Interactive interaction with preschoolers in cognitive activities. Interactive learning – modern methods of acquiring knowledge

correct definition of the topic of the lesson, careful selection of program content and tasks;
inclusion of children’s previous experience in the educational process (using the apperception method);
a thoughtful combination of individual and group forms of work with children, changing the types of activities of preschoolers;
the use of interactive teaching methods, activation of children’s mental activity at all stages of the lesson;
the presence of high professional qualities of the teacher, which will ensure creative cooperation and interaction;
the presence of a meaningful game-based subject-development environment, rich didactic material;
mandatory consideration of the age and individual characteristics of children, their creative abilities.

Interactive technologies in teaching preschoolers

Interactive technology means to interact, communicate with someone; This is a special form of organizing cognitive and communicative activities in which all participants (everyone freely interacts with everyone else, participates in an equal discussion of the problem).

Interactivity develops responsibility and self-criticism in a child, develops creativity, teaches him to correctly and adequately assess his strengths, and see “blank spots” in his knowledge. The main element of an interactive lesson is dialogue.

During interactive learning, children actively communicate, argue, disagree with the interlocutor, and prove their opinion.

One of the main conditions for conducting classes in preschool educational institutions is the use of interactive teaching methods, activating the mental activity of children at all stages of the lesson.

Interactive methods of teaching and interacting with children

Interactive teaching methods are ways of targeted interaction between adults and children that provide optimal conditions for their development.

Interactive learning for preschoolers is a specific form of organizing educational activities, the purpose of which is to provide comfortable conditions for interaction in which each child feels his success and, by performing certain intellectual work, achieves high productivity.

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

Interactive methods of teaching and developing speech for preschoolers

Microphone- a method of work during which children, together with the teacher, form a circle and, passing an imitation or toy microphone to each other, 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 made by children are accepted and approved, but not discussed.

Debate- a method of work during which children stand in a circle, express their thoughts on a given topic, passing the microphone to each other, but the statements are discussed: children ask each other questions, answer them, looking for a way to solve the problem.

(For example, Seryozha is in a bad mood, so the children suggest ways to cheer up or eliminate the problem that affected the boy’s mood).

Together- a method of work during which children form working pairs and complete the proposed task, for example, take turns describing a picture.

Chain- a method of work during which children discuss tasks and make their suggestions in a simulated chain. For example, they compose a fairy tale according to a table in which the course of the future fairy tale is presented in drawings or in symbols.

Another option for using this method: the first child names an object, the second - its property, the third - an object with the same properties.

For example, carrots - carrots are sweet - sugar is sweet - sugar is white - snow is white... etc.

Snowball- a method of work during which children unite in small groups and discuss a problematic issue or perform a common task, agreeing on a clear sequence of actions for each group member.

For example, they are building a house, where they agree in advance on the order of actions of each team member and on the color with which this or that child will work.

Synthesis of thoughts- a method of work in which children are united in small groups to complete a specific task, for example, drawing on a piece of paper.

When one group draws, it passes the drawing to another group, whose members finalize the completed task. Upon completion of the work, they write a general story about what they completed and why.

Circle of ideas- interactive teaching methods, when each child or each group performs one task, for example, they compose a fairy tale in a new way, discuss it, then make suggestions or ideas (for example, how can one still finish the fairy tale so that Kolobok remains alive; how to help Kolobok outwit the fox etc).

General project- a method of work during which children are united into several groups (3-4).

Groups are given different tasks, each aimed at solving a different aspect of one problem, for example, drawing their favorite winter activities and talking about them.

Each group presents its “project” - the collective work “Winter Fun” and discusses it together.

Associated flower- a method of work in which children are united in several groups to solve a common problem: the “middle” of a flower with the image of a certain concept is fixed on the board, for example, “toys”, “flowers”, “fruits”, “animals”.

Each group selects association words or association pictures that are pasted around this concept. The team that creates the largest flower (with the largest number of selected association pictures or association words) wins.

"Decision Tree"- a method of work that includes several stages:

Choosing a problem that does not have a clear solution, for example, “What does a tree need to be happy?”
Consideration of a diagram in which the rectangle is the “trunk” (which denotes this problem), the straight lines are the “branches” (the ways to solve it), and the circles are the “leaves” (the solution to the problem).
Problem solving: children in subgroups agree, discuss and draw, for example, a butterfly, a bird, etc., placing them on a “decision tree” and explaining their choice.

Multi-channel activity method- a method of working with children, during which various analyzers are necessarily used: vision, hearing, touch, taste, smell.

For example, when viewing a painting, it is advisable to use the following sequence: highlighting the objects depicted in the painting; representation of objects through perception by various analyzers.

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

“listen” to the sounds of the picture through “headphones”;
conduct virtual dialogues on behalf of the depicted characters;
feel the “aroma” of the flowers depicted in the picture;
“go beyond what is depicted”;
mentally touch the picture, determine what its surface is (warm, cold), what the weather is like (windy, rainy, sunny, hot, frosty) and the like.

For example, when looking at the painting “A Walk in the Woods,” you might want to ask the following questions: What do you think the girls are talking about? Look at the bark of the trees, what is it like?

Listen to the sounds of leaves rustling, magpie chirping, etc.

Discussion- This is a method of collective discussion of some complex issue. All participants in the educational process prepare for the discussion; all children are actively involved.

“Discussion” in English is something that is subject to discussion or debate.

At the end of the discussion, a single collective solution to a problem, problem or recommendation is formulated. No more than five questions (tasks) should be proposed.

They should be formulated in such a way that it is possible to express different views regarding the problem raised.

Children learn to express their own opinions: “I think...”, “I believe...”, “In my opinion...”, “I agree, but...”, “I disagree because...”.

"Brainstorm (brainstorm)"- one of the methods that promotes the development of creativity in both children and adults. This method is convenient to use 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 some time additional information is collected regarding decision-making.

Children participating in a brainstorming session must express all possible (and logically impossible) options for solving a problem, which must be listened to and the only correct decision made.

Quiz- a method-cognitive game, which consists of speech tasks and answers to topics from various branches of knowledge. It expands the general cognitive and speech development of children. Questions are selected taking into account the age, program requirements and level of knowledge of the children.

Conversation-dialogue- a method aimed at complicity of children with the speaker. During the lesson, with the presentation of knowledge and consolidation of the material, the teacher poses accompanying questions to the children in order to check their understanding of the information presented.

Modeling- a method of interaction between adults and children to solve the problem. The situation is specifically modeled by the teacher.

"What? Where? When?"- an active method, during the use of which cooperation, creative problem solving, mutual exchange of opinions, personal knowledge and skills, etc. predominate.

"Pros and cons"- a method of working with children, during which children are asked to solve a problem from two sides: pros and cons. For example, the task is to tell why you like winter (the argument is “for”) and why you don’t like winter (the argument is “against”).

Foresight- a method of working with children, during which it is proposed to “predict” possible solutions to a problem.

For example, invite children to name all the autumn months and talk about what they expect from each month. Later, imagine yourself in the place of one of the months and tell about your predictions: “I am the first month of autumn - September. I am a very warm month. All the children love me because they are starting to go to school...”

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

“What would happen if...?”- a method of work in which children are invited to think and express their assumptions, for example: “What would happen if all the trees on Earth disappeared?”, “What would happen if predatory animals in fairy tales became vegetarians?” etc.

Imaginary picture- a method of work in which children are asked to stand in a circle and each child takes turns describing an imaginary picture (the first child is given a blank sheet of paper with a picture drawn, then he passes the sheet with the mental picture to another participant in the game, and he continues the mental description).

“What can you do...?”- a method of work during which children learn to understand the multifunctional properties of objects. For example: “Imagine another way to use a pencil? (like a pointer, baton, thermometer, baton, etc.).

Example: “Once upon a time there lived a grandfather and a woman. And they had a dog, Zhuk. And the Beetle brought them a bone, not a simple one, but a sugar one. Baba cooked it, cooked it, and didn’t cook it. Grandfather cooked and cooked and did not cook. The cat jumped, overturned the pot, took the bone and carried it away. The grandfather laughs, the woman laughs, and the Beetle barks cheerfully: “I’ll bring you another bone, but not a sugar one, but a plain one, so that it can be cooked quickly.”

Other interactive teaching methods

In addition to the above-mentioned interactive methods of teaching preschoolers, the following are actively used in practice: creative tasks, work in small groups, educational games (role-playing and business games, simulation games, competition games (senior preschool age), intellectual warm-ups, work with visual videos and audio materials, thematic dialogues, analysis of life situations and the like.

Thus, interactive learning in classes (including integrated ones) takes place: in pairs (2 children), in microgroups (3-4 children), in small groups (5-6 children) together with the teacher.

When evaluating children’s statements, you should not use the word “correct”, but say: “interesting”, “unusual”, “good”, “wonderful”, “original”, which stimulates children to make further statements.

Worth remembering! When a preschool child sits politely on a chair, looks at you and just listens, he is not learning.

Insufficient use of interactive methods

Unfortunately, interactive teaching methods are not yet used enough in working with preschoolers. There are some reasons for this (according to A. Kononko):

the habit of many educators to use explanatory, illustrative, monological methods in their work, to show conformism, to unquestioningly obey the requirements and principles of others;
distrust of a certain part of teachers towards innovative dialogue methods and their fears;
lack of experience in their effective use, active self-determination, making responsible decisions, providing advantages to someone (something);
fear of looking like a “black sheep” in the eyes of others, funny, helpless, inept;
low self-esteem, excessive anxiety of teachers;
tendency to be overly critical;
inability to quickly switch and adapt to new conditions and requirements;
lack of formation of pedagogical reflection, the ability to objectively evaluate oneself, to correlate one’s capabilities and desires with the requirements of the time.

The need to introduce interactive methods into the educational process is obvious, because:

today, more than ever, the requirements for students are increasing;
differentiation and individualization of education for preschool children occurs;
The requirements for the quality of preschool education are changing, its assessment is not only based on the level of knowledge readiness, but also the elementary life competence of preschool educational institution graduates, their ability to apply knowledge in their own lives, constantly update and enrich it.

Moshkova Svetlana Vladimirovna,

teacher

MAUDO "Kindergarten No. 9" of the city of Yalutorovsk

and educational technology is God"

V.P. Tikhomirov

Target: consideration of modern methods of using interactive technologies in the educational activities of teachers;

Tasks:

motivate teachers to introduce and use interactive forms and teaching methods in the classroom;
contribute to increasing the level of development of professional competence among teachers through interactive techniques and methods.

Equipment: laptop, multimedia equipment, tables, easel;

Progress of the workshop:

Slide No. 1(name of the workshop)

1. Greetings. Creating a favorable emotional environment. Game "Impulse", Game "Wishes".

Good afternoon, dear colleagues! I am glad to welcome you all to the workshop as part of the internship site. Now I suggest you stand in a circle, take each other’s hands and transfer momentum around the circle with your handshake. Well, in order to retain the energy received and strengthen it, let's give each other compliments and good wishes.

2. Introduction. The theme of our workshop is “By playing, we explore the world!” (use of interactive technologies in the educational process)

Slide number 2

A happy accident brought us together

Here in these walls, in this hall.

Interactive learning technologies

They won't let you get bored and discouraged,

They start a cheerful, noisy argument,

They will help you learn new things.

Currently, the concept of “interactive” has widely entered our lives. We have the opportunity to participate in all kinds of interactive excursions, projects, games, and programs. We are invited to become not just listeners or contemplators, but the most active participants in what is happening. This approach is also very effective during the educational process. Preschool education is undoubtedly a fertile ground for the development of interactive learning.

Slide No. 3

3. Theory

Let's define the concepts.

Interactive– inter (mutual), act (act) – means the ability to interact or be in dialogue mode.

Interactive training- This is, first of all, dialogue learning, during which the interaction of the teacher and the child, and the students with each other, takes place.

Slide number 4

Interactive technologies used in work
with children 3-7 years old.

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

4. Practical part

Form of implementation: journey to the land of Knowledge. Number of 12 people.

Demo material:

1. Tray, bundle of straw, bast shoe, balloon;
2. Diagram of a train with three cars;
3. River model (basin filled with water)
4. A plate with peeled garlic cloves;
5. Tree;
6. Children's microphone;

Handout:

1. Symbols on the chest - balloons: 2 red, 2 blue, 2 green, 2 yellow, 2 orange, 2 purple with an exclamation mark and a question mark;
2. Pictures depicting vehicles moving with the help of air and with the help of air and gasoline;
3. Red flag for Vozdushnaya station
4. Flat balloons: red – 12 pieces, green – 12 pieces, blue – 12 pieces

Items for experiments:

1. Cocktail straws – 12 pieces;
2. Transparent disposable cups – 12 pieces;
3. Balloons – 12 pieces;
4. Plastic bags – 12 pieces;
5. Boats - wood chips with a paper sail);
6. 6 basins with water;
7. Half a sheet of paper;

And now, dear colleagues, I invite you to play the role of children and take part in a journey to the Land of Knowledge on the topic “He is invisible, and yet we cannot live without him,” where some interactive technologies will be used in working with children, presented on the slide

Guidelines

1 part. Entering the topic. Symbol distribution(12 people willing)

Gaming technology

Educator: Pay attention to the diagram (a steam locomotive with trailer cars rides on an easel). I suggest you take a trip on this train here, but first we have to decorate our train, which we will find out later.

Game motivation

Educator: look at the objects lying on the tray on the table (a bunch of straw, a bast shoe, a balloon), guess what fairy tale these objects are related to. (Children's answers)

Information and communication technology

Educator: Now look at the screen, let's check the correctness of your answers (the screen shows the heroes of the fairy tales “The Wolf and the Seven Little Goats”, “Khavroshechka”, “Bubble, Straw and Lapot”) Children name the heroes of fairy tales and choose the one they want, explaining why.

Educator: Who will remember what happened to them in the fairy tale?

Children: One day they went into the forest to chop wood. We reached the river and don’t know how to cross the river. Lapot said to Bubble: “Bubble, let’s swim across on you!” - “No, Lapot! It’s better to let the straw stretch from the bank to the other bank.” The bast walked along the straw, it broke, he fell into the water, and the Bubble laughed and laughed, and burst.

Slide number 5

Educator:the teacher acts as a correspondent, interviews children in a chain (with a bright toy microphone)

What was the Bubble like?

What do you think was inside him?

What could happen if Bubbles agreed to transport Straw and Paw?

Why did the Bubble burst?

Generalization: The bubble disappeared because all the air came out of it.

Game exercise “We are going by train to the land of Knowledge”

Educator: At the beginning of our trip, I said that we need to decorate our train. You already guessed that today we will talk about air and its properties.

Who knows how to prove that air exists? ( through experiments)

Take balloons and mark:

Red balloons - confidence in your knowledge;

Green – your hesitations, doubts about your ability to conduct experiments.

Part 2. Experimental activities

1. Series of experiments

Interactive technology “Work in pairs”

Slide number 6

Educator: I suggest you split into pairs so that the pair consists of balls of the same color, but of different signs (sit at tables in pairs)

We say air, air! Where is this air? Show and tell about it?

Children: the air is around us, the air surrounds us everywhere, we do not see it.

Educator: Can we see this “invisible man”? Maybe some of you have already met him?

Children: bubbles on the surface of the water, etc.

Educator: How can you detect air?

Children: pairs put forward a hypothesis - with the help of experiments.

Summary: air can be detected through experiments that require various objects.

TASK 1. Create a flow of air near the face

Experience No. 1 – take a piece of paper, make a fan and wave it near your face

Question: what do you feel? (light breeze, coolness - answers in pairs). What can be concluded? – answers in pairs

Conclusion: We don’t see air, but we feel (feel)

TASK 2. See the air we exhale

Experience No. 2 – take a cocktail straw and blow through it into a glass of water

Experience No. 3 – inflate a balloon (2-3 breaths)

Question: What do you see? Why did the ball begin to increase? Remember the structure of a person, where the air is located, how a person breathes. What can be concluded - answers in pairs

Conclusion: air is located inside the body in the lungs, its volume can be measured

TASK 3. Prove that the air is transparent

Experience No. 4– take a transparent plastic bag, open it, “take in” air and twist the edges

Question: is it possible to see everything that is around us through invisibility air? What can be concluded - answers in pairs

Conclusion: the air is transparent, invisible, through it you can see everything that surrounds us

2. Game exercises

Interactive technology "Round Dance"

Slide number 7

Educator: Let's stand in a circle and I will throw the ball to you, and you will answer the question asked.

Do people and animals need air? ( without air they will not be able to breathe, and therefore live)

- What do you think sea creatures breathe? If you buy fish for an aquarium in a store and place them in a jar and tightly close the lid, what can happen? (water contains air that all inhabitants of rivers, seas, lakes breathe)

Can a person stay underwater for a long time without a diver's mask? Why? (no he can’t, because he doesn’t have enough air) Try closing your nose and mouth and not breathing. How did you feel?

Educator: We found out that the nose is needed for breathing and more. What else can the nose detect? (identify odors)

Health-saving technology. Game exercise “Guess the smell?”

Educator: close your eyes, pinch your nose (at this time a plate with slices of freshly chopped garlic is passed in front of the children)

Breathe the air, what does it smell like? How did you know it was garlic? What can be concluded?

Conclusion: smells travel through the air, so we smell them when we inhale it.

Part 3. Physical education break

Educator: I invite you to the seashore, it’s always fresh here, the wind blows often. What do you think the sea might smell like?

(a recording of sea noise is turned on, children imagine waves, fish swimming in the water. The game “Sea figure - freeze in place” is played)

Part 4 "Air and Transport"

Interactive technology “Tree of Knowledge”, game “Choose the right picture”

Slide number 8

Educator: Can air be called a human assistant? (answers)

Children are divided into 2 groups according to the principle: 1st group - balloons with exclamation marks, 2nd group - with question marks.

Educator: I will now give you pictures of transport in envelopes

Group 1 (with question marks) – select pictures of vehicles moving with the help of air and in the air and place them on the tree with a blue symbol.

Group 2 (with exclamation marks) - using gasoline and also place it on the tree with the brown symbol.

Educator: look carefully to see if everyone has made the right choice. Explain why you did not select the remaining transport pictures ? (answers in groups)

Part 5 Problem-based learning technology. Problem situation “Crossing”

Educator: and now we will work again in pairs according to the color of the balloons on the chest. Today we talked to you about the fairy tale “The Shoe, the Straw and the Bubble” and learned that the fairy-tale heroes were unable to get to the other side of the river. How can we help them get across? ? (children's answers)

What do you think a boat or sail can be made from? (children's answers)

1. Experiment “Air can move objects”

Educator You need to launch boats with a sail into a basin of water, blow on the sail, creating a flow of air.

(children work in pairs, blow on the sail in turns, agreeing on joint actions, so that the boat moves faster, you need to blow in one direction)

Educator: Explain why the boat is sailing? What can be concluded? (answers in pairs).

Conclusion: air flow helps objects move.

Technology Case"

Slide number 9

Stage 1:

Educator: listen to the proverb “You can’t catch a fish out of a pond without effort.” What does this proverb mean? (children's answers)

Conclusion: Any business requires hard work.

Educator: listen, I'll tell you a story.

Children made origami boats during a labor lesson at school. Everyone's work turned out neat. Only the teacher could not present Vovin’s boat at the exhibition.

Educator: explain why? (children's answers)

Stage 2:

Educator: think and tell me what Vova had to do in order for his boat to be taken to the exhibition? (children's answers)

Stage 3: let's choose the correct answer. (make the boat the same color as all the other children, do not tear off the edges, but cut them with scissors, bend them carefully, do not wrinkle them, etc.)

Stage 4: remember the proverb and conclude: that remembering this proverb, children will work and do their work only well.

Part 6 Elaboration of the content of the topic.

Interactive technology "Interview"

Educator: I will ask questions, and you answer with a complete answer.

Tell our guests - fairy-tale heroes - Laptya, Straw and Bubble, what new things have you learned about air?

Look at our train diagram, what do you see? Let's flag the first stop in the Land of Knowledge.

What did you learn at this stop? (air is invisible, light, it is everywhere around us and in water, air is necessary for humans, animals, fish, air helps transport move)

- How can you call a stop in the Land of Knowledge? (air)

- Let's mark the Vozdushnaya station with a red flag.

Part 7 Reflection on children's activities

Educator: I want to thank you for your active participation, curiosity, and resourcefulness in solving problem situations.

Educator: Do you think you have made new discoveries about air today? If yes, then decorate the carriages with blue balloons. Those who were able to independently conduct the experiment and talk about the properties of air, attach blue balloons to the cars. Look how many blue balloons there are. Our journey to the Land of Knowledge turned out to be interesting, exciting and educational. Thank you

Literature:

Journal "Methodologist of Preschool Education", issue 16, p.61
Dietrich A., Yurmin G., Koshurnikova R. Encyclopedia “Pochemuchka”. M., 1997
Game technology for developing an orientation toward the world of family in older preschoolers: Educational methodological manual/Ed. O.V. Dybina. M., 2014

We invite preschool teachers of the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching material:
- Pedagogical experience, original programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with families and teachers.

Why is it profitable to publish with us?

Zulfiya Khabibullina
Using interactive teaching methods and techniques in a preschool institution

Using interactive methods and techniques in a preschool institution

The first indisputable right of a child is

express your thoughts.

J. Korczak

At a certain stage of my teaching career, I realized that not only the school, but also preschool institution the most modern methodology, pursuing the main target: development of the child as an individual.

Interactive teaching method– this is an innovation that I have been using for several years.

Word « interactive» comes from the English word "interact". "Inter"-"mutual", "act"- act. Interactivity means the ability to interact or be in a conversation mode, dialogue with something (for example, with a computer) or anyone (by person). Hence, interactive learning is learning, built on interaction student with a learning environment, a learning environment that serves as an area of learning experience.

The essence interactive learning is that the educational process is organized in such a way that almost all students are involved in the process of cognition, have the opportunity to understand and reflect on what they know and think. Cooperative activity students in the process of cognition, mastering educational material means that everyone makes their own special individual contribution, there is an exchange of knowledge, ideas, and methods of activity. Moreover, this happens in an atmosphere of goodwill and mutual support, which allows not only to obtain new knowledge, but also develops the cognitive activity itself, transfers it to higher forms of cooperation and collaboration.

Having passed education, participating in seminars, conferences, and later working in educational programs, I re-evaluated my capabilities, my ability to build not only lessons, but also GCD with using interactive methods.

This education gives unexpected positive results:

The ability to express your opinion and defend it;

Activity and desire to participate in work;

Relaxation when answering, self-confidence.

Efficiency and feasibility interactive methodology I observe in my practice.

Methods which I I use it when working with children.

I start GCD in groups by getting to know the children.

Acquaintance

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

Usually, when introducing people, I ask 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 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.

"Brainstorm"- target: "brainstorming" or "brainstorming" is to collect as many ideas as possible regarding a given topic from all children over a limited period of time through disinhibition.

For example: Guys, what is the weather today?

"Role-playing game": Role play imitates reality by assigning roles to children and allowing them to act "as if for real". The purpose of the role-playing game is to determine the attitude of children to a specific fairy tale, skit, etc., to gain experience by games: She tries to help teach through experience and feelings. Sometimes children can act out their own situations that they have been in. It is also much easier to absorb and consolidate the material during the game.

"Clusters"

Cluster translated from English (cluster) means bunch, brush. Cluster is method, which helps you think freely and openly about a topic. This is a non-linear form of thinking. The breakdown into clusters is very simple.

1. Write a keyword or sentence in the center of the sheet.

2. Start writing down words and sentences that come to mind in connection with this topic.

3. As ideas come to you, start making connections.

4. Write down as many ideas as come to mind in the allotted time.

The breakdown into clusters is a flexible structure; it can be carried out both in a group and individually, depending on the purpose of the lesson.

For example:

Sleigh Holiday

Santa Claus WINTER Snowman

Gifts Christmas tree New Year

I propose to the preschool educational institution use like this. A picture depicting a key word is hung on the board and children are asked to name words related to this word. This the method can be used both in a group, also individually with each child, who is offered several pictures and finds a connection between them.

"Sinquain"

Cinquain, translated from French – 5 lines. Cinquain – white (unrhymed) verse that helps synthesize information.

1 line: Topic in one word (usually a noun)

2 line: Description of the topic in a nutshell (two adjectives)

3 line: Description of the action within this topic (three verbs or gerunds)

4 line: Attitude to the topic, feelings, emotions (four word phrase)

5 line: Repeating the essence of the topic in one word (synonymous with topic)

For example: MOTHER

Kind, beloved

Cares, loves, feeds

I love my mom!

At the preschool educational institution you can use this way.

1 line: An object or phenomenon in one word.

2 line: Describe what this item is.

3 line: Actions of this item.

4 line: Do you like this item and how?

5 line: What is another name for this item?

I realized that children need to be raised and taught with kindness, exactingness, respect, personal example, and taught to build good relationships with others. To be understood by children, you need to understand each child individually.

I believe that a teacher's success is every day well spent. The main thing is to feel the child, see, hear, help when necessary, and not interfere when he is working on his own. It depends on the teacher what kind of pupils they will be. There is no need to force, it is necessary interest, be patient and attentive, friendly and sincere, do not reproach, do not criticize, but approve and believe in the child’s abilities.

Success in education and training can only be achieved if children are interesting to study. We, educators, must always remember this and be in a state of constant search for new ways of education and training and their implementation in your practice, collecting bits and pieces using everything, which turns activity into a joyful act of learning.

References:

1. New school: Space of Possibilities

Materials of the Central Asian scientific and practical conference

Bishkek-2006 Page 9, 246, 325

2. Guide to Developing Critical Thinking

(Toolkit) Tashkent - 2002

Moscow, Mosaic – Synthesis 2005.

4. Authorized Education

(Manual for trainers) Information Resource Center for Positive Education. Tashkent - 2003

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

Download:

Preview:

USE OF INTERACTIVE TECHNOLOGIES WITHIN THE FRAMEWORK OF THE MODERN EDUCATIONAL PROCESS IN PRESENTER EDUCATIONAL IOU

First, you need to figure out what “interactive learning” is?

In pedagogy, there are several teaching models:

1) passive - the student acts as an “object” of learning (listens and watches)

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

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

The use of interactive technologies allows us to move from an explanatory and illustrated method of teaching to an activity-based one, in which the child takes an active part in this activity.

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

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

The use of interactive technologies in the educational process of preschool educational institutions presupposes the presence of interactive equipment.These are computers, interactive whiteboards, multimedia equipment and much more.In addition to equipping the institution with this equipment, it also requires trained teaching staff capable of combining traditional teaching methods and modern interactive technologies.

A teacher must not only be able to use a computer and modern multimedia equipment, but also create his own educational resources and widely use them in his teaching activities.

Let's consider the second direction of interactive learning - this is organized interaction directly between children and the teacher without the use of a computer. There are a huge number of such interactive learning technologies. Each teacher can independently come up with new forms of working with children.

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

II junior group– work in pairs, round dance;

Middle group – work in pairs, round dance, chain, carousel;

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

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

Let us give a description of each technology.

"Work in pairs"

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

"Round dance"

At the initial stage, the adult is the leader, because Children cannot complete the task one by one on their own. The teacher, with the help of an object, teaches children to complete a task one by one, thereby developing in them such qualities as the ability to listen to answers and not interrupt each other. The interactive technology “Round Dance” promotes the formation of initial skills of voluntary behavior in preschool children.

"Chain"

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

"Carousel"

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

stimulates communication between children. The interactive technology “Carousel” develops in a child such moral and volitional qualities as mutual assistance and cooperation skills.

"Interview"

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

“Work in small groups” (threes)

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

"Aquarium"

“Aquarium” is a form of dialogue when children are asked to discuss a problem “in front of the public.” The interactive technology "Aquarium" is that several children act out a situation in a circle, and the rest observe and analyze. What benefits does this technique give to preschoolers? The opportunity to see your peers from the outside, to see how they communicate, how they react to someone else’s thoughts, how they resolve an impending conflict, how they argue their ideas.

"Big Circle"

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

"Tree of Knowledge"

For the child to successfully master communicative activities, the “Tree of Knowledge” technology is being introduced. It develops communication skills, the ability to negotiate, and solve common problems. The teacher draws up leaflets - pictures or diagrams and hangs them on the tree in advance. Children come to an agreement, unite in small groups, complete the task, and one child talks about how they completed the task, and the children listen, analyze and give an assessment.

Case technologies

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

Case technologies develop children’s communication skills: children develop teamwork skills; ability to conduct dialogue with adults and peers; develops the ability to respond adequately in emerging conflict situations; interaction with the child’s life and play is ensured; learn to apply independently, without the help of an adult, the acquired knowledge in real life without difficulty.

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

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

Thus, interactive learning is undoubtedly an interesting, creative, promising direction in 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, and encourages children to actively interact in the system of social relations.

Polurezova Tatyana Vasilievna
Job title: educational psychologist
Educational institution: MBDOU No. 75
Locality: Vladikavkaz
Name of material: methodological development
Subject: interactive teaching methods in preschool educational institutions
Publication date: 09.11.2016
Chapter: preschool education

"Interactive technologies in preschool education"
The introduction of interactive pedagogical technologies into the educational process is aimed at developing the integrative qualities of preschoolers, mastering constructive ways and means of interaction with people around them in accordance with the tasks set by modern Federal educational state standards. What is interactive learning technology? The definition itself is related to the concept of “interactive”.
Concept

"interactive"
comes from the English “interact” (“inter” - “mutual”, “act” - “to act”).
Interactive training -
This is a special form of organizing cognitive activity. It implies very specific and predictable goals. One of these goals is to create comfortable learning conditions in which the child feels successful, intellectually competent, which makes the learning process itself productive. Interactivity means the ability to interact or be in a conversation mode, dialogue with something (for example, a computer) or someone (a person). Interactive learning is a special form of organizing cognitive activity. The essence of interactive learning is that almost all children are involved in the learning process. The tasks in this type of training are non-standard. A non-standard task is a very broad concept. It includes a number of features that make it possible to distinguish tasks of this type from traditional (standard) ones. The main distinguishing feature of non-standard tasks is their connection “with activity, which in psychology is called productive,” creative. There are others
signs:
 students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution);  unusual working conditions;  active reproduction of previously acquired knowledge in unfamiliar conditions. In pedagogy, there are several models of learning: 1. passive - the student acts as an “object” of learning (listens and watches); 2. active - the student acts as a “subject” of learning (independent work, creative tasks); 3. interactive - interaction.
The use of an interactive learning model involves modeling life situations, using role-playing games, and joint problem solving. The dominance of any participant in the educational process or any idea is excluded. Interactive technology is aimed at developing new qualities and skills in preschoolers:  the individual intellectual activity of each preschooler is activated;  interpersonal relationships develop, children learn to overcome communication barriers in communication (stiffness, uncertainty), a situation of success is created;  conditions are created for self-education and self-development of the personality of each child. The introduction of interactive technologies into work with children is carried out gradually, taking into account the age characteristics of preschoolers. 
II junior group
– work in pairs, “reflective circle”; 
middle group
– work in pairs, “reflective circle”, chain, carousel; 
senior group
– work in pairs, “reflective circle”, chain, carousel, interview, work in small groups (triples), aquarium; 
school preparatory group
– work in pairs, “reflective circle”, chain, carousel, interview, work in small groups (triples), aquarium, large circle, tree of knowledge.
"Work in pairs"
Children learn to interact with each other, pairing up at will. Working in pairs, children improve their ability to negotiate, consistently, and perform work together. Interactive learning in pairs helps develop cooperation skills in a private communication situation. At the initial stage, the adult is the leader, because Children cannot complete the task one by one on their own. A teacher or psychologist, with the help of an object, teaches children to complete a task one by one, thereby developing in them such qualities as the ability to listen to answers and not interrupt each other. For example: “This is an unusual stone, it is magical. Whoever has it in their hands answers the question (shows movement, emotion, completes the task) » Interactive technology
"Reflective Circle"
promotes the formation of initial skills of voluntary behavior in preschool children.
"Chain"
The interactive technology “Chain” helps preschool children begin to develop the ability to work in a team.
The basis of this technology is the consistent solution of one problem by each participant. Having a common goal, one common result creates an atmosphere of empathy and mutual assistance, forces you to communicate with each other, and offer options for solving the task.
"Interview"
At the stage of consolidating or generalizing knowledge, summing up the results of the work, the interactive technology “Interview” is used. Thanks to the use of this technology, children actively develop dialogic speech, which encourages them to interact “adult-child”, “child-child”.
“Work in small groups” (threes)
In the interactive learning mode, preference is given to groups of preschoolers of three people. The use of group work technology “in threes” makes it possible for all children to work in class. The guys learn to evaluate their work, the work of a friend, communicate, and help each other. The principle of cooperation in the learning process becomes the leading one.
"Aquarium"
“Aquarium” is a form of dialogue when children are asked to discuss a problem “in front of the public.” The interactive technology "Aquarium" is that several children act out a situation in a circle, and the rest observe and analyze. What benefits does this technique give to preschoolers? The opportunity to see your peers from the outside, to see how they communicate, how they react to someone else’s thoughts, how they resolve an impending conflict, how they argue for their thoughts.
"Tree of Knowledge"
For the child to successfully master communicative activities, the “Tree of Knowledge” technology is being introduced. It develops communication skills, the ability to negotiate, and solve common problems. The teacher draws up leaflets - pictures or diagrams and hangs them on the tree in advance. Children come to an agreement, unite in small groups, complete the task, and one child talks about how they completed the task, the children listen, analyze and give an assessment
Case technologies
Case technologies include:  method of situational analysis (method of analysis of specific situations, situational tasks and exercises;  incident method;  method of situational role-playing games;  training;  game design;  discussion method.
The essence of case technology is the analysis of a problem situation. Analysis, as a logical operation of thinking, contributes to the child’s speech development, “since speech is a form of existence of thinking, there is unity between speech and thinking” (S.L. Rubinstein). In the process of mastering case technologies, children:  learn to obtain the necessary information in communication;  the ability to correlate one's aspirations with the interests of others;  learn to prove their point of view, argue an answer, formulate a question, participate in a discussion;  learn to defend their point of view;  ability to accept help.
Case technologies form communication skills

children:
 children develop teamwork skills;  ability to conduct dialogue with adults and peers;  develops the ability to respond adequately in emerging conflict situations;  interaction with the child’s life and play is ensured;  learn to apply independently, without the help of an adult, the acquired knowledge in real life without difficulty.  The use of interactive technologies in direct educational activities relieves the nervous load of preschoolers, makes it possible to change their forms of activity, and switch attention to the issues of the topic of the lesson. Thus, interactive learning is undoubtedly an interesting, creative, promising direction in 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, and encourages children to actively interact in the system of social relations
Must be remembered
:
The educational process is organized taking into account involvement in the process

knowledge of all children in the group without exception.

Everyone makes their own special individual contribution as they work

there is an exchange of knowledge, ideas, and methods of activity.

Individual, pair and group work is organized;

project work, role-playing games; working with a fairy tale; training.

Interactive methods are based on the principles of interaction,

student activity, reliance on group experience, mandatory

feedback.

An environment of educational communication is created, which is characterized by

openness, interaction of participants, equality of their

arguments, accumulation of shared knowledge, the possibility of mutual

assessment and control.