Description of interactive technology. Pedagogical Council "interactive pedagogical technologies in the implementation of the Federal State Educational Standards of Basic General Education. Implementation of an interactive model in the classroom

The common goal of various teaching methods and types of lessons is the assimilation of knowledge by students. At the same time, the introduction of innovations is encouraged, so that they harmoniously fit into the already established structure of the lesson. Learning models are divided into passive, active, interactive.

Classification of learning models

Passive the model (extractive mode) assumes the activity of the learning environment. This means that the material is assimilated by students from the text of the textbook or from the words of the teacher, there are no creative tasks and communication between them. A striking example of such a model is a lecture or a traditional lesson. This model is used quite often, despite the fact that modern requirements for the structure of the lesson involve the use of active methods that would cause the child to be active.

Active the model (interactive method) is characterized by stimulating students' independence and stimulating cognitive activity. In this model, creative tasks (often homework) and mandatory communication between the teacher and students are welcome. But it also has disadvantages, for example, the student acts as a subject of learning for himself, teaching only himself, who does not interact at all with the participants in the educational process, excluding the teacher. That is, the orientation of this method is one-sided, aimed at independent activity, self-education, self-education, self-development; but it does not imply interaction in groups and the ability to exchange experiences.

At present, it is widely used interactive learning, one that is based on active interaction with the teacher. In essence, this is one of the variants of communication technologies, since their classification parameters coincide. In interactive learning, a well-organized relationship arises between the subject and the object of learning, a two-way exchange of information. Interactive learning technology is the organization of the learning process in such a way that the student participates in an interactive, complementary, collective process of learning cognition.

Application of the Interactive Model

The purpose of the interactive model is to organize comfortable learning conditions when all students actively interact with each other. When organizing interactive learning, life situations are modeled, role-playing games are used, issues are resolved based on an analysis of the situation and circumstances. Therefore the structure interactive lesson significantly differs from the structure of the usual one, which means that it requires the experience and professionalism of the teacher. The structure of the lesson is based on the elements of an interactive learning model - interactive technologies that make the lesson interesting and rich.

It is acceptable to use interactive work in the lessons where the assimilation of the presented new material takes place, in the lessons where knowledge is applied, in special lessons, as a generalization or a survey. At the initial stages of training, working in pairs is quite effective. Its huge plus is the opportunity to speak out for each child, to exchange their own ideas with a partner, and then voice them to the whole class, and most importantly, each student will be involved in the work.

Main requirements that ensure the success of learning using interactive technology are:

1. A positive relationship in which there is an understanding by all members of the group that a common learning activity will benefit each student.
2. Direct interaction, in which all members of the group are in close contact with each other.
3. Individual responsibility, in which each student must study the proposed material and be responsible for helping others (more capable students do not do someone else's work).
4. Development of teamwork skills, that is, students master the interpersonal skills that are necessary for successful work (planning, distribution, questioning).
5. Evaluation of work, in which special time is allocated when the group evaluates the success of their work.

Implementation of an interactive model in the classroom

Interactive technologies allow students to play various personal and official roles in the educational and playing field, master them when creating a future model of human interaction in a production situation. When using interactive technologies in teaching, the student is as close as possible to the conditions of the educational material, is included in the situation under study, is encouraged to take active actions, experiences a state of success and motivates his behavior.

As part of the lesson, an interactive model can be implemented using the following interactive technologies:

1. Work in small groups - 2,3,4 people each.
2. Carousel exercise. Students are divided into two equal groups, one of which is the inner circle, and the other is the outer one. In this case, the students sit facing the members of another circle, forming pairs with them. The teacher sets the topic for discussion and roles, for example, the outer circle of students are listeners who can ask clarifying questions, and the inner circle is storytellers who answer questions. Every 2 minutes, the teacher gives a command, and the outer circle moves one person to the side, thereby changing pairs, while the members of the circles change roles among themselves. In this way, no more than 3 topics can be discussed at a time, and it is imperative that they have a positive focus, such as student achievement.
3. Lectures with problematic presentation, in which a problematic situation for students is modeled, and it is assumed that they will find a new way to solve it, since using the known one, the student cannot solve the situation.
4. Lesson-seminar (debate, discussion).
5. Heuristic conversation, in which the teacher does not provide students with ready-made knowledge, but with correctly posed questions allows them to approach new concepts based on their existing skills and knowledge.
6. Lesson conference.
7. Lesson using multimedia.
8. Modeling technology.
9. Technology of full cooperation.

Interactive game

One of the most productive pedagogical technologies is an interactive game that creates optimal conditions for self-realization and development of students. Its goal is to change and improve the models of activity and behavior of the subjects of pedagogical interaction, and the conscious assimilation of these models by them. Interactive games contribute to the stimulation of activity and social development, create a magical world where everyone accepts its laws and norms. Children do not hide their emotions, freely communicate with the participants of the game by verbal and non-verbal methods, make decisions, try different roles.

During the game there is interaction, which supports the development of personality and socialization, allows you to determine the development and integration of those knowledge and skills that schoolchildren already have. Active participants in the game learn more intensively, motivate themselves more, but those who focus on the leader - on the contrary. Interactive games help children to quickly establish contact with each other, the game helps to increase the rate of reaction, makes it possible to express their emotions, both negative and positive. The list of topics for interactive games is endless: exploring your body, seasons, colors, mood illustration, mutual feelings, friends or family, home or school, gifts. Also, games can be held as genre productions, improvisations.

Main directions, according to which game situations are implemented during the lesson, are the following:

• The didactic goal is set in the form of a game task;
• Educational activity takes place according to the rules of the game;
• Educational material is used as a means of the game;
• The element of competition is included in the educational activity, and the didactic task becomes a game;
• A successfully completed didactic task is associated with the results of the game.

In order to correctly combine the elements of the game and teaching, to determine the place and role assigned to gaming technologies in the educational process, the teacher must understand the classification and functions of pedagogical games. There are four main traits such games:

1. direct and indirect rules;
2. rivalry and emotional elation of activity;
3. active, improvisational, creative nature of the activity;
4. free developmental activity, which is undertaken only at the request of the child.

A didactic game is one of the most effective ways to arouse a keen interest in the subject being studied. The desire to play inherent in children must be used, directed to solving various educational and educational problems. To make the game interesting and accessible to children, the teacher must think it over and prepare it well, the rules of the game must be clear and concise. How effective the game will be depends on the interest and emotional attitude of the teacher to the game, the course of its development and the result. How effective will didactic game, depends on how systematically it is used, what is the purposefulness of the game program.

A business game is an activity in which various practical situations are imitated. Game technology involves game simulation, when a mock-up is created that replaces the real object of some situation, when mock-ups are manipulated to replace real experiments with artificially constructed patterns of behavior. The rules of the game can be taken from a real situation or be invented.

During business games, participants form various positive attitudes:

• Interest in activities and problems that are modeled and acted out during the game;
• Assimilation of a large amount of information, which contributes to the creative search for solutions to problems;
• Ability to adequately analyze the real situation;
• Formation of objective self-assessment of students;
• Development of analytical, innovative, economic and psychological thinking.

In order for a business game to give the desired result, it must be based on theoretical knowledge, ideas about the field of activity that is being simulated.

Since one of the fundamental principles of the educational process is humanistic, it should be noted that the goal of education should not be the assimilation of a certain amount or set of knowledge by the child, but the holistic development of his personality. The means of personality development, capable of revealing its potential abilities, is independent mental and cognitive activity. Hence the conclusion - the teacher should set himself the task of providing such independent and mental activity in the classroom, and this is facilitated by interactive technologies, in which the student independently opens the way to knowledge, and the assimilation of knowledge is the result of his activity.

At present, dialogic methods of communication, a joint search for truth, development through the creation of educational situations, and various creative activities are coming to the fore.

The main methodological innovations today are associated with the use of interactive learning technologies. The word "interactive" came to us from English from the word "interact". "Inter" - "mutual", "act" - act.

Interactivity (from the English interact - interact) means the ability to interact or be in a dialogue mode. Various aspects of the use of interactive methods and technologies in teaching are considered in the pedagogical and psychological works of scientists. So, V.P. Bespalko, A.I. Bogomolov, A.G. Molibog et al. determined the effectiveness of the use of interactive technologies in teaching, in the works of L.S. Podymova, V.A. Slastenina, E.N. Volkova, N. Suvorova and others revealed the importance of interactive learning for the social development of the individual.

Researchers believe that the main feature of interactive technologies is forced intellectual activity, since the technology itself educational process activates the thinking of its participants, regardless of their desire. Involving in interactive activities, students learn to think critically, solve tasks independently based on the analysis of information extracted from various sources, apply the acquired knowledge in non-standard situations, participate in discussions, prove the correctness of one's opinion, jointly solve significant problems.

Interactive learning is learning immersed in communication. However, "immersed" does not mean "replaced". Interactive learning preserves the ultimate goal and the main content of the educational process. It modifies forms from broadcasting to interactive, i.e. including the exchange of information based on mutual understanding and interaction. In interactive learning, in addition to this, the dialogue is built as the interaction "student - student" (work in pairs), "student - group of students" (work in groups), "student - audience" or "group of students - audience" (presentation of work in groups), "student - computer", "student - work of art", etc.

Communication is complete when all three sides are present in it:

– informative (information exchange);

- interactive (development of a strategy and coordination of joint actions of individuals);

- perceptual (adequate perception and understanding of each other).

Communication can take place both on a verbal and non-verbal level. Psychologists have found that in the conditions of educational communication there is an increase in the accuracy of perception, the effectiveness of memory work increases, such intellectual and emotional properties of a person develop more intensively, such as: stability of attention, the ability to distribute it; observational perception; the ability to analyze the activities of a partner, to see his motives, goals; imagination (in this case, we mean the ability to put yourself in the place of others). In the conditions of communication, the processes of self-control actively proceed, "failures" and "doubtful places" (those parts of the material that none of the partners cannot reproduce) are more clearly recognized. In the process of communication, the culture of feelings and emotions is nurtured, the ability to sympathize, empathy, the ability to control one's behavior, to know oneself develops.

Psychologists note the importance of students' interaction with each other, since counseling each other, conducted by the students themselves or mutual learning, is one of the most effective ways of acquiring knowledge. The psychological literature provides the following data: students retain in memory 10% of what they read, 26% of what they hear, 30% of what they see, 50% of what they see and hear, 70% of what they what they discuss with others, 80% of what is based on personal experience, 90% of what they say (say) while doing and 95% of what they teach themselves (Appendix A) . Based on this, interactive learning associated with the discussion of the material, teaching each other by students is the most productive in terms of assimilation and memorization of educational material.

Interactive learning simultaneously solves several problems:

– develops communication skills and skills, helps to establish emotional contacts between students;

- solves the information problem, since it provides students 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.

Interactive technologies today are understood as teaching methods in which the student is immersed in the learning situation, mastering knowledge in close cooperation with other participants in the educational process.

Interactive technologies based on an activity approach help to achieve the requirements set by the standard, and, importantly, provide an opportunity for self-realization of each participant in the educational process, free the teacher from the standard role of a didact, create an atmosphere of social partnership, form the skills of communication and independent communication that are so necessary in modern reality. search and evaluation of information, bring up the personal responsibility of students for the results of their learning.

Figure 3 - Scheme of interactive learning technology

Interactive technologies according to V. V. Guzeev are a type of information exchange of students with the surrounding information environment. There are three main types (modes) of information exchange that form certain models of pedagogical interaction in the educational process: extractive, intraactive and interactive.

In the extraactive mode, the student acts in the passive role of an object of pedagogical influence, information flows are directed from the teacher-subject to the object of education (student). This mode is the basis of the passive (subject-object) model of interaction; it does not cause the subjective activity of students.

In the interactive mode, information flows go to students or a group, cause them to be active, closed within them. Students act here as subjects of teaching themselves, teaching themselves. The interactive mode forms an active model of interaction; it is typical for technologies of independent activity, self-learning, self-education, self-development.

In an interactive mode, information flows cause the active activity of the student and generate a reverse information flow from the student to the teacher. Information flows, therefore, either alternate in direction, or have a two-way (counter) character. This mode forms an interactive model of interaction; it is this mode that is typical for interactive technologies. The interactive model implements the idea of ​​organizing comfortable learning conditions in which all students actively interact with each other.

The key task of the teacher when using interactive technology is facilitation (support, facilitation) - direction and assistance to the process of information exchange: identifying the diversity of points of view; combination of theory and practice; appeal to the personal experience of students, support for their activity, encouragement of creativity; mutual enrichment of the experience of the dialogue participants; facilitating perception, assimilation, mutual understanding. If in traditional learning the teacher plays the role of a "filter" that passes educational information through him, then in interactive learning he plays the role of an assistant in work, activating mutually directed flows of information. At the same time, students become full participants in the information exchange, their experience is no less important than the leader’s optimism, which does not so much provide ready-made knowledge as encourages independent search.

The teacher acts in interactive technologies in several main roles. In each of them, he organizes the interaction of participants with a particular area of ​​the information environment. In the role of an informant-expert, the teacher presents textual material, demonstrates a video sequence, answers questions from participants, monitors the results of the process, etc. In the role of an organizer-facilitator, he establishes the interaction of students with the social and physical environment (breaks into subgroups, encourages them to independently collect data, coordinates the implementation of tasks, the preparation of mini-presentations, etc.). In the role of a consultant, the teacher refers to the professional experience of students, helps to find solutions to the tasks already set, independently set new ones, etc. The organization of interactive learning involves modeling life situations, the use of role-playing games, common decision questions based on an analysis of the circumstances and situation, the penetration of information flows into the mind, causing its vigorous activity.

Olga Pronyaeva
Modern interactive pedagogical technologies in work with preschool children

At present, the rapid development of information and communication technologies there is a need to modernize the content and structure of all areas 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 implementation interactive learning and interactive technologies in the work of a preschool institution.

AT pedagogy there are several models learning:

In the passive method of learning, information comes from teacher to student.

With an active learning method - interactions teacher and student.

At the core interactive learning lies in the interaction in the structure « teacher-child-child» .

Interactive teaching methods are ways of purposeful interaction of an adult with children that provide optimal conditions for their development.

Interactive learning for preschoolers- this is a specific form of organization of educational activities, the purpose of which is to provide comfortable conditions for interaction, in which each child feels his successes and, performing a certain intellectual work, achieves high performance.

Interactive teaching methods provide such learning that enables children in the classroom in pairs, microgroups or small groups to work through the educational material, talking, arguing and discussing different points of view.

The basis of activity teacher in an interactive learning is a student-centered approach. Its main requirements compliance:

Humane pedagogical position;

Value attitude to the child, his creativity;

Creation of a cultural-informational and subject-developing environment in the classroom;

Possession of methodology and basics of educational technologies;

Targeted development of children's individuality.

Structure interactive GCD

1. Motivational-indicative stage

The teacher introduces the topic selected on the basis of a preliminary analysis of tasks, educational needs, problems, etc. It is reported in what form the Work.

2. Search stage

Based on the results of the analysis of the information received from the participants, the goals and objectives of the upcoming work, a plan is made.

3. Main stage

Implementation time of the basic active learning method chosen teacher in accordance with the content of the topic under consideration, the cognitive and behavioral characteristics of children. It may to be: "Brainstorm", KVN, project, etc.

4. Reflective-evaluative stage

Evaluation of the effectiveness of the work, correspondence of the result to the set goals, identification of personal acquisitions (what new did I learn, what did I learn, etc.).

Interactive technologies dealt with in two values:

technology, built on interaction with a computer and through a computer, these are Information and Communication technology(ICT)

organized interaction between children and teacher without using a computer. -this is interactive pedagogical technologies

Please look at the slide for the main differences between forms and methods. interactive learning from traditional

Distinctive features interactive lessons:

The utmost clarity, compactness, and high information content of the educational material are required.

Logical interdependence, interconnection integrated items.

Free placement of visual material.

Changing dynamic poses.

Involvement of narrow specialists and parents in conducting classes.

Interactive methods and technologies there are more than a hundred. In our kindergarten, we most often use the following interactive methods in the organization of educational process:

Microphone

foresight

Synthesis of thoughts

Carousel

Discussion

Brainstorm

Aquarium

Multi-channel activity method

Knowledge Tree

Case method (analysis of specific, practical situations)

"Cluster"

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.

A picture depicting a keyword is posted on the board 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.

« Work in pairs»

Children learn to interact with each other, teaming up in pairs at will and complete the proposed task. Working in pairs, children improve the ability to negotiate, consistently, jointly perform work. Interactive pair learning helps work out cooperation skills in a situation of chamber communication. Examples pair work:

Children take turns describing the picture.

-"Name the first sound in the word"

-work on mnemonic tables

"Microphone"

Microphone - method work, during which the children, together with the teacher, form a circle and, passing each other an imitated or toy microphone, express their thoughts on a given topic. For example, a child takes a microphone, talks about himself in a few sentences, and passes the microphone to another child. All statements of children are accepted, approved, but not discussed.

"Foresight"- method work with children, during which it is proposed "predict" possible solutions to the problem.

For example, invite children to name all the autumn months, tell what they expect from each month.

Later, imagine yourself in the place of one of the months and talk about your predictions: “I am the first month of autumn - September. I am a very warm month. All the children love me because they start going to school.”

The next child continues to talk about this very month (work in pairs) .

"Round dance"

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.

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"

« Synthesis of thoughts»

Synthesis of thoughts - method of work, during which children are united in small groups, performing a specific task, for example, a drawing on a piece of paper. When one group draws, it transfers the drawing to another group, whose members finalize the completed task. Finishing work make up a general story about what was completed and why.

"Carousel"

Such technology implemented for the organization 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.

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.

"Discussion"

Discussion is a method of collective discussion of some complex issue. All participants in the educational process are actively involved in the discussion, all children are actively involved.

At the end of the discussion, a single collective solution to the problem, problem or recommendation is formulated. Questions (tasks) no more than five must be offered. They should be formulated in such a way that it is possible to express different views on the problem raised. Children learn to express themselves opinion: "I think.", "I think.", "In my opinion.", "I agree, but.", "I disagree because.".

"Brainstorm"

"Brain attack (brainstorm)"- one of the methods that contributes to the development of creativity of both the child and the adult. This method is useful when discussing complex problems or issues.

Time is given for individual reflection on the problem (it can even be up to 10 minutes, and after a while additional information is collected about the decision.

Children - participants « brainstorming» should express all possible (and logically impossible) solutions to the problem that you need to listen to and make the only right decision.

"Aquarium"

"Aquarium"- a form of dialogue when the guys are invited to discuss the problem "in front of the public". interactive technology"Aquarium" consists in the fact that several children act out the situation in a circle, while the rest observe and analyze.

What does this method give preschoolers?

Possibility see their peers from the outside, see how they communicate, how they react to someone else's thought, how they settle a brewing conflict, how they argue their own thought.

"Method of multi-channel activity"

Multi-channel activity method - method work with children, during which various analyzers: sight, hearing, touch, taste, smell.

For example, when viewing a picture, it is advisable to use such subsequence: selection of objects depicted in the picture; representation of objects through perceptions by various analyzers.

After considering all the objects depicted in the picture, it is worth putting the children creative tasks:

"listen" picture sounds through "headphones"; conduct virtual dialogues on behalf of the depicted characters;

Feel "aroma" flowers depicted in the picture; "go beyond the picture";

Mentally touch the picture, determine what its surface is (warm, cold, what weather (windy, rainy, sunny, hot, frosty) etc.

For example, when looking at a picture "Walking in the Forest" should ask the following questions: What do you think the girls are talking about? Consider the bark of trees, what is it? Listen to the sounds of leaves rustling, magpies chirping, etc.

"Tree of Knowledge"- method work which includes several stages: Selecting a problem that does not have a unique solution, for example, What does a tree need to be happy?. Considering a diagram in which a rectangle is "trunk"(which stands for this problem, straight lines - "branches"(the ways to solve it, and the circles - "leaves" (solution). Solution Problems: children in subgroups agree, discuss and draw, for example, a butterfly, a bird and the like, placing them on "decision tree" and explain their choice.

"Case- technology»

Case - technology is a way of organizing short-term learning based on real or fictional situations.

Case types - technology:

Photo - case;

Case - illustrations;

Analysis of specific situations;

role playing (role design).

Most often in working with children we use technology"Photo-case" and "Case illustrations". Technology"Case illustration" relevant, because it makes it possible to form a decision-making strategy, with the help of which the child in the future will be able to overcome life situations that have arisen independently of varying complexity. Essence provided technology is the analysis of the problem situation.

This technology contains:

An illustration corresponding to real events, which shows a simulated or real problem situation;

The teacher describes this problem situation;

The teacher asks questions that motivate children to analyze the problem and accept optimal solution Problems.

Children reason, express their opinion, analyze, as a result of which they come to the correct solution to the problem.

The teacher shows a photo right decision Problems.

Conclusion:

In this way, interactive training is definitely interesting, creative, promising direction pedagogy. It helps children reach their full potential. preschool age taking into account their psychological capabilities. 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.

Usage interactive technologies provides an opportunity 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.

Designing an individual educational route preschoolers in preschool conditions.

One more modern technology is the design of an individual educational route preschoolers.

Priority direction in the organization of the educational process preschool institutions should be an individual approach to the child, preserving self-worth preschool childhood and nature itself preschooler.

In practice, the process of education and upbringing is mainly focused on the average level of development of the child, so not every pupil can fully realize their potential. This puts before preschool teachers educational institution the task of creating optimal conditions for the realization of the potential of each pupil. One of the solutions in this situation is the compilation and implementation of an individual educational route (IOM). The individualization of education, upbringing and correction is aimed primarily at overcoming the discrepancy between the level set by educational programs and the real possibilities of each pupil.

An individual educational route is a purposefully designed differentiated educational program (SV Vorobieva, N. A. Labunskaya, A. P. Tryapitsyna, Yu. F. Timofeeva, etc.). An individual educational route is determined by the educational needs, individual abilities and capabilities of the pupil (level of readiness for mastering the program).

When compiling an IOM, it is necessary to take into account certain principles that will be observed interests child and focused on the educational needs, individual abilities and capabilities of the pupil.

Principles:

The principle of relying on the learning ability of the child;

The principle of correlating the level of actual development and the zone of proximal development;

Compliance principle the interests of the child;

The principle of close interaction and consistency work"teams" of specialists, in the course of studying the level of development of the child;

The principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem;

The principle of rejection of the average rationing;

The principle of reliance on children's subculture.

Role teacher consists in creating conditions for the free creative activity of children and organizing the educational process by the method of real co-creation (with teacher, parents, others children) in different forms of interaction.

teacher the role of assistant, partner in a common cause and consultant is assigned. He performs the difficult task of creating optimal conditions for the self-realization of the child in educational environment as a free person.

Thus, the activity the teacher is sent, first of all, to create conditions for a meaningful choice children individual educational strategy, individual assistance to each child in planning their activities, advice on the use of certain information sources, didactic aids, art materials and tools.

Target (IOM):

Creation of conditions in the kindergarten conducive to positive socialization preschooler, its social personal development, which is inextricably linked with common processes intellectual, emotional, aesthetic, physical and other types of development of the child's personality.

Tasks:

Create a favorable subject-developing environment for the development of the child;

Organize single system administration work, teaching staff, medical personnel of the preschool educational institution and parents on the development of the child;

Improve your communication style teacher with child: adhere to a psychologically correct style of communication, achieve respect and trust of the pupil;

Create conditions for the development of a positive attitude of the child towards himself, other people, the world around him, the communicative and social competence of children;

To form in the child a sense of dignity, awareness of their rights and freedoms.

The route is created in order to maximize the educational and social needs of children. In an individual educational route, a ratio of forms and types of activity specific to a given child, an individualized volume and depth of content, specific psychological pedagogical technologies, teaching materials.

Development and implementation of an individual educational route in preschool educational institution carry out teachers, specialists (educational psychologist, teacher speech therapist) in close cooperation with the child's family. When designing an individual educational route, specialists and preschool teachers institutions are guided by the educational needs, individual abilities and capabilities of the pupil.

To determine the level of development of the child and in the construction of IEM, the educator can use various methods.

Methods used in work:

Conversations, observations, games, classes, exercises;

Interaction with parents.

When compiling the IOM, there is a certain system that helps teacher properly plan your work and create an individual development path for each child. The essence of IOM is that it reflects the process of change (speakers) in the development and education of the child, which allows timely adjustment of the components pedagogical process. An individual educational route can be implemented in all types of activities, at any time, it all depends on the desire of the child, on his choice, self-determination.

An individual educational route is a personal way to realize the personal potential of a child (pupil) in education and training.

IOM fully allows you to implement the principle of individualization, which consists in preschooler, is able to go his own way, purposefully mastering what is a priority for him, relying on his strengths, natural inclinations and abilities.

An example of an individual route in our kindergarten (on slide)

Thus, by building individual educational trajectories for the development of children, we provide our pupils with equal starting opportunities.

"The use of interactive gaming technologies in preschool educational organization»

Performed:

Educator MDOU No. 193

Voronina Elena Gennadievna

Donetsk, 2018

annotation

This work contains theoretical material on innovative gaming technologies for preschool children. The features of the use of interactive gaming technologies in preschool educational institutions are singled out and described.

The purpose of the study is to study the possibility of using interactive gaming technologies in educational process preschool educational institutions. The paper also presents views on the effectiveness of the use of interactive games with children of senior preschool age.

CONTENT

Introduction…………………………………………………………………………….4

Chapter 1. Theoretical aspects of interactive gaming technologies ... ... .7

1. The use of interactive technologies and teaching methods in a modern preschool educational institution……………………..7

   Game technologies as a kind of pedagogical technologies………….....18

Chapter 2

2.1. The use of interactive games in the classroom with children of senior preschool age …………………………………………………………… 23

Conclusion……………………………………………………………………….…...28

Bibliography ……………..………………………………………….…..30

Introduction

Relevance of the topic

If we teach today the way we taught yesterday,

we will steal from our children tomorrow.

John Dewey /American teacher/

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

The advent of computers has caused an unprecedented interest in their use in the field of education. The process of informatization is irreversible, nothing can stop it.Now it is difficult to name any of its areas - be it production, science, technology, culture, Agriculture, life, entertainment, wherever the use of computers does not bring tangible results.

One of the directions of development of information technologies in education is the use of interactive technologies. The penetration of modern interactive technologies into the field of education allows teachers to qualitatively change the content, methods and organizational forms of education. The purpose of these technologies in education is to strengthen intellectual capabilities in the information society and improve the quality of education at all levels. educational system. Our life does not stand still. We are developing, our society is developing. What it will be depends on our future generation. The quality of the educational process largely depends on the chosen teaching methodology. Therefore, a new method of teaching children is needed. Modern methodology is necessary not only for schools, but also for preschool institutions. The main goal of modern methodology is the development of the child as a person. Relatively recently, an interactive teaching methodology was introduced.

Taking into account the huge impact of modern interactive technologies on the educational process, many teachers are increasingly willing to include them in their methodological system.

It is necessary to surround the child with such an environment and such a system of relations that would stimulate the most diverse independent activities of the child and form in him exactly what at the appropriate moment can be most effectively formed, including key competencies. And in order to create such a developing environment, it is necessary to introduce into the educational process of the preschool educational institution game pedagogical technologies that are interactive in nature, ensuring the independent activity of the child.

“Without play, there is not and cannot be full-fledged mental development. The game is a huge bright window through which a life-giving stream of ideas and concepts flows into the spiritual world of the child. (V.A. Sukhomlinsky).

Modern educational technologies, more than ever, rely on the intellectual development of children. Learning through play fully complies with this concept.

The game is the leading activity in the preschool period of age development. At the next stages, the game does not disappear, but complements the leading activities of the maturing child, adolescent, youth.

Modern requirements for preschool education orient teachers towards developmental education, dictate the need to use new technologies that would synthesize elements of cognitive, playful, search and educational interaction in the development of preschoolers.The introduction of interactive pedagogical technologies into the educational process is aimed at forming the integrative qualities of preschoolers, mastering them constructive ways and means of interaction with other people in accordance with the tasks set by modern educational state standards.

Subject of study - the use of interactive gaming technologies in the classroom in preschool educational institutions.

Object of study - the process of teaching preschoolers in kindergarten.

Purpose of the study - to study the possibilities of using interactive gaming technologies in the educational process of preschool educational institutions.

Research objectives:

To study domestic and foreign experience in the use of interactive gaming techniques in preschool education;

Identify the conditions and requirements for the use of interactive technologies in the educational process;

Determine the effectiveness of the use of interactive gaming technologies in preschool educational institutions

Chapter 1. Theoretical basis interactive and gaming technologies

1.1. The use of interactive technologies and teaching methods in modern preschool

At present, teachers are faced with a global task: to provide an individual path for the development of the child through the use of all types of activities provided for by the SES DO: educational, individual, constructive research, organizational and design. Teachers have to look for new pedagogical technologies in the organization of the correctional and educational process, in order to form a personality with communicative competence.

The child should be able to independently show initiative and independence in various types of activities - play, communication, cognitive research activities, design, etc .; is able to choose his occupation, participants in joint activities.

A preschooler should be inquisitive, ask questions to adults and peers, be interested in cause-and-effect relationships, try to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. With the transition to a new approach to education, not only schools, but also preschool institutions need the most modern methods that pursue the main goal: the development of the child as a person. Teachers in preschools began to include interactive teaching methods and technologies in their direct educational activities.

What is interactive learning technology?

The word "interactive" comes from the English word "interact". "Inter" - "mutual", "act" - to act. . 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 essence of interactive learning lies in the fact that the learning process takes place in conditions of constant activation and interaction of all preschoolers. There is constant cooperation and mutual learning: educator-child, child-child. At the same time, the educator and the child are equal subjects of education. Here, the superiority of one participant in training over another is excluded. With the help of interactive methods, children learn to think, communicate, make decisions.

Moreover, this happens in an atmosphere of goodwill and mutual support, which allows not only to receive new knowledge, but also develops cognitive activity itself, transfers it to higher forms of cooperation and cooperation.

One of the goals of interactive learning is to create comfortable learning conditions, such that the student feels his success, his intellectual viability, which makes the entire learning process productive and effective. Interactive activity involves dialogue communication, as it entails mutual assistance, mutual understanding and attracts people to solve problems in joint ways. Interactive technology is aimed at developing new qualities and skills in preschoolers:

 the individual intellectual activity of each preschooler is activated;

 develop interpersonal relationships, 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

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

II junior group - work in pairs, round dance;

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

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

school preparatory group - work in pairs, round dance, chain, carousel, interviews, work in small groups (troikas),

aquarium, large circle, tree of knowledge.

Let's describe each technology:

Target: formation of cooperation skills, the ability to perform a task sequentially.

Organization : using the same symbols, children pair up and agree on cooperation, completing the task jointly and sequentially (you can use cards, toys, objects, gender approach to pair pairs: boys-girls or a boy and a girl).

Value for the child: a beneficial effect on self-awareness, self-esteem.

Features of the event: in pairs it is better to unite children “equal” in their development.

Target : Formation of skills of arbitrary behavior (answers to questions in turn).Organization: children stand in a circle, in the center is the leader, who, with the help of an object (ball, toy), teaches them to perform tasks in turn, thereby forming the ability to listen to answers without interrupting each other.

Value for the child: the formation of communication skills.

Peculiarities holding: at a younger preschool age, an adult can lead, and at an older one, peers.

"Chain": Interactive technology "Chain" (from the middle group).

Target: develops the ability to work in a team.

children stand in a circle and sequentially perform individual tasks to obtain overall result(as tasks, you can offer a collective application, filling out a diagram, algorithm, drawing up a route, etc.).

Value for the child: the presence of a common goal, one common result creates an atmosphere of empathy and mutual assistance, makes you communicate with each other, offering options for solving tasks.

Features of the event: each child takes part in the common work; with the help of a common goal, the educator creates an atmosphere of empathy, mutual assistance.

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

Interactive technology "Carousel" (recommended from the senior group).

Target: formation of skills of work in pairs.

Organization: the teacher invites the children, at will (or in another way), to pair up and stand in two circles: internal and external. He offers a dialogue task. Children from the inner circle remain in place, and from the outer circle, after a mini-dialogue, they take a step to the left and find themselves paired with a new interlocutor. Each new dialogue develops the child's ability to understand and accept a new view of the problem proposed by the teacher or peer.

value for the child : formation of skills of cooperation, positive self-esteem, orientation in space, education of strong-willed qualities.

Features of the event: first, the children from the inner circle can sit facing the outer circle, while the children from the outer circle move around it. At first, it is better to use etiquette dialogues: “The best compliment”, “I am shopping”, “Let's get to know each other”, “Conversation in a public place”. More complex reasoning dialogues require preliminary preparation; children must be set up for a dialogue by offering a speech sample.

Target: formation of active dialogic speech.

Organization: children stand in a circle; A “journalist” (at the initial stage, an adult, later - a child with the help of an adult, then independently) asks questions to the children with a microphone, summing up the results of joint activities. First, the educator helps the children to master the algorithm for asking questions, then they ask questions themselves without prompting.

value for the child : active development of dialogic speech.

Features of the event:

It is possible to conduct from the second junior group; in the second half of the year, the role of a microphone is played by a plot toy, with which the child tells about the results of the lesson, for example, “I liked to give tea to a doll in a blue dress from a blue cup”; then the children speak into a toy microphone, the teacher plays the leading role;

At senior preschool age, the role of a journalist is performed by a child, using the algorithm of a hint card with an algorithm for formulating questions in the form of symbols, invented together with the children.

"Working in small groups "(Threes, recommended from the older group).

Target : the formation of cooperation skills in small groups in order to consistently complete tasks.

Organization : children are divided into groups of 3 people, offering their own way of dividing. Active work is carried out within the group to complete the task in accordance with the agreed plan, the children agree among themselves on effective ways to complete the task, and I evaluate the result of their work.

value for the child : the formation of the ability to negotiate with each other.

Features of the event: pay attention to the formation of the ability to listen and hear each other, come to a consensus, choose a senior group who will express the opinion of other participants.

"Aquarium": "Aquarium" (recommended from the older group).

Target: the formation of the ability to conduct a public dialogue in front of the audience, to analyze the situation presented.

Organization: a group of children act out the situation, being in a circle, and the rest observe and analyze. It is proposed to agree which of the children will be in the group of spectators, and who will be in the group leading the dialogue on the problem situation. They are given the opportunity to observe from the outside how peers communicate, negotiate and argue their answers.

value for the child : the formation of social and communication skills, the ability to see these skills of peers from the outside.

Features of the : groups change places, observers stand in a circle, it is proposed to argue their point of view, to be tolerant of the opinion of another.

« Brainstorm" - it is a problem solving technique based on stimulation creative activity, in which children are asked to express, perhaps, a larger number of solutions, including the most fantastic ones. Then, from total number expressed ideas to select the most successful in accordance with the specified criteria that can be used in practice. The main goal of Brainstorming is to help children "unchain" the consciousness and subconscious, stimulate the imagination in order to get the most unusual, original ideas. Before conducting an interactive brainstorming technology, you must:

-collect information on the topic of discussion;

-develop a chain of questions for children;

-pick up pictures;

-think over options for organizing productive activities;

-have a set of original solutions to the problem under discussion;

-be prepared for the emergence of unforeseen pedagogical situations and be able to solve them. And also for the "Brainstorming" should be preceded by preliminary work. Children should be introduced to the rules and the course of the game. For better assimilation and clarity, it is advisable to introduce a symbolic designation. Symbols can be invented with children.

"Great Circle": Technology "Big circle" (recommended in the preparatory group).

Target: the formation of the ability to publicly express their opinion, to establish cause-and-effect relationships.

Organization: the educator offers to discuss the problem situation, encouraging the children to dialogue, expressing their point of view by each child. Children stand in a circle, each child expresses his opinion, and then transfers the right to express his point of view to another by touching a nearby child. After listening to all the statements, one of the children summarizes using the information received.

Value for the child: creation of conditions for maximum disclosure of potential.

Features of the : the educator differentially, with the help of leading questions, maximally reveals the judgment of each child, creating a situation of success.

Target: intellectual development and formation of communication skills.

Organization: the educator prepares demonstration material in advance in the form of removable cards of diagrams with subject pictures on a specific topic on the “Knowledge Tree” sheet. Children, united in small groups of 2-4 people, perform tasks, then choose the leader of the group, who proves the correctness of the task by his group; children from other groups evaluate the correctness of the answer.

Value for the child: successful solution of social and communicative development, development of the ability to negotiate in solving a common problem.

Features of the : all children of the group participate, small groups can be created in any way suggested by the children.

Target : to form the ability to independently solve real or modeled by the teacher problem situations.

Organization: children work in a team under the guidance of a teacher and conduct a dialogue. They are invited to solve a problem situation, which is determined jointly with an adult. The teacher takes an open position, using stimulating, open questions, provocative questions, expresses oddities and contradictions, offers intellectual gaps in events and actions, helping children to identify the problem.

Children learn:

 receive the necessary information in communication;

 correlate their aspirations with the interests of others;

 prove your point of view, argue the answer, formulate a question, participate in the discussion;

 defend your point of view;

 accept help.

The characteristic features of interactive methods are:

1. The presence of participants whose interests largely overlap or coincide.

2. The presence of clearly defined rules (each technique has its own rules).

3. Having a clear, specific goal.

4. Interaction of participants to the extent and in the manner that they themselves determine.

5. Group reflection.

6. Summing up.

The interactive method is based on learning by action and through action: a person better remembers and learns what he does with his own hands. The main condition for the development of the personality of a child in preschool age is communication. Therefore, the task of the teacher is to specifically organize this activity, creating within it an atmosphere of cooperation, mutual trust - children with each other, children and adults. To solve this problem, the teacher can use interactive technologies.

The use of interactive technologies and teaching methods in a modern kindergarten characterizes professional competence preschool teacher.

The organization of interactive learning can take place in different forms:

Individual form, involves the independent solution of the task by each child;

Paired form, used to solve tasks in pairs; in a group approach, children are divided into subgroups;

If the task is performed by all participants at the same time, this form is called collective or frontal;

The most complex form of interactive learning is planetary. In the planetary form, a group of participants receives a common task, for example, to develop a project; is divided into subgroups, each of which develops its own project, then voices its version of the project; after that, the best ideas are selected, which make up the overall project.

The main tasks of such 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;

Partnerships between children and adults;

Active involvement of the child in society, etc.

The purpose of interactive learning is to create comfortable learning conditions under which the child feels his success, his intellectual perfection, which makes the educational process itself productive.

The essence of interactive learning is interactive learning, the learning process is carried out in conditions of constant, active interaction of all pupils, the child and the teacher are equal subjects of learning; the dominance of one participant in the educational process over another, one thought over another is excluded; 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.

Interactive technologies are considered in two meanings:

technologies built on interaction with a computer and through a computer are information and communication technologies (ICT)

organized interaction directly between children and a teacher without using a computer - these are interactive pedagogical technologies

In my opinion, it is on pedagogical skill that depends on how unobtrusively and imperceptibly you can revive the educational process, expand and consolidate the experience gained by children. The use of information technology also makes it possible to increase the motivation of children for classes, to teach them cooperation and new forms of communication with each other and teachers, to form a conscious assessment by the child of his achievements, to maintain a positive emotional state of the child in the course of classes, to increase the effectiveness of corrective work.

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.

It can be concluded that the implementation of educational and educational tasks and the content of educational areas today simply requires the introduction of interactive gaming technologies.

1. Game technologies as a type of pedagogical technologies

In the pedagogical and psychological literature, the concept of “technology” is often found, which came to us along with the development of computer technology and the introduction of new computer technologies.

At present, the concept of pedagogical technology has firmly entered the pedagogical lexicon. First of all, let's find out what technology is in general:

In the explanatory dictionary, technology is defined as a set of techniques used in any business, skill, art.("Dictionary");

According to Shepel V.M. technology is an art, skill, skill, a set of processing methods, changes in state.

While, Likhachev D.S. speaks of pedagogical technology as a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; that it is an organizational and methodological tool of the pedagogical process.

Pedagogical technology according to Bespalko V.P. is a meaningful technique for the implementation of the educational process.

Volkov I.P. sees pedagogical technology as a description of the process of achieving the planned learning outcomes.

Academician, Corresponding Member of the Russian Academy of Education Monakhov V.M. understands by pedagogical technology a model of joint pedagogical activity on the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers.

Analysis of the above definitions shows that many researchers identically interpret the essence of the concept of pedagogical technology. The only difference between them is how broadly this concept is revealed.

In this study, preference is given to the definition of pedagogical technologies by B.T. Likhachev.

Having defined the concept of pedagogical technology, I would like to know its structure.

In the textbook of pedagogy, ed. Pidkasistogo P.I. we find that the structure of pedagogical technology includes:

organization of the educational process;

methods and forms learning activities students;

the activities of the teacher in managing the process of assimilation of the material;

diagnostics of the educational process.

Like any technology, pedagogical technology is a process in which there is a qualitative change in the impact on the student. Pedagogical technology can be represented by the following formula:

PT = goals + tasks + content + methods (techniques, means) + forms of education

An essential component of pedagogical technologies are teaching methods - methods of orderly interconnected activities of the teacher and students. In the pedagogical literature there is no consensus on the role and definition of the concept of "teaching method". So, Babansky Yu.K. believes that "a method of teaching is a method of ordered interconnected activity of a teacher and students, aimed at solving the problems of education." Ilyina T.A. understands the teaching method as "a way of organizing the cognitive activity of students"

The game turns into a learning method under the following conditions:

Filling the technology with a certain content;

Giving the content a didactic meaning;

The presence of motivation of trainees;

Establishing didactic links with other teaching methods

According to the classification of G.K. Selevko, pedagogical technologies according to the prevailing (dominant) method differ in:

Gaming

dogmatic, reproductive

Explanatory and illustrative

Developmental learning

Problematic, search

Programmed learning

Dialogic

Creative

Self-developmental learning

Information (computer)

M. Novik, distinguishes non-imitation and imitation and forms (types) of employment.

A characteristic feature of non-imitation classes is the absence of a model of the process or activity being studied. Activation of learning is carried out through the establishment of direct and feedback links between the teacher and students.

A distinctive feature of simulation classes is the presence of a model of the process under study (imitation of individual or collective professional activity). A feature of simulation methods is their division into game and non-game methods. Methods, in the implementation of which the trainees must play certain roles, are related to the game.

M. Novik points to their high effect in the assimilation of the material, since a significant approximation of the educational material to a specific practical or professional activity is achieved. At the same time, the motivation and activity of learning are significantly increased.

Prutchenkov A.S. defined game technology as a certain sequence of actions of a teacher for the selection, development, preparation of games, including children in gaming activity, the implementation of the game itself, summarizing the results of gaming activities.

Game technologies have the means to activate and intensify the activity of students.

A game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.

The concept of "game pedagogical technologies" includes a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.

The structure of the game as a process includes:

the roles assumed by the players;

game actions as a means of realizing these roles;

playful use of objects, i.e. replacement of real things with game, conditional ones;

real relationships between the players;

plot (content) - the area of ​​reality, conditionally reproduced in the game.

The pedagogical game has a clearly defined learning goal and a corresponding pedagogical result, which are characterized by an educational and cognitive orientation. It is used to solve complex problems of mastering new material, the formation of general educational skills, and the development of creative abilities.

Pedagogical technology is a tool for the professional activity of a teacher and fixed sequential actions that guarantee a given result. It contains an algorithm for solving the tasks. Its use is based on the idea of ​​complete controllability of training and reproducibility of educational cycles.

Based on the above definitions and classifications, we can conclude that gaming technologies are an integral part of pedagogical technologies. Thus, pedagogical technology, in which the dominant teaching method is a game, is a game technology.

Chapter 2 Efficiency of using interactive gaming technologies with preschool children

2.1. The use of interactive games in the classroom with children of senior preschool age

The first indisputable right of the child is

express your thoughts.

J. Korczak

Teaching older preschool children is becoming more attractive and exciting.

For preschoolers, games are a more suitable learning method. A characteristic feature of a role-playing game is the conventionality of actions, which makes communication lively and exciting. The purpose of the game is to develop skills and attitudes, not to deepen knowledge. Techniques for conducting role-playing games contribute to the development of critical thinking skills, problem solving, the development of various behaviors in problem situations, and the development of understanding of other people. Through the game, participants can better understand their own actions in real life, get rid of fear for the consequences of their mistakes. The main thing in organizing an interactive game with preschoolers is to create conditions for gaining meaningful experience for them. social behavior. An interactive game is understood not just as the interaction of preschoolers with each other and with the teacher, but as a jointly organized cognitive activity of a social orientation. In such a game, children not only learn new things, but also learn to understand themselves and others, gain their own experience. There are many options for interactive games, but the way they are played is quite universal and is based on the following algorithm:

Selection by the teacher of tasks and exercises for a group of children. (It is possible to conduct a preparatory session.)

Preschoolers are introduced to a problem to be solved, with a goal to be achieved.

The problem and purpose of the task should be clearly and easily formulated by the teacher so that the children do not have a feeling of incomprehensibility and uselessness of what they are going to do.

Children are informed about the rules of the game, they are given clear instructions.

During the game, children interact with each other to achieve the goal. If any stages cause difficulty, the teacher corrects the actions of preschoolers.

At the end of the game (after a short pause, designed to relieve tension), the results are analyzed and the results are summed up. The analysis consists of focusing on the emotional aspect - on the feelings experienced by preschoolers, and discussing the content aspect (what did you like, what caused difficulty, how the situation developed, what actions the participants took, what was the result).

Game classes are very lively, in an emotionally favorable psychological environment, in an atmosphere of goodwill, freedom, equality, in the absence of isolation of passive children. Game technologies help children to be liberated, self-confidence appears. As experience shows, acting in a game situation close to real life conditions, preschoolers more easily learn material of any complexity. It is important that children enjoy the game by trying themselves in a new situation.

At a certain stage of my pedagogical activity, I realized that not only school, but alsopreschoolthe most up-to-date technique pursuing the main goal: the development of the child as a person.Interactive teaching methodology- this is an innovation that many modern teachers use.

The choice of this method in working with preschoolers is debatable. In my opinion, the possibility of using it in kindergarten depends on the preparedness of the educator, primarily on the possession of the features of this technique.

The role of the educator in the interactive game is practically reduced to the direction of the children's activities to achieve the set goals and to the development of a lesson plan.

All games are structured so that children are not scared or bored, so that everyone feels needed. It is especially important for me that the child enjoys the game, feels his importance and belonging to the group, can contribute to the development of events and the interaction of children. Games create an atmosphere in which trust, independence, initiative, discipline and willingness to help develop.

I recommend repeating games more often so that children have the opportunity to change their behavior and improve dexterity. In addition, many games become passionately and sincerely loved, and children want to play them again and again.

I bring to your attention several options for interactive games for older preschool children that I use in my practice:

The first and most important game"Acquaintance"

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

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

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

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

For example: Subject: Seasons

Acquaintance: My name is ... My favorite season is spring, etc.

"Great Circle" - the game plays the role of a ritual that unites the group, acts as a symbolic act illustrating the important components of joint work, in particular, initiative and attentiveness to others.

Materials: depending on the size of the group, one or two light colored chiffon scarves.

Age of participants: from 5 years old.

Instruction: Stand (sit on the floor) in a large circle. One of you starts and tosses the handkerchief from one hand to the other so that it makes an arc in flight. With this hand, he throws the handkerchief further to the neighbor. When throwing a handkerchief, be especially careful ...

And so the handkerchief should walk around the circle.(When the scarf returns to the starting point, run it in a circle in the other direction.)

Games for cooperation and mutual assistance:

"Piece of paper" - in this game with a partner, children learn to listen to each other and control their hands.

Materials: one sheet of A4 paper for each pair of children.

Age of participants: from 6 years old.

Instructions for children: I'm very interested to see how many of you can do this trick... Divide into pairs and take one piece of paper. Stand opposite each other and together hold a sheet of paper with your palms: one palm is yours, the other is your partner's. And now the trick itself: you must simultaneously release the paper for a very short time and return your hands to their original position again so that the sheet of paper does not fall to the floor. You can practice a little. And then you might want to try it with the other hand.

Games for the development of self-control:

"Listen to music" - this wonderful dance game, during which children, training to suddenly stop moving and freeze, learn to navigate in space, count, cooperate with each other.

Materials: calm instrumental music, for example, “Variations on a Theme of Mozart” by M.I. Glinka, a hoop according to the number of participants.

Age of participants: from 4 years old.

Instructions for children: Let's distribute the hoops evenly throughout the room. Lay them on the floor so that there is still enough room for passage.

Now I will turn on the music. While it is playing, dance wherever you want, but don't step on the hoops. When the music stops, quickly jump into the nearest hoop and freeze as if you were frozen…(2 minutes)

Now I will remove half of the hoops. When the music stops this time, there should be two in each hoop (two children)…(2 minutes)

(Remove a few more hoops so that there is a hoop for every three children.) This time, three children should stand in the hoop.(Following this, you can remove a few more hoops.) Now you can decide for yourself how many (children) should fit in one hoop. But remember that when the music stops, you must stand very still and still.

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

Conclusions:

Interactive learning is an interesting, creative, promising area of ​​pedagogy. It helps to realize all the possibilities of preschool children, taking into account their age capabilities.

A little experience of my activity has shown that the skillful use of interactive pedagogical technology gives greater efficiency, effectiveness and efficiency in the educational process., makes it possible to enrich children's knowledge and ideas about the world around them, encourages children to actively interact in the system of social relations. A modern teacher is an ICT teacher (intelligence, sociability and creativity). We have a goal - raising a child as a Personality, but this goal can only be achieved by a teacher who professionally owns all modern innovative pedagogical technologies, is confident in the effectiveness of their application in the practice of his work, who knows how to improvise, create, teach and educate. And therefore, the teacher himself should be interested in the constant search for new educational technologies, concepts, strategies, projects.

Summarizing all the material, the following conclusions can be drawn:

1. The use of interactive gaming technologies in a preschool institution is an enriching and transformative factor in the developing subject environment.

2. A computer and interactive equipment can be used in working with preschool children, subject to unconditional observance of physiological and hygienic, ergonomic and psycho-pedagogical restrictive and permissive norms and recommendations.

3. Interactive technologies make it possible to successfully solve the problems of social and communicative development, namely:

 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.

4. It is necessary to introduce modern information technologies into the kindergarten didactics system, i.e. strive for an organic combination of traditional and computer means of developing the child's personality

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