creative powers.

2. Collaboration technology

implements the principle of democratization of preschool education, equality in the relationship between teacher and child, partnership in the system of relationships
“Adult - child”
.

The teacher and children create conditions for a developing environment

, produce manuals, toys, and gifts for the holidays.
Jointly determine a variety of creative activities (games, work, concerts, holidays , entertainment)
The basis of personally oriented technology

is an emotionally comfortable climate in the group and meaningful, personality-oriented interaction between the teacher and children.

Therefore, the teacher’s position towards children includes showing respect for the personality of each child and friendly attention to him.

Organizing personality-oriented interaction specifically in free activity requires a lot of effort from the teacher, understanding, recognizing the child, accepting him as a full-fledged partner, and providing him with assistance. As well as searching for new methods of organizing work (for example, maintaining discipline in a group).

You can use the following techniques of a person-centered approach.

“Silence duty” technique.

Target

use of this technique: maintain discipline in independent games. Together with the children, we select one or two people on duty who keep order in the group. We put on a cap with an emblem for the duty officer. This greatly stimulates the desire of other children to be on duty, and for this, accordingly, behave calmly and listen to the person on duty. We offer the most naughty and noisy ones to sit at the table for a few minutes. They can be used for puzzles, material for modeling, drawing, etc. Then, having calmed down, this child returns to his game. The game gives each child the opportunity not only to get used to a calm environment, but also to express himself, evaluate himself, raise his authority in the eyes of other children, teaches him to analyze (the guys praised me, noted me, they will listen to me...)

2. When organizing various activities during the day, you can use the “Colored Palms”

- three silhouettes of a palm - a signal. Using this technique helps children develop self-organization skills and allows the teacher to avoid unnecessary instructions.

Red palm

- “shout” means that you can run, jump, make noise (walking, sports competitions, independent motor activity).

Yellow palm

– “whisper”, a signal that you need to move quietly and speak in a low voice or whisper (tour of the garden, going to bed, free games, manual labor, etc.)

blue palm

- “silent”, you should sit quietly, be silent (while reading fiction, when an adult is speaking).

A necessary condition for the use of personality-oriented technology is taking into account the individual characteristics of each child

.

Observations

looking after children during the day helps to better understand the habits and characteristics of each child, what difficulties they experience, and how you can help him, if necessary.
Using an individually differentiated approach
, it is possible to divide pupils into conditional groups, taking into account the characteristics of the development of mental processes, taking into account the state of health of children, the degree of mastery of program material, and interest in learning new things.
As a result of the use of personality-oriented technologies,
teachers have the opportunity to build an individual educational route for students.

In order to fully implement personality-oriented technology, an appropriate developmental environment for the group is necessary,

which allows the child to show his own activity, to realize himself, his capabilities and interests to the fullest. The developmental environment should be variable, dynamic and transformable, constantly updated in accordance with planning. This is ensured by the availability of material, its diversity and constant updating. The introduction of new, completely unfamiliar materials stimulates children to creative exploration.

Each child in the group should have the opportunity to do what he likes most (creativity, play, cognitive activity, etc.).

The task

In this case, the teacher is to provide assistance to each child in revealing his inner world, providing him with additional strength in search of new discoveries and meanings, in building a comprehensively developed personality.
The use of various forms of organizing children's activities gives positive results for this. For example, some of them: one of the forms of interaction between a teacher and children
is “children’s collecting” “children’s collecting” various objects - storage stones, pebbles, shells, kinder surprises, soft toys, souvenirs, magnets, etc. Creating collections gives children the opportunity to engage in searching -research activities, makes you want to share or exchange your interesting exhibits, talk about them. Children, together with the teacher, systematize and study what they collect. The collected exhibits of the collections are distributed by topic, they can be placed in containers and placed on a shelf for free access: children can take them and add new exhibits.

Competitions and exhibitions of children's creativity have become a popular form of work in preschool educational institutions. They help develop children's creative abilities and satisfy their ability to express themselves. In the “Creativity Corner” any child can place their crafts and drawings made in kindergarten or at home.

An integral part of a personality-oriented approach to a child is the disclosure of his individual abilities and talents. Therefore, various circles and sections have long been an integral part of one of the forms of organizing a child’s activities in a preschool educational institution.

If a child attends club classes with enthusiasm, then this alone creates a situation of success for him, and therefore increases personal self-esteem. Certainly

,
each teacher brings
something of his own, individual into the pedagogical process. Pedagogical individuality is determined by the level of understanding of the content of the program, the equipment of the pedagogical process, and the conditions in which children find themselves.

Modern pedagogy involves the use of many technologies. But personality-oriented technology should be a priority, since its use contributes to the formation of a comprehensively developed personality who can adapt to modern society.

Topic: “Pedagogical technologies in preschool education” (p. 3)

A creative teacher is a teacher who has all the necessary professional and personal qualities, carries out activities to use technological knowledge, equipment and technology at a creative level, has a strong need for creative growth, and achieves high educational results for children. Such a teacher is a master, creator, researcher.

Pedagogical technologies in preschool education

The activities of a preschool institution have its own specifics, since the entire educational process is aimed not at teaching preschool children (which is based on the transfer of certain knowledge, skills, abilities), but at the development and upbringing of children. Therefore, in relation to preschool education, it is advisable to talk about pedagogical technologies not as teaching technologies, which have as their ultimate goal the formation of knowledge, abilities, and skills in children, but as technologies that help make this knowledge, abilities, and skills a means of developing personal qualities child (activity, initiative, independence, creativity, etc.).

Development is a process of qualitative change. In a preschool educational institution (DOU), the development of a child occurs in the course of interaction with an adult, whose vital role in this period was emphasized by famous scientists (JI. S. Vygotsky, A. V. Zaporozhets, etc.). At no other age does an adult play such a role in a child’s development. Therefore, the goal of an adult’s activity in a preschool educational institution is to construct such an interaction with a child that will contribute to the formation of his activity in understanding the surrounding reality and the disclosure of his unique individuality. A condition for achieving this goal is the use of pedagogical technologies.

Modern pedagogical technologies represent a scientifically grounded professional choice of the teacher’s operational influence on the child in the context of his interaction with the world in order to foster relationships that harmoniously combine freedom of personal expression and sociocultural norms. The main purpose of pedagogical influence is to transfer the child to the position

subject. In modern domestic preschool pedagogy, the term “pedagogical technologies” is considered as:

· component of the pedagogical system

, a way for a teacher to construct a pedagogical process using a system of means and methods for educating and training preschoolers in specially created didactic conditions of a kindergarten in order to solve the problems of preschool education;

· teacher's professional tool

, which has a pronounced phasing (step-by-step). Each stage (primary diagnosis; selection of content, forms, methods and techniques for its implementation; final diagnosis of goal achievement; criteria-based assessment of results) includes a set of specific professional actions of the teacher. Pedagogical technologies, in addition to stages, are also distinguished by the specificity and clarity of the goals and objectives of the teacher’s activities;

· system of methods, techniques

, steps, the sequence of implementation of which ensures the solution of the problems of education, training and development of the student’s personality, and the activity itself is presented procedurally, that is, as a certain system of actions; development and procedural implementation of the components of the pedagogical process in the form of a system of actions that ensure a guaranteed result. At present, it remains debatable what was meant by the result of the activities of the preschool educational institution. The most common opinion is that the result of pedagogical activity is a change in the development of the child that happened to him in the process of interaction with the teacher. Thus, if, when using technologies in a preschool educational institution, a teacher manages to increase the child’s development reserve, then we can talk about their positive impact on the child. For a teacher who has learned to work at a technological level, the main guideline will always be the child’s development itself, because an educational institution should create in a person the main need - the need for self-development.

Pedagogical technologies that are proposed for use at the school level can also be used in preschool education (taking into account the psychophysiological characteristics of preschoolers). But the most common opinion is that each comprehensive program (which is implemented in a preschool institution) contains certain technologies that lead to the effective implementation of program content and the achievement of the planned goal of the program. The variability of educational programs in preschool institutions involves the use of a variety of pedagogical technologies.

Among the pedagogical technologies that are used in working with preschool children, one can highlight health-saving pedagogical technologies, the technology of personality-oriented interaction between the teacher and children, the technology of project activities, the technology of research activities, the “Preschooler’s Portfolio” and “Teacher’s Portfolio” technologies, information and communication technologies.

Health-saving pedagogical technologies

This concept remains controversial; different authors have different interpretations of the concept of “health-saving” pedagogical technologies.” The founder of the introduction of the concept of “health-saving educational technologies” into the practice of education is , who argues that health-saving educational technologies can be considered as the technological basis of health-saving pedagogy, as a set of forms and methods of organizing the education of children without compromising their health, as a qualitative characteristic of any pedagogical technology according to the criterion its impact on the health of the child and teacher. The author writes that, as an adjective, the concept “health-saving” refers to a qualitative characteristic of any educational technology, showing to what extent the implementation of this technology solves the problem of preserving the health of the main subjects of the educational process - children and teachers; health-saving technology can be considered as a “health safety certificate” and as a set of those principles, techniques, methods of pedagogical work that complement traditional technologies with health-saving tasks.

Health-saving pedagogical technologies include all aspects of the teacher’s influence on the child’s health at different levels - informational, psychological, bioenergetic . Among these technologies the following technologies can be distinguished:

· organizational and pedagogical

(determining the structure of the educational process, partially regulated in SanPiNs, helping to prevent states of overwork, physical inactivity and other maladaptive states);

· psychological and pedagogical

(related to the impact that the teacher has on children; with psychological and pedagogical support of all elements of the educational process);

· educational

(including programs to teach how to take care of your health and create a culture of health, motivation to lead a healthy lifestyle, and prevent bad habits);

· socially adapting and personal development

(ensuring the formation and strengthening of the psychological adaptation of the individual);

· medical and recreational

(therapeutic physical education and therapeutic pedagogy).

Any pedagogical technology must be health-saving; any influence on a preschool child must be based on the principle of health-saving. Health-saving technologies used in the practice of preschool education are technologies aimed at preserving, maintaining and enriching the health of the subjects of the educational process in preschool educational institutions: children, their parents and teachers. The goals of health-saving technologies in relation to a child are to ensure a high level of real health of the child and the formation of motivational attitudes towards a conscious attitude towards one’s health; in relation to adults - promoting the establishment of a culture of health, including a culture of professional health. Also, health-saving technologies are a system of measures that include the interrelation and interaction of all factors of the educational environment aimed at preserving the health of a child at all stages of his learning and development. The goal 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.

The choice of health-saving pedagogical technologies depends on the type of preschool institution, the length of stay of children in it, the program under which teachers work, the specific conditions of the preschool educational institution, the professional competence of the teacher, as well as children’s health indicators.

The following classification of health-saving technologies is distinguished (in relation to preschool education):

· 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 supplies - technologies for organizing monitoring of the health of preschool children, monitoring children's nutrition, preventive measures, a health-preserving environment in preschool educational institutions);

· physical education and health

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

· educational

(nurturing a culture of health in preschool children, person-centered education and training);

· ensuring the socio-psychological well-being of the child

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

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Experience in using student-centered technologies in a preschool institution

The goal of a teacher’s work in a preschool educational institution is to preserve the psychological and somatic health of children within the framework of correctional and developmental education, taking into account the programs used in kindergarten. Based on this, the educator must use educational technologies that meet modern requirements. Over the past five years, I have been actively using modern educational technologies, which has become especially important with the introduction of the Federal State Educational Standards, which completely change the system of educational work in preschool educational institutions. Correctional speech therapy work must comply with the principle of developmental education, the goal of which is the development of the child. Therefore, the use of person-oriented technologies in my work has acquired particular importance. Personality-oriented technologies are based on subject-subject relationships between the teacher and students. Personally-oriented learning is based on the recognition of the uniqueness of the child’s own subjective experience as an important source of individual life activity, manifested, in particular, in the development of linguistic reality.

With the help of personality-oriented technologies, I was able to implement an individually differentiated and active approach to the upbringing and training of children, the principle of unity of diagnosis and correction. Person-centered technologies can be used in the following forms:

1. 1. Construction of an organizational moment for the lesson as a whole or for a specific task. At the same time, children are presented with a problematic situation that needs to be solved. Children put forward hypotheses, propose solutions to problems, and choose the best solution. Thus, the problem becomes an inductor that motivates children to work, and also allows them to formulate the topic of the lesson on their own. For example, a speech therapist suggests a problem for a task on word formation with diminutive suffixes: “Guys, look who came to our lesson (Kitten). A kitten is a very affectionate animal. How do you think, since he is so affectionate, how will he talk? (Children reason and come to the conclusion that the hero will call all objects affectionately, diminutively) That’s right, now we will call these fruits affectionately.” This gives preschoolers the opportunity to independently formulate a task and be able to come to an agreement.
2. The use of dramatizations and sketches when conducting classes on the development of coherent speech. This technique helps to make the child an active subject of activity, allowing him to realize himself in theatrical activities. At the same time, children are allowed to choose their own roles and distribute them among themselves, taking into account the individual needs and capabilities of the participants in the performance. After conducting an etude or staging, mandatory discussion, reflection and summing up are necessary. I use this type of activity when planning classes on the development of coherent speech, which helps to increase motivation for the lesson, development of the intonation-expressive side of speech, the emotional sphere, and regulatory qualities of the individual.

3. Construction of individual correctional routes based on the diagnosis of mental and speech characteristics of children. This applies to activities specific to each individual child, as well as to the age characteristics of children. For example, when drawing up a correctional route for a child prone to visual activities, tasks like “Draw, color, circle the dots” will be more often offered; a child with mathematical abilities can be asked to count pictures, sounds, phrases, etc.; For children who like, for example, animals or plants, appropriate vocabulary and illustrative material are selected.

Thus, I actively and daily use personality-oriented technologies, which allows me to approach the upbringing of children from the standpoint of modern pedagogy and psychology. Traditional methods and techniques are successfully processed, brought into compliance with the Federal State Educational Standard and successfully implemented in the process of correctional and speech therapy work.

Teacher of preschool educational institution compensatory kindergarten No. 7

Mokeeva E.A.