Modern pedagogical methods. Methods and techniques of pedagogical influence. Reception and method ratio

Gulnara Valiullina
Pedagogical technologies, methods and techniques in practice

First of all, each technology is aimed at the implementation of GEF in preschool education. Among pedagogical technologies used in working with children preschool age, can be distinguished;

Health saving pedagogical technologies,

technology person-centered interaction teacher with children,

technology project activities ,

research technology,

Gaming technology,

technology"Portfolio of a preschooler" and "Portfolio teacher» ,

Information and communication technology.

In his pedagogical activity implement various technology, because I believe that they are aimed at creating optimal conditions for the development of preschool children in modern conditions, the realization of the child's right to an affordable, high-quality education.

Technology developmental learning. These include the developing environment of the preschool educational institution, the programs of the preschool educational institution. Developing environment, group program corresponding to the requirements and age of children in this group.

Health saving pedagogical technologies include all aspects of impact teacher on the health of the child at different levels - informational, psychological, bioenergetic. In health education technologies training I use two groups methods: specific (characteristic only for the process healing pedagogy) and general pedagogical(used in all cases of training and education).

tricks that I use on practice various are morning meetings of children on the street, different types of games, dynamic pauses, relaxation, gymnastics (finger, for the eyes, breathing, etc., dynamic gymnastics, corrective, orthopedic. These are physical education classes, communicative games, a series of classes "Health Lessons", which includes various tricks, information and training (advice to parents, teachers)

Only the optimal combination of specific and general pedagogical methods in accordance with the methodological principles can ensure the successful implementation of a set of tasks of health-saving educational learning technologies.

Learner-Centered technology represent the embodiment of humanistic philosophy, psychology and pedagogy. I use a person-centered approach in my work with children. technology, placing in the center of all educational system the personality of the child, ensuring comfortable, conflict-free and safe conditions for its development, the implementation of its natural potential. The personality of the child in this technology is not only a subject, but the subject is a priority. I organize the educational process based on respect for the personality of the child, taking into account the peculiarities of his individual development, treating him as a conscious, full participant in the educational process. In my classes, there is an emphasis on a personality-oriented approach to communication. I plan classes, joint activities with children so that it is not aimed at finding out what the child knows, but at how developed his “power of mind”, inclinations and abilities to reason, think critically, find correct solution apply knowledge to practice. I use didactic material that differs in content, volume, complexity, methods and techniques for completing tasks.

Wide in its practice I use the design activity. Since I think that this kind technology gives children the opportunity to purposefully activities with a specific purpose, according to a specific plan for solving search, research, practical tasks in any direction. At the heart of the design activities lies the idea of ​​direction activities(during which the child discovers a lot of new and previously unknown) on the result that is achieved in the process of joint work of an adult and children on a certain practical problem. In 2014-2015 we implement projects with children and parents "Children about the War" and project "I live in Langepas". Projects, regardless of type, need constant attention, help and support from adults at every stage of implementation. Specifics of use methods projects in preschool practice is what adults need "point" child, to help discover the problem or even provoke its occurrence, to arouse interest in it and "pull in" children in a joint project, while not overdoing it with the guardianship and help of parents.

Information and communication technology used in working with children give me the opportunity to make the learning and development of children more attractive and exciting. This gives me the opportunity to keep up with the times, to become a guide for the child into the world of new technologies, to form the foundations of the information culture of his personality, to improve the professional level of competence of parents.

ICT helps me in my work in:

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

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

3. Exchange of experience, acquaintance with periodicals, developments of others teachers from Russia and abroad.

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

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

concept "gaming pedagogical technologies» includes a fairly large group methods and techniques of organizing pedagogical process in the form of various educational games.

Gaming first technology I used as game moments. Game moments are very important in pedagogical process , especially during the period of adaptation of children in children's institution. For me, the main task was the formation of emotional contact, children's trust in the teacher, the ability to see in the teacher a kind, always ready to help person, an interesting partner in the game. She used frontal game situations so that no child would feel deprived of attention. These are games like "Round dance", "Catching" and "Blowing soap bubbles". In the future, I tried to ensure that game moments penetrated into all types children's activities: work and play (Games "Everything has its place", "Whose closet is better", "Who is the most hardworking", educational activity and play(Outdoor games, eye gymnastics, breathing, dynamic pauses, logarithmics, relaxation, self-massage (finger games) gaming technologies with Gyenes blocks, V. Voskobovich, Kuneser sticks, everyday household activity associated with the execution of the mode and the game (All types games: didactic, role-playing, business, dramatization games, gaming technologies with Gyenes blocks, V. Voskobovich) As I understand it, the game is the most accessible form for children activities, this is a way of processing the impressions and knowledge received from the outside world.

Using gaming technology in educational process, I kindly try to provide emotional support, create a joyful environment, encourage any invention and fantasy of the child. Only in this case, the game will be useful for the development of the child and the creation of a positive atmosphere of cooperation with adults.

Technology"Portfolio of a preschooler". Individual educational achievements are a kind of treasury of success, a tool in the formation of self-esteem and self-presentation of the child's personal achievements. In previous years, I actively participated in this sport. technology, of course, not in the form proposed by the Federal State Educational Standard, but more simplified. The process of creating a portfolio is a kind of pedagogical technology. There are a lot of portfolio options. I believe that this kind technology will be in the future, very much in demand, especially, section "My achievements", in the section certificates, diplomas (from various organizations: kindergarten, media holding contests, as it will help teachers

Technology"Portfolio teacher» . We all know that modern education needs a new type teacher: creative thinking, owning modern educational technologies, tricks psychological and pedagogical diagnostics, ways of self-construction pedagogical process under specific conditions practical activities the ability to predict your end result. Everyone has it teacher there should be a record of success that reflects everything that is joyful, interesting and worthy of what happens in life teacher. A portfolio can become such a dossier teacher. This kind technology will be in the future, very much in demand, as it will help teachers systematize your piggy bank of achievements and will play a big role in advanced training.

Thus, if using pedagogical technologies in a preschool educational institution for a teacher it is possible to increase the reserve of development of the child, then we can talk about their positive impact on the child. For teacher who has learned to work technological level, the main guideline will always be the self-development of the child, because educational institution should form in a person the main need - the need for self-development, since human life is woven from diversity technologies(activities functionally related to each other.

References.

1. Krulekht M.V. Pedagogical technology program implementation "Childhood" in the educational process of children garden: Methodological advice for the program"Childhood". St. Petersburg: CHILDHOOD-PRESS, 2002 pp. 3-15.

2. Pedagogical technologies. Tutorial for students pedagogical specialties / Under the general. ed. Kukushina V. S. Series « Teacher Education » . Rostov-on- Don: Publishing Center "March", 2002 –320 s.

3. Selevko G. K. Modern educational technology. - M., Publishing house « public education» 1998 - 256s.

4. Khabarova T.V. Pedagogical technologies in preschool education. - SPb.: PUBLISHING HOUSE LLC "CHILDHOOD PRESS", 2011.- 80 p.

The term "method" comes from the Greek word "methodos", which means a way, a way to move towards the truth.

In pedagogy, there are many definitions of the concept “ method trained and I". These include the following: “teaching methods are methods of interconnected activity of the teacher and students, aimed at solving a set of problems educational process(Yu.K. Babansky); “Methods are understood as a set of ways and means of achieving goals, solving the problems of education” (IP Podlasy); “a teaching method is a tested and systematically functioning structure of the activities of teachers and students, consciously implemented in order to implement programmed changes in the personality of students” (V. Okon). The teaching method can also be given the following definition: it is a way of orderly activity of the subject and object of the educational process, aimed at achieving the goals of training, development, and education. Already in these definitions, the method appears as a multidimensional phenomenon, as the core of the educational process. It acts as a mechanism for the implementation of the set goals, largely determines the final results of the educational process.

Each teaching method is characterized by three features: indicates the purpose of learning; way of assimilation; the nature of the interaction of learning subjects.

Reception - this is an integral part or a separate side of the method, i.e. private concept in relation to general concept"method". Individual techniques may be part of various methods.

In the learning process, methods and techniques are in various combinations. One and the same way of students' activity in some cases acts as an independent method, and in another - as a teaching method. For example, explanation, conversation are independent teaching methods. If they are occasionally used by the teacher during practical work to attract the attention of students, correct errors, then explanation and conversation act as teaching methods that are part of the exercise method.

Teaching methods are a historical category. The level of development of productive forces and the nature of industrial relations have an impact on the overall goals of education. As goals change, so do teaching methods. So, in ancient times, teaching methods based on imitation prevailed. Since the establishment of schools, verbal teaching methods have appeared. Verbal teaching methods dominated in the Middle Ages.

In the pedagogical literature, a different number of teaching methods are called - from twenty to a hundred or more. The most commonly used methods include: 1) story; 2) conversation; 3) lecture; 4) showing illustrations; 5) showing demonstrations; 6) exercises; 7) independent work with the book; eight) test papers; 9) methods of programmed control, etc.

In the psychological and pedagogical literature, many reasons have been identified that influence the choice of teaching methods:

The purpose of training;

The level of learning motivation;

Implementation of the principles, patterns of learning;

Quantity and complexity educational material;

The level of preparedness of students;

Age of students;

Studying time;

Material and technical, organizational conditions of training;

Application of methods in previous lessons;

Type and structure of classes;

The relationship between the teacher and students that has developed in the process of educational work;

The level of preparedness of the teacher.

None of the methods is universal, good results in didactic work can be achieved only when using many methods.

means learning are all devices and sources that help the teacher to teach and the student to learn, i.e. that helps him to organize the cognitive activity of students. Teaching aids may include: teachers, textbooks, teaching aids, books, radio, television, computers, visual aids, etc.

In pedagogy, there is no single approach to the classification of teaching methods. There are about ten classifications of methods. The presence of different points of view on the problem of classification reflects the natural process of differentiation and integration of knowledge about them. Due to the fact that different authors base the division of teaching methods into groups and subgroups on different signs, there are a number of classifications.

One of the first classifications dates back to the end of the 1920s and is associated with the name of B.V. Vsesvyatsky, who described two categories of methods - methods of transferring ready-made knowledge and methods of searching (research).

Let us name the most reasonable classifications of teaching methods in didactics.

1. Traditional classification according to the source of knowledge. First, practical, visual, verbal methods were singled out (D.O. Lordkipanidze, E.Ya. Golant), then this system was supplemented by others - modern, connected, for example, with technical teaching aids.

2. Classification of methods according to purpose (M.A. Danilov, B.P. Esipov).

As a general feature of the classification are the successive stages through which the learning process goes through in the lesson. The following methods are distinguished:

Acquisition of knowledge;

Formation of skills and abilities;

Application of knowledge;

Creative activity;

Fixing;

Checking knowledge, skills, abilities.

3. Classification of teaching methods according to the nature of the cognitive activity of students (I.Ya. Lerner, M.N. Skatkin).

Since the success of education to a decisive extent depends on the orientation and internal activity of the students, it is precisely the nature of the activity, the degree of independence and creativity of students that should serve as an important selection criterion. Scientists have identified five teaching methods, and in each of the following, the degree of activity and independence in the activities of students increases:

Explanatory and illustrative;

reproductive;

Problem statement;

Partial search;

Research.

4. According to didactic goals, two large groups of teaching methods are distinguished:

- methods that contribute to the primary assimilation of educational material;

- methods that contribute to the consolidation and improvement of acquired knowledge (G.I. Shchukina, I.T. Ogorodnikov, etc.)

5. Yu.K. Babansky bases the classification of teaching methods on the theory of human activity, the main elements of which are: a) organization of actions; b) regulation of the activity of the individual, primarily by various ways of stimulating it, and c) control over the course of activity. On this basis Yu.K. Babansky distinguishes three groups of methods:

Methods of organization and implementation of educational cognitive activity;

Methods of stimulation and motivation of educational and cognitive activity;

Methods of control and self-control over the effectiveness of educational and cognitive activity.

Each of these classifications has a certain basis and allows us to comprehend the essence of teaching methods from different angles. However, in didactic terms, the classification of the famous Belarusian teacher I.F. Kharlamov. He identifies five groups of teaching methods:

Methods of oral presentation of knowledge by the teacher and activation of the cognitive activity of students: story, explanation, school lecture, conversation; illustrations and demonstrations in the oral presentation of the studied material;

Methods of fixing the studied material: conversation, work with a textbook;

Methods of independent work of students to comprehend and assimilate new material: work with a textbook, laboratory work;

Methods of educational work on the application of knowledge in practice and the development of skills and abilities: exercises, laboratory work;

Methods for testing and evaluating students' knowledge, skills and abilities: daily observation of students' work, oral questioning (individual, frontal, compacted), assignment of a lesson score, tests, checking homework, programmed control, testing.

None of the considered classifications of methods is free from shortcomings. Practice is richer and more complex than any of the most skillful constructions and abstract schemes. Therefore, the search for better classifications that would clarify the conflicting theory of methods and help educators improve their practice continues.

The characteristics of teaching methods must be carried out according to the following plan: the essence of the method, the requirements for its application, the methodology (the system of techniques by which this method is implemented). As an example, we will reveal the essence of the conversation as a teaching method.

Conversation is a dialogical method of presenting educational material (from the Greek dialogos - a conversation between two or more persons), which in itself speaks of the essential specifics of this method. The essence of the conversation lies in the fact that the teacher, through skillfully posed questions, encourages students to reason and analyze in a certain logical sequence of the studied facts and phenomena and independently formulate the corresponding theoretical conclusions and generalizations.

When conducting a conversation to comprehend new material, it is necessary to pose questions so that they require not monosyllabic affirmative or negative answers, but detailed reasoning, certain arguments and comparisons, as a result of which students isolate essential features and properties of the studied objects and phenomena, and in this way acquire new knowledge.

Questions should have a clear sequence and focus, which will allow students to comprehend the internal logic of the acquired knowledge.

Conversation as a teaching method cannot ensure the achievement of all didactic goals, in particular the formation of practical skills. Therefore, it is advisable to use it in combination with other methods.

The conversation when communicating new knowledge can go inductively (i.e. from particular known observable phenomena to general conclusions) or deductively (from the general position to particular cases).

By appointment in the educational process, the following types of conversations are distinguished: introductory or introductory (organizing); communication of new knowledge; fixing; control and correction.

An introductory conversation is held at the beginning of a lesson or other training session. With its help, students are prepared for the perception and assimilation of new educational material. This type of conversation helps to understand the significance of the upcoming work, forms ideas about its content, specifics and features.

When communicating new knowledge, the conversation is built in the form of questions and answers, mainly when analyzing read texts, memorizing answers (catechetical). It helps to lead students through skillfully posed questions, their knowledge and life experience to the assimilation of new knowledge, the definition of concepts, and the search for a method for solving a problem. A well-organized conversation creates the subjective impression that the student himself made a “discovery”, made a difficult path to scientific truth.

Reinforcing conversations are used to deepen, generalize and systematize knowledge. They are usually held at the end of the lesson learning new material.

Control and correctional conversations can be organized as frontal or individual. They are used to determine the level of assimilation of knowledge by students, their correction, clarification, addition, concretization.

The effectiveness of the conversation depends on the careful preparation of the teacher, the thoughtfulness of the questions, their logical sequence. Questions should develop all kinds of thinking, correspond to the level of development of students. On the part of the students, the answers should be conscious, reasoned and correctly formulated.

The pedagogical function of the conversation is to use the knowledge and personal experience of students in order to enhance their cognitive activity. The conversation requires thoughtfulness and clarity of the question. The developing effect of the conversation is manifested in the formation of students' skills to think clearly and quickly, analyze and generalize, ask precise questions, speak briefly and clearly express their thoughts. The conversation is most effective:

- to prepare students for work in the classroom;

- familiarizing them with new material;

- systematization and consolidation of knowledge;

– current control and diagnostics of knowledge assimilation.

Introduction

Pedagogical interaction involves the mutual and fruitful development of the qualities of the personality of the teacher and his pupils on the basis of equality in communication and partnership in joint activities. Pedagogical interaction, cooperation plays a developing role for each participant. On the one hand, the teacher helps children in their development (mental, moral, physical, emotional ...), and on the other hand, children stimulate the development and improvement of the teacher, his professional, pedagogical and universal personality traits.

The trend of turning education and upbringing into a subject-subject process was embodied in practice in the pedagogy of cooperation, the ideas of which were proclaimed by innovative teachers (Sh.A. Amonashvili, I.P. Volkov, E.N. Ilyin, V.F. Shatalov and others ).

According to Sh.A. Amonashvili, it is supposed to increase the status and reference of the pupil, not accompanied by a decrease in these indicators for the teacher. The teacher becomes an assistant in the student's awareness of himself as a person, in identifying, revealing his capabilities, the formation of self-awareness, the implementation of personally significant and socially acceptable self-affirmation, self-determination, self-realization. The necessity and naturalness of pedagogical interaction and cooperation were substantiated by L.S. Vygotsky in defining the child’s zone of proximal development: “What a child today can do in cooperation and under guidance, tomorrow he becomes able to do it independently. By exploring what the child is able to do independently, we explore the development of yesterday. By exploring what the child is capable of accomplishing in cooperation, we determine the development of tomorrow.” It is important that the cooperation between the educator and the pupil is not at all a formal achievement of equality and not a mechanical summing up of the contributions of participants in joint activities or “working side by side”. In fact, students cannot carry out joint activities in their entirety without the participation of a teacher. But still, he can not do without children. Partnership involves not only participation, but also the exchange of certain values ​​in the process of joint activities, the true significance of which is determined by the purpose, content, form and results of the activity, provided that all participants are aware of them.

An analysis of the psychological and pedagogical literature shows that in last years pedagogical interaction as a factor in the personal self-development of a student and a teacher, a condition for the actualization of human subjectivity is being actively developed in the field of secondary school. An analysis of the current situation in education, when a large amount of new pedagogical knowledge has been accumulated, reflecting the new pedagogical reality in the form of facts, ideas, concepts and laws of science of the new humanistic educational paradigm, with insufficient use of this knowledge in pedagogical activity, is a confirmation of the relevance of the study. . For me, the relevance of this topic lies in getting to know the essence of pedagogical interaction, its organization and influence on education.

The purpose of the work is to study the methods of organizing pedagogical interaction
Research objectives:

Analysis of the literature on the chosen topic.

Definition of the essence and role of pedagogical interaction.

The study of methods and techniques of pedagogical interaction.

The concept of pedagogical interaction

Education is a two-way process. This means that the success of its implementation directly depends on the nature of the relationship between the two subjects of the educational process: the teacher and the pupil. Their connection in the process of education is carried out in the form of pedagogical interaction, which refers to the direct or indirect influence of subjects (teachers and pupils) on each other and the result of which are real transformations in the cognitive, emotional-volitional and personal spheres.

Pedagogical interaction is defined as an interconnected process of exchange of influences between its participants, leading to the formation and development of cognitive activity and other socially significant qualities of a person. Considering the essence of pedagogical interaction, D. A. Belukhin identifies the following components in it:

1) communication as a complex, multifaceted process of establishing and developing contacts between people, generated by the need for joint activities, which includes the exchange of information, the development of a unified strategy for interaction, perception and understanding of another person, self-knowledge;

2) joint activity as an organized system of activity of interacting individuals, aimed at the expedient production of objects of material and spiritual culture.

In pedagogical interaction, the multi-aspect activity communication of the teacher and the pupil has the character of a kind of contractual relationship. This makes it possible to act adequately to the real situation, developing it in the right direction, identifying and taking into account the true interests of the individual, correlating them with the requirements that arise unplanned in the process of training and education.

In a number of psychological and pedagogical studies, a list of essential requirements for the professional activity of a teacher who organizes and carries out pedagogical interaction is given:

1) dialogue in the relationship between students and the teacher;

2) activity-creative nature of interaction;

3) focus on supporting the individual development of the individual; 4) giving her the necessary space for acceptance independent decisions, creative choice of content and methods of teaching and behavior.

Thus, in order to achieve the goals of education, the teacher in the course of pedagogical interaction must comply with a number of conditions:

a) constantly support the pupil's desire to join the world of human culture, strengthen and expand its capabilities;

b) to provide each individual with the conditions for independent discoveries, the acquisition of new experience in creative life;

c) create communicative conditions to support self-valuable activity of pupils;

d) stimulate the right relationships in various communication systems: "society - group - personality", "state - educational institutions - personality", "team - microgroup - personality", "teacher - group of pupils", "teacher - pupil", "personality - a group of personalities", "personality - personality";

e) contribute to the formation of the "I-concept" of the personality of the pupil; f) to stimulate productive communication with the student in various areas of his active life.

Pedagogical interaction has two sides: functional-role and personal.

Functional role-playing The side of the interaction between the teacher and the student is determined by the objective conditions of the pedagogical process, in which the teacher performs a certain role: organizes and directs the activities of students, controls its results. In this case, students perceive the teacher not as a person, but only as an official, controlling person.

Personal The side of pedagogical interaction is related to the fact that the teacher, interacting with students, transfers his individuality to them, realizing his own need and ability to be a person and, in turn, forming the corresponding need and ability in students. Because of this, the personal side of pedagogical interaction most affects the motivational-value sphere of pupils. However, practice shows that only teachers with a high level of development of a motivational-value attitude to pedagogical activity work with such an attitude.

The best option is pedagogical interaction, in which functional-role and personal interaction are carried out in a complex. Such a combination ensures the transfer to students not only of the general social, but also of the personal, individual experience of the teacher, thereby stimulating the process of becoming the personality of the pupil.

The nature and level of pedagogical interaction is largely determined by the attitude of the teacher to the pupils, which is due to their reference ideas, values ​​and needs and causes them to have an appropriate emotional attitude. It is customary to single out the following main styles of pedagogical attitude.

1. Active positive. This style is characterized by the fact that the teacher shows an emotionally positive orientation towards children, which is adequately realized in the manner of behavior, speech statements. Such teachers most appreciate the positive qualities of students, because they are convinced that each student has virtues that, under appropriate conditions, can be discovered and developed. Giving individual characteristics to their students, they note positive growth and qualitative changes.

2. Situational. A teacher who adheres to this style is characterized by emotional instability. He is subject to the influence of specific situations that affect his behavior, can be quick-tempered, inconsistent. It is characterized by an alternation of friendliness and hostility towards students. Such a teacher does not have firm objective views on the personality of the pupil and the possibilities of its development. The grades he gives to his students are inconsistent or uncertain.

3. Passive positive. The teacher is characterized by a general positive orientation in the manner of behavior and speech statements, but he is also characterized by a certain isolation, dryness, categoricalness and pedantry. He speaks to students in a predominantly formal tone and consciously seeks to create and emphasize the distance between them and himself.

4. Active negative. The relationship between the teacher and the students is characterized by a pronounced emotional-negative orientation, which manifests itself in harshness and irritability. Such a teacher gives a low grade to his students, accentuates their shortcomings. Praise as a method of education is not characteristic of him, with any failure of the child, he is indignant, punishes the student; often makes comments.

5. Passive-negative. The teacher does not so clearly show a negative attitude towards children, more often he is emotionally lethargic, indifferent, aloof in communication with students. As a rule, he does not show indignation at their behavior, however, he is emphatically indifferent to both the successes and failures of his students.

Strategies and techniques of pedagogical interaction

The first step in the implementation of the technology of pedagogical interaction is the awareness of its essence, goals, principles and content, which is implemented in various forms of educational activities. The next step is the selection of ways in which you can achieve a result. The teacher is required to have professional knowledge of the arsenal of methods, techniques, and means of education necessary to solve pedagogical problems.

The choice of methods can be determined by the content of education, the entire pedagogical system, as well as such natural facts as the achieved level of development of the children's team, the age and typological characteristics of children, and the features of the relationship between the educator and pupils.

The application of methods lends itself to preliminary planning only when the teacher has to solve the problem that has arisen, to answer the question: "What to do next?" But most often, a direct reaction to a specific situation, the resolution of a momentary problem that has arisen, is necessary. After all, the educational process is a kind of chain of interdependent and interdependent pedagogical situations.

The behavior of the teacher in the current situation depends on the purpose of education, on his position, and on the professional possession of a range of methods and techniques, as well as algorithms for solving pedagogical problems.
Based on the practical work of the teacher, N.E. Shchurkova considers three groups of methods:

The methods by which the consciousness of the pupils is influenced, their views (representations, concepts) are formed, the operational exchange of information in the pedagogical system between its members is carried out.

The methods by which the behavior of pupils is influenced, their activities are organized, their positive motives are stimulated.

Methods by which assistance is provided in self-analysis and self-assessment of pupils.

Methods are closely related to methodological techniques. Receptions are of a private nature and do not have an independent pedagogical task. For example, dividing a class into microgroups (by random selection, by interests, by leaders, etc.) is a methodological technique that can be subject to various tasks: to teach collective planning, to reveal individual characteristics or others. The relationship of methods and techniques is mobile, the same techniques can be used in different methods.

Methods
formation of views, information exchange	Organization activities	Stimulation assessments and self-assessments
Dialog. Proof. Briefing. Lectures. Call. Suggestion. Narration.	Order. Requirement. Competition. Show samples and examples. Creating a situation of success. Perspective. An exercise.	Comment. control situation. Encouragement and punishment. The situation of criticism and self-criticism. Confidence. Public opinion.
Based on conviction	At the heart of the exercise.	Based on self-esteem

I.A. Zazyun identifies a number of techniques that teachers should use when communicating with students:

• Showing attention and respect.
• Pedagogical tact.
• Interest.
• Kindness.
• Care.
• Support.
• Positive setting.
• The belief of the teacher in the presence of the educated abilities and positive qualities.

In the course of solving psychological and pedagogical problems, the methods of pedagogical interaction are based on the implementation of requirements. Pedagogical requirements are divided into:
to direct immediate ones (cause a specific action of the educated person, which is determined by the requirement itself);

indirect direct (lead to a certain activity of the educated person through the psychological factors caused by him: for example, interest, other experiences of the children themselves);

mediated (stimulate the action of the educated through the influence of third parties).

Characteristic features of the requirements:

deep respect for the personality of the pupil and trust in him;

reasonableness, preparedness of the requirement, it must assume the existence of real conditions for its implementation;

any clear, reasonable requirement of the teacher must be fulfilled, brought to the end;

Pedagogical requirements must be strictly obligatory for all, uniform on the part of all educators.

AT domestic psychology a "ladder" of requirements has been developed, in which the simplest ones are, as it were, the basis that supports the more general ones, which, in turn, integrate into the requirements of a higher order.

1. The primary requirement is an extremely specific indication. Its function is to call a specific act.

2. Initial requirement. It is functionally aimed at consolidating certain actions and transforming them into a habit.

3. Requirement-rule. Function - the formation of customs, traditions of behavior.

4. Requirements - moral standards. Function - the formation of moral norms and their transformation into a habit.

5. Requirements - moral principles (moral code). Their function is to express moral principles and develop ideals.

The importance of direct immediate requirements lies in the fact that they not only cause certain, specific actions, but also lay the foundations for the initial psychological and pedagogical interaction between the teacher and the student.

The gradual development of the relationship between the teacher and the student leads to the possibility of implementing indirect requirements in which the goal of education is not clearly expressed. However, the effectiveness of such requirements can be even higher than the effectiveness of direct requirements.

There are several main forms of indirect requirements.

1. Indirect incentive plan requirements:

requirement-advice;

requirement-approval;

request-request;

requirement - expression of trust;

conditional requirement.

2. Indirect requirements of the prohibition plan, blocking negative behavior:

requirement-hint;

demand-condemnation;

demand - an expression of no confidence;

demand-threat;

punishment.

Often in practice, direct and indirect requirements are used as components of complex requirements. In this case, for example, options such as:

The same content requirement is presented simultaneously in different forms, each of which enhances its effect (the so-called combined requirement is formed);

The use of a consistent combination of several different requirements, interconnected and, as it were, continuing each other. The types of requirements discussed above are immediate.

Indirect requirements are a more complex type of requirements imposed on a person through a group, other subjects of influence. Such requirements are divided into stimulating and prohibiting.

Indirect requirements create the basis for the formation of strong relationships in the team of trainees, have a strong influence on the formation of the character of both those to whom the requirement is addressed and those from whom it comes. However, this type of requirements should not be used at the very beginning of work with students, but only at a certain stage in the development of the team, when the teacher has solid knowledge about the students, has achieved an elementary culture in their relations, and has formed demands on each other.

Conclusion

In this paper, the leading problems, the essence and conditions of pedagogical interaction, its role in the upbringing of children, as well as how to properly organize pedagogical interaction and what techniques can be used were considered.

After conducting a theoretical analysis of this problem, revealing the purpose and objectives, we can conclude that the problem of pedagogical interaction is the leading one in the field of pedagogy, because living conditions are changing. A new look at the relationship to the personality of the child requires changes in the organization of pedagogical interaction with him. Indeed, pedagogical interaction carries out an educational function. On this issue, teachers have a complete unity of views. Pedagogical interaction, cooperation play a developing role for each participant. On the one hand, the teacher helps children in their development (mental, moral, emotional, physical, etc.), and on the other hand, children stimulate the development and self-improvement of the teacher in his professional, pedagogical and universal qualities of the personality. However, it should be recognized that the role of the organizer of pedagogical interaction differs significantly from the role of the dictator of the educational process, it requires a certain social attitude, the development of an individual style.

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1. Persuasion Methods
2. Methods of organizing life and activities
3. Incentive (assessment) methods
4. Methods of pedagogical influence

14.1. In the arsenal pedagogical science there are the terms "pedagogical interaction" and "pedagogical influence".

Interaction is a coordinated activity to achieve joint goals and results, to solve problems and tasks that are significant for them, its essence is the cooperation of an adult and a child in educational educational process.

Pedagogical interaction, cooperation play a developing role for each participant. On the one hand, the teacher helps children in their development (mental, moral, emotional, physical, etc.), and on the other hand, children stimulate the self-improvement of the teacher in his professional, pedagogical and universal qualities.

The teacher, carrying out pedagogical interaction, must realize its essence, goals, principles and content, which is realized in various forms of educational activity, choose ways by which it is possible to solve the set pedagogical tasks. To do this, he needs to master the entire arsenal of methods, techniques, means of pedagogical influence.

There are three main groups of methods of educational influence: 1) methods of persuasion; 2) methods of organizing the life and activities of students; 3) stimulating (evaluative) methods.

Persuasion Methods, first of all, are aimed at the rational sphere of the emerging relationship. Persuasion is the process of logical substantiation of any judgment or conclusion, it implies the presence of meaningful information in the message of the teacher and the conscious attitude of the pupil who perceives the information to it. The main purpose of persuasion methods is to convince students of objectivity, truth, and the vital need to master socially valuable ideas, views, norms of behavior, and criteria for assessing the world around them.

Of course, persuasion as a method of education must be considered in unity with all the influences of the environment that the student's personality experiences, with his way of life, his own experience. Persuasive influence is intended only to help the student to independently understand both the world around him and himself.

In science, the following classification of persuasion methods is proposed [Glikman I.Z.]:

Information and evidence method;

Search method;

discussion method;

Self-persuasion through persuading others.

Information and evidence method. Its essence lies in the fact that the teacher informs the pupils of information that allows them to draw certain conclusions and formulate some statements. He seeks to substantiate and prove these assertions.

In order for the reported information to be perceived better, he speaks intelligibly, clearly, clearly, showing the interconnection of phenomena, illustrates the ideas expressed with examples, separates the main from the secondary, supplements the analysis and interpretation of difficult material with elements of the story.

The most difficult part of this method is the proof. In the proof, three main parts can be distinguished, which in logic are called as follows:

The thesis is a statement that needs to be substantiated (for example, the basis of communication is the mutual respect of people);

Arguments (reasons) are those facts, theoretical positions or experiment that allow substantiating the thesis;

Demonstration is the reasoning itself, which allows you to connect the thesis with the arguments.

In order for a proof to be convincing, all of its parts must satisfy certain requirements.

Thesis must be correct, precisely established, consistent with scientific knowledge.

Facts, used as arguments, must be reliable (precisely established), typical, vivid and convincing.

Demonstration- the reasoning itself - should be logical.

Although persuading we are talking about the impact on the area of ​​consciousness of children, but it is impossible not to take into account the state of the entire psyche of the child and, in particular, his emotional sphere. Therefore, the teacher must also use the means of suggestion and infection.

Infection - it is the process of transferring an emotional state through contact from one person to another. Suggestion- this is the impact on the psyche of listeners with reduced consciousness and criticality to the perceived information. The teacher must win the respect and trust of his pupils. In this case, they will listen to the words of the teacher, take into account his advice and recommendations.

Information and evidence impact is carried out in such forms as a lecture, Classroom hour, "heart-to-heart talk", "round table", etc.

Search method - this is a method of persuasion through the organization of an independent study by the educated of life phenomena, literary and other sources of information. The teacher captivates the children with an independent search for information, reading books, magazines, organizes the collection, systematization and design of the material, helps to comprehend it. And in this way it contributes to the assimilation and accumulation of valuable information and the formation of correct beliefs.

Debate Method is a public discussion controversial issue in order to find ways to solve it. The discussion is interesting and natural for a person, it helps him to better understand the world, to think deeper.

The discussion organized and directed by the teacher turns into a method of forming beliefs. It allows you to more deeply consider and learn about various life problems, develops abilities and judgments, improves intelligence and speech, forms criticality and helps to develop a comprehensive dialectical approach to the phenomena of life in schoolchildren. What the student hears in the statements of adults and teachers, what he sees and encounters in his own experience, what he reads in the book - all this, being tested in an open struggle of opinions, is more deeply, widely, from different sides realized and fixed in the mind. Therefore, in the method of purposeful formation of beliefs, discussion is a necessary component. Its educational effect depends on careful preparation and methodically correct implementation.

Self-persuasion through persuading others. The point of this method is that the more you convince others, the better you understand these ideas yourself, and the stronger your own convictions become.

When using this method, the process of forming beliefs takes on a peculiar form. First, by convincing his comrades, the student supports, reinforces and expands the work that the teacher is doing among them. Secondly, by convincing others, he also strengthens his own convictions.

Using the method of persuasion, the teacher must take into account the specific educational situation, age, characteristics of the child, his position in the system of interpersonal communication in the classroom, among friends, the conditions of education in the family, his life experience, the presence of their own point of view on a particular issue, and depending on this, build their own tactics of interaction with the child.

Consider the possibilities of applying the method of persuasion in different situations.

1. The child does not have a point of view on any issue. He does not oppose the teacher. In this case, it is necessary to tell him something new, to form his opinion. Success depends on how understandable and convincing the words of the educator will be for the pupil.

2. The child already knows a point of view on the subject of conversation, different from the point of view of the teacher. This may be the position of his comrades or one of the adults. The task of the teacher in this case is to make the student doubt this position. The conversation can go like this: "Okay, let's try to figure it out together." By showing benevolence, patience, stimulating the child's own thoughts, assessments, showing sincere interest in his analysis of events, actions, statements, the teacher makes the child more receptive to his own arguments. At the same time, he should not impose his opinion, but bring the pupil to his own conclusions.

3. A teenager is completely sure of the correctness of his views. In this case, you need to invite him to justify his opinion himself, to find convincing arguments in his defense. At the same time, it is necessary to carefully listen to the teenager, trying to find the weakest, most vulnerable, contradictory places in his reasoning. In this situation, the task is for the student to see that not all of his arguments are indisputable. Although you can not expect that a teenager will immediately think differently, change his mind or admit the obvious. It is more important here to plant a "seed of doubt", to make the pupil, at least in his soul, doubt some of his positions. And then consistently, methodically, while showing respect, pedagogical tact, strive to change the consciousness of the pupil.

4. There is an open conflict. All objections and arguments are rejected, as they say, from the threshold. Here, words alone, whatever they may be, will not help. In this case, the method of persuasion is to put the child in such situations, to include in such activities, to give the opportunity to face such facts that force him, even against his own will, to think, to independently understand at least some part of his wrong. That's when you can call on the help of logic, words and evidence.

14.2. Methods of organizing the life and activities of students. They are designed to influence the behavioral and activity sphere of the emerging attitude. Their goal is to teach the student certain skills, abilities and forms of behavior from the simplest actions to conscious social acts. This goal is served by a rich palette of upbringing methods, including pupils in various types of practical activities. Let's characterize some of them.

Pedagogical requirement - this is the presentation to the child in the process of education of the socio-cultural norm of attitude and behavior. The main purpose of the requirement is to cause and stimulate or stop and slow down certain actions of children, the manifestation of certain moral qualities in them. You can consider the technological rules for presenting a pedagogical requirement:

It should be pedagogically expedient, correspond to reality and the logic of events;

Must be positive, i.e. cause a very specific act, and not just prohibit, slow down the actions of pupils;

It should be individualized, taking into account not only the age characteristics of children, but also their social and cultural level of development;

Present in an ethical manner;

Be supported by a clear instructive program of action;

It must be brought to its logical end.

According to the form of presentation, requirements can be direct (instruction, instruction, order, order, indication ...) and indirect (request, advice, hint, recommendation, hint ...). When implementing indirect requirements, the pedagogical position is as hidden as possible.

accustoming as a method is the organization of systematic and regular performance by students of certain actions that turn into habitual forms of behavior. One of the means of the teaching method is the mode of life and activity of students, the other is the norms and rules of the culture of behavior, expressed in customs, traditions, rules of etiquette ...

An exercise as a method of education, it is a logical continuation of teaching and involves repeated repetition, consolidation, strengthening and improvement of socially valuable and personally significant actions and actions of moral behavior. For development cultural behavior you can use games, school holidays, visits to theaters, exhibitions, excursions, trips, etc.

Order- a method of education that enables the student to experience his responsibility to the group and society and gain experience and habits of useful social activity. Every student likes to be responsible for some business and lead something or someone. Fulfilling the assignment, he trains in the management of public affairs, in responsibility to his comrades, he tries to show the expected behavior from him. However, a diverse system of public assignments can exist only where a diverse activity of children is organized.

Creation of educational situations - a method that involves the inclusion of pupils in a situation of choosing a certain decision, a variant of behavior. The pedagogical situation can be defined as a fragment of children's activity deliberately prepared by the educator, which provides the possibility of such a choice. Examples of the method of educational situations: various useful assignments, acts of mercy and charity, contests, competitions, situations of moral choice, moral responsibility, manifestations of care and sensitivity, tolerance, trust, etc.

14.3. Stimulating (assessment) methods: reward and punishment. Their purpose is to regulate through the emotional-volitional sphere the manifested positive and negative qualities of the pupil's personality: stimulating positive ones and inhibiting negative ones.

In the pedagogical heritage of A.S. Makarenko, S.T. Shatsky, J. Korchak, V.A. Sukhomlinsky and other teachers developed the theory in detail and developed pedagogical rules and requirements for rewards and punishments. Here are some of them:

1. The role of reward and punishment in the educational process cannot be overestimated. In a well-coordinated children's team, you can generally do without them for a long time.

2. The use of rewards and punishments is effective only in combination with methods of persuasion and organization of the life and activities of children.

3. Leading should be the method of encouragement, auxiliary - punishment.

4. Encouragement and punishment should be individualized, take into account age, gender characteristics, the current psychological and pedagogical situation.

promotion has a colossal educational power, so the educator needs to find all the possibilities for using this method. To do this, it is necessary, first of all, to look very carefully at the activities and behavior of children, strive to find and note in them every success, every positive personality trait.

Types of encouragement: approval, praise, trust, satisfaction of certain interests and needs, expression of a positive attitude.

Requirements for encouragement: must be fair, since each act requires different volitional efforts; you need to comply with the measure; be accompanied by an explanation of what exactly is worthy of encouragement; encouragement should be combined with the presentation of new requirements that contribute to the development of the individual.

The method of pedagogical influence opposite to encouragement is punishment.

Types of punishment: punishment-condemnation, punishment-restriction, punishment-exercise, punishment-conditionality, punishment by changing attitudes.

Rules of punishment: punishment should not harm health - neither physical nor mental; when punishing, a negative assessment should not be given to the student in general, not to his personality as a whole, not even to his behavior in full, but to a specific misconduct; punishment should be only for deliberate misconduct, for deliberate violation of the interests of other people and society; for one offense - one punishment; if there are many misdemeanors at once, then one punishment for all at once; punishment should not degrade human dignity; if the pupil is punished, it means that he is forgiven.

Thus, punishment is not repression, not an infringement on the freedom of the individual, but an indication of an error, a means of realizing and correcting it.

14.4. Methods of pedagogical influence are often implemented through a system of techniques.

Reception of pedagogical influence - this is a way of organizing a certain pedagogical situation, in which, on the basis of appropriate patterns, the student has new thoughts and feelings that encourage him to positive actions. These are techniques that correct the behavior of the pupil, complementing the methods of education. To select a technique, it is necessary to first determine the nature and prevailing motives of behavior, the state of mind of the pupil. The teacher should think deeply about his actions aimed at expressing his attitude towards the pupil. Here, not only words, their content, but also intonation, facial expressions, and the posture of the educator become important.

By existing classification there are thirty methods of pedagogical influence, which are divided into two groups.

1.Creative techniques correct the behavior of students on the basis of positive feelings and, accordingly, contribute to the development of positive personality traits. These include: kindness, attention, request, awakening of humane feelings, manifestation of grief, moral support and strengthening of faith in one's own strengths, mediation, organization of a situation of success, involvement in interesting activities, etc.

2. Braking techniques contribute to overcoming negative manifestations and qualities and represent an inhibitory pedagogical action: affectionate reproach, hint, indifference or distrust, irony, debunking, manifestation of indignation, warning, etc.

Let us consider such methods of pedagogical influence as bypass movement, showing the skills and superiority of the teacher, mediation, flanking approach, parallel pedagogical action.

Reception detour associated with the protection of the pupil from the accusations of the team. This happens in those cases when the teacher, by the power of his authority, assumes the right of unconditional support for the pupil who has committed a misconduct.

Reception demonstration of the skills and superiority of the teacher is necessary when a teacher, especially a young one, needs to assert his authority. When meeting with the children's team young teacher it is very important not to get confused and show your knowledge and skills, especially in the area that is of interest to the student audience.

Reception mediation is implemented through the use of not a direct indication, but through the so-called intermediate link. Such a link is the condition set for the student, after fulfilling which he gets the opportunity to satisfy his needs, interests, desires.

Reception flanking approach consists in switching the negative actions of the pupil into a positive direction through inclusion in the approved activity based on feelings that previously provoked negative actions.

Reception parallel pedagogical action means an indirect impact on the pupil through the class team, when the punishment is addressed not to a specific student, but to the whole class. This technique is effective in the presence of a formed team.

The implementation of the described techniques requires the teacher to focus on two points: the presence of a suitable situation and taking into account the feelings that arise in the student in this situation. The effectiveness of each of the methods of pedagogical influence depends on the creation by the teacher of a deliberate, new situation. A different pedagogical environment, in contrast to the usual one, generates surprise, makes a strong impression on the pupil, and thus the effect of the impact is achieved.

Methods of pedagogical influence are based on the principles of pedagogical optimism, respect for the pupil, understanding of his state of mind, disclosure of the motives and external circumstances of the pupils' actions, interest in his fate.

Thus, the skill of pedagogical interaction and influence is:

In the ability of the educator to analyze the life of his pupils and pedagogical results;

In the knowledge of methods and techniques of pedagogical influence and the ability to use them in accordance with the pedagogical situation;

In the possession of educators pedagogical technique, which includes the art of communicating with children, managing their attention, penetrating into their state of mind, the expressiveness of the teacher's feelings, the pace of pedagogical actions.

Nadezhda Ivanovna Vasiliskina
Description of methods and techniques of education and training

Description of methods and techniques

Educator: Vasiliskina N.I.

The success of education and training largely depends on what methods and techniques the teacher uses to convey certain content to children, to form their knowledge, skills, and develop abilities in a particular field of activity.

A common is the classification of teaching methods according to the source of knowledge. According to this approach, there are:

a) verbal methods- the source of knowledge is an oral or printed word: story, explanation, conversation, discussion, work with a book;

b) visual methods- the source of knowledge is observed objects, phenomena, visual aids: showing children illustrative aids, posters, tables, paintings, maps, sketches on the board, flat models, etc.;

c) game methods- allow preschoolers to be interested in the upcoming activities, facilitate the definition of the concept of future work, activate the playing out of the results and the transition of productive activities into the game.

d) practical methods- children gain knowledge and develop skills by performing practical actions: exercises, experiments and practical work.

1. Games and exercises, aimed at developing creative and aesthetic abilities: “Unfinished pictures”, “Let's turn objects into heroes of fairy tales”, “What does it look like?”

2. Using the synthesis of the arts and the integration of activities- compiling a story based on a picture, inventing a story, riddles, acting out a plot, selecting musical accompaniment, sounds for an image (“voicing a picture”).

3. The method of focusing on details- enhances the perception of the child, helps to establish the relationship between the part and the whole, develops speech. The essence of this technique lies in the fact that everything depicted in the picture is covered with a sheet of paper, only the parts necessary for discussion or consideration remain open.

4. Musical accompaniment method- music sounds, the mood of which is consonant with the mood of the picture, i.e., the visual and auditory analyzers are affected simultaneously. Music can anticipate the perception of a portrait. then the teacher asks if the children guessed who is depicted in the portrait that we will see today. Also, music can be the background for the teacher's story.

5. A method of revitalizing children's emotions with the help of literary and song images.

6. Explanation method- widely used during the first conversations to clarify children's ideas about the portrait

7. Comparison method- increases the mental activity of children, contributes to the development of mental actions: analysis, synthesis, conclusion.

8. Method of evoking adequate emotions. Its essence is to evoke certain feelings, emotions, mood in children. It is proposed to recall a similar situation in which the children had the same mood.

9. Find a living being. The child is invited to carefully examine the reproduction and find on it the image of a living being. This technique can be used both in group classes and in individual work with children of senior preschool age;

10. Board-printed games for the development of skills to distinguish, compare patterns, elements, shapes(“Folk crafts”, “Find the shapes”, “Pick up the colors”, various puzzles.

11. Pick up the music(think about which of the music proposed by the teacher is suitable). In this technique, you can use not only a whole piece of music, but also a fragment. It is also possible to realize various goals, with a combination of musical and visual works. (Increase the impact of art on children's emotions. Strengthen the impact of different types of art through comparison. Show the harmony of music and painting. Include contrasting works of different types of art)

12. Reception "entry" into the picture- children are invited to imagine themselves in the place of the depicted person, to recreate the previous and subsequent content of the events in the picture. In order to form in children an emotional and personal attitude to the picture, which would be characterized by an unfolding. emotional associations, it is necessary to use a story-sample of the teacher’s personal attitude to the picture “Do we want (do I want) to be in this picture?”.

13. Reception of "recognition" by description. The essence of this technique lies in the description. In this case, the teacher only describes the reproduction, without saying its name.

14. Reception of visual comparison. The essence of this technique is to compare paintings by color, mood (portraits, material, location of objects, etc.).

15. Reception of compositional options- the teacher verbally or visually shows how the content of the picture changes, the feelings, mood expressed in it, depending on the change in the composition in the picture. For example: a) “What has changed in the picture between people (objects?” (the teacher covers part of the picture with a sheet); b) “What would the picture tell if the artist arranged people not in a circle, but in separate groups?”; c) “Explain why the artist depicted the image of a person (object) of such a size?”; d) “What would the picture be like if (remove, add)”.

16. The method of mentally creating a picture by the name given by the artist. At first, children find it difficult to express their thoughts consistently and in detail. Therefore, at first, the educator uses precise settings. - Tell us, what will the picture be about, what will you highlight the main thing in it? - What will be written around the main thing, with what colors, on what background?

- What will be especially beautiful? – Why did you decide in your picture to highlight this as the most beautiful?

17. The method of comparison is introduced into the process of perception of painting gradually. First, two paintings by different artists, of the same genre, but with a contrasting mood, are given for comparison, and then paintings by the same artist, but with a different color scheme.

Reproductions of paintings are first compared by contrast - mood, color, composition, highlighting only one feature.

18. Acceptance of precise settings and compositional changes. Sometimes it is necessary to use the technique of precise settings, which teaches you to reason logically and opens the way to an independent search for an answer. For example: “Before answering the question of what the picture is about, carefully look at what is depicted on it, what is most important, how the artist showed it, and then answer the question about what the picture is about.”

19. The use of game elements that stimulate the child’s desire to tell (talk) about the picture they like: “Who will tell better, more interesting?”, We remember fairytale heroes, “Fantasy or not?”, “Find what it looks like”, Compose a story (sketch, think up a dialogue, “What is the main thing in the picture?”, “Are there any extra objects in the picture?”, Compose a story, a fairy tale, a short poem, a plot which would be consonant with the theme of the picture.

20. A story used in different situations.

21. Examining, discussing, playing with a variety of aesthetically attractive objects(folk crafts, interesting photographs, blanks, such as wooden spoons, disposable plates for painting, painting elements (albums, sheets, as well as “designing” fragments of the environment (doll corner) with their help).

22. Creating an exercise situation, for which in the corner of creativity it is necessary to provide options for coloring, blanks (sheets with a printed pattern or part of it, children's magazines with creative tasks; placement in a conspicuous place of "semi-finished materials" (sheets of various shapes and colors for drawing and application, blanks with printed figures , "unfinished compositions" - art material for individual and collective work); the use of so-called operational maps (maps or addition schemes) in the process of modeling, appliqué, design.

23. Compare the mood of the paintings(sea). This technique is very interesting when working with children of preschool age in examining the paintings of seascapes (I.K. Aivazovsky, A.P. Bogolyubov). The depicted object in 2 or more paintings (reproductions) is not only examined, but also compared. At the same time, questions are applied to children: “Compare by mood, colors used (etc.)”, “Compare how the author depicted in different ways ...”.

24. Tactile-sensory method. The purpose of this method is to evoke the feelings of children, to experience an adequate state of the depicted image. It affects the emotional state of children, causes responses, especially in shy children.

25. Exercises and games that contribute to the enrichment of sensory experience, the development of investigative actions, analytical skills, the development of sensory standards, which is important in this age group. In the corner of creativity, it is necessary to place “sensor sets” (collections of scrap or cardboard of different colors and shades, shapes, textures, models depicting various shapes, figures, lines, the “Rainbow” model (or its variant, sets of figurative and interesting toys of different sizes, material for examination, examination and playing.

26. In order for the color in painting to become “talking”, the technique of coloristic options is used. c - changing the color of the picture by verbal description or overlaying a color film on the color of the artist. For example: - What would change in the mood of the people depicted if the artist painted a picture in cold colors? Pick a palette (find the colors);

27. Experimenting with visual materials(“What can a handprint be turned into?”, “Can I draw with cherry juice (lipstick?”), “What color is the sky?”, “What are the lines?”, Using combinations of techniques and materials already mastered by children (finish a gouache drawing with colored felt-tip pens , add appliqué elements to the picture, “draw” with plasticine).The use of various non-traditional techniques in appliqué (cotton balls, pieces of crumpled paper, salt, sand, confetti, in drawing (fingerprints of palms, objects, potato stamps, in modeling (colored dough, wet cotton)