Corrective technology in kindergarten. Pedagogical technologies used in preschool educational institutions. Technologies of project activity

Innovative technologies of inclusive correctional preschool education.

Teacher - speech therapist of the highest qualification category

MADOU "Center for Child Development - Kindergarten No. 111" of the Aircraft Building District of Kazan

Karpova Lyubov Mikhailovna

Work experience: 12 years, Pedagogical experience: 12 years, in this position: 12 years.

Inclusive education implies joint learning and accessibility of education for all its participants based on the creation of an educational space that meets the different needs of all children. Inclusion is a chance to give self-confidence to children with disabilities, since this category of children needs not only a sensitive attitude and constant support and corrective support, but also an opportunity to develop abilities and achieve success at school, in further socialization.

There are eight principles of inclusive education:

▫ The value of a person does not depend on his abilities and achievements;

▫ Everyone is capable of feeling and thinking;

▫ Everyone has the right to communicate and to be heard;

▫ All people need each other;

▫ Genuine education can only take place in the context of real relationships;

▫ All people need peer support and friendship;

▫ For all learners, progress may be more about what they can do than what they cannot do;

▫Diversity enhances all aspects of human life.

For the effectiveness of the correctional process, it is necessary to organize early diagnostic work with children in the preschool educational institution, psychological and pedagogical support for the child for his successful socialization in the future, the use of innovative teaching technologies, taking into account individual needs and opportunities, providing children with freedom of choice, the interaction of teachers and specialists of the preschool educational institution with the parents of students , with the administration of the preschool educational institution, with elementary school teachers and other interested authorities.

Based on the diagnosis of pupils of preschool institutions, an increasing number of children have various health limitations: speech disorders, bilingualism, hearing, vision, musculoskeletal system disorders, hyperactivity with a defect in attention, increased fatigue, problems in the development of perception, attention, memory, mental activity, underdevelopment of the motor sphere and sensory functions, etc.

The main focus of speech therapy classes is the correction of speech function based on the child's preserved capabilities in close connection with the formation of all mental and behavioral processes, using innovative technologies aimed at preserving and increasing the health of pupils, which will create prerequisites for the full development of the child's personality.

To interest preschoolers, you need to apply non-standard ideas, innovative technologies developed by creative teachers - practitioners. At the present stage, the following are used in correctional work with preschoolers: educational technologies:

Gaming technologies;

Person-oriented technologies;

Technologies of project activity;

Technology of research activity;

TRIZ technology;

Technology of problem learning;

Developmental learning technology;

Information and communication technologies;

Preschooler Portfolio Technology;

Teacher Portfolio Technology;

Health-saving technologies, which are divided into 3 groups:

1. Technologies for maintaining and stimulating health (body-oriented technologies);

2. Technologies for teaching a healthy lifestyle;

3. Correctional technologies;

Game technologies. Game as a component of education, creativity, therapy, relationship model.

The purpose of the game technology is to give the opportunity to experience in a game situation the problems and relationships that concern him with the full attention and empathy of an adult, which is so important for children with special abilities and needs.

Person-Centered Technologies put the personality of the child at the center of the entire system of preschool education and training, ensuring comfortable conditions in the family and preschool educational institutions, effective conditions for development, development and improvement of preserved natural potentials.

Design Technology is focused on the joint activity of the participants in the process: the child is a teacher, the child is a child, the child is a parent. The advantage of technology: the child feels his importance and need in the team.

The technology of research activity sees as its goal the formation in preschoolers of the ability for a research type of thinking.

Design technologies do not exist without the use of TRIZ - technologies(technologies for solving inventive problems). When creating a creative project, students are offered a problematic task that can be solved by research or experiment. Belinsky V. G.: "Where there is no scope for the manifestation of ability, there is no ability."

Problem learning technology involves the creation of problem situations and the active independent activity of students to solve them under the guidance of a teacher, as a result of which they acquire knowledge, skills, assimilation of methods of independent activity and the development of cognitive, mental, creative abilities.

Developmental learning technology involves the interaction of a teacher and students in the search for ways to solve problems through the organization of research and search activities of students in order to stimulate the child's reflective abilities, teaching self-control and self-esteem skills.

Information and communication technologies. The modern world in which a child develops makes ever new demands on preschool education as the initial link in education. The use of modern information technologies in the learning process can significantly increase the motivation of children, contributes to the disclosure of their abilities, the activation of cognitive and intellectual activity.

Portfolio of a preschooler- this is a piggy bank of personal achievements, successes, emotions in all types of activities, the opportunity to recreate the pleasant moments of your life, a kind of sheet of child development. Portfolio allows you to implement an individual approach to each child. The portfolio includes data on birth, zodiac sign, which of the celebrities was born on this day, which means the name, family tree; weight, height, palm in different age periods; skills that the child has acquired over the year, photographs of family members, drawings of the child, stories about himself and family, friends, drawings and photographs of family leisure, children's work done by their own hands, stories about the child through the eyes of parents, educator, friends, interesting statements , reflections, diplomas, certificates. With the help of a portfolio, parents find out the desires and interests of the child.

Teacher Portfolio allows you to see the results achieved by the teacher in a variety of activities and is an alternative form of introspection, assessment of professionalism and performance.

Health saving technologies provide opportunities to preserve the health of the child, the formation of the necessary knowledge, skills and habits for a healthy lifestyle.

Group 1 - body-oriented technologies:

Bioenergoplasty - connection of the movements of the articulatory apparatus with the movements of the hand;

Stretch marks (stretching) - alternating tension and relaxation in various parts of the body;

Relaxation exercises;

Breathing exercises;

Rhythmoplasty - expression of thoughts and emotions by movements in cases where it is difficult to convey them in words;

Dynamic pauses - outdoor games, games for the formation of posture, finger games, physical minutes, massage of the face, hands, fingers, rhythmic exercises, su-jok therapy;

Kinesiology exercises - a set of movements to activate interhemispheric interaction;

Gymnastics for the eyes;

Invigorating, corrective, orthopedic gymnastics - a system of exercises for correcting the spine, for balance; to develop correct posture ;

- auriculotherapy - the direction of reflexology using massage, acupuncture I, electrical, thermal effects on the biologically active points of the auricles;

- lithotherapy is the energy effect of a stone on the human body.

Group 2 - technologies for teaching a healthy lifestyle:

Game training (motor, finger, respiratory) and game therapy (complex effect on the organs of vision, hearing, smell, touch, vestibular receptors, etc.);

Physical training;

Communication games, conversations from the series "Health";

Self-massage, point self-massage;

- (BOS): training in diaphragmatic relaxation breathing (for older preschool children with behavioral characteristics). BOS devices make it possible to see and hear , how the organs work, to develop the physiologically correct functioning of the trained organ.

Group 3 - corrective technologies:

Art - therapy - healing with art, a means of self-expression through drawing, game, fairy tale, music, through non-verbal communication, which is important for those who find it difficult to express their thoughts in words. Modern art therapy includes origami, drama therapy, fairy tale therapy, video and audio therapy, bibliotherapy, mask therapy, ethnotherapy, game therapy, sand therapy, water games, laughter therapy, aromatherapy, color therapy, mnemonics, etc.

Game technologies for behavior correction;

Imagotherapy - in a traumatic situation, the child imagines himself in the image of his beloved hero and acts as this hero would act;

Psychogymnastics - the expression of experiences, problems, emotions through movements, facial expressions and gestures;

Phonetic rhythm - a comprehensive methodology for the development of speech breathing, voice power, speech tempo;

Speech therapy rhythmics is a complex technique, including the means of speech therapy, musical-rhythmic and physical education;

Vestibular plates or trainers allow a speech therapist to effectively and quickly deliver many complex sounds in the process of working with a child.

Types of plates and trainers:

Elastic plate for children of 2 years of age with prolonged sucking of a pacifier or a finger, provoking the occurrence of an open bite, for the speedy weaning of the child from these bad habits and the prevention of speech disorders;

Trainers "Infant" for children 3 - 5 years old allow you to develop the correct position of the tongue at rest and when swallowing, eliminate interdental sigmatism;

The preorthodontic model is designed for children aged 6-10 years, it normalizes the type of breathing, the position of the tongue during swallowing and at rest, the excess pressure of the external prior muscles is reduced, the tension of the mental muscle is relieved, crowding of the dentition is eliminated.

The use of these technologies, the creation of effective conditions for the full-fledged upbringing and education of children with disabilities, corresponding to their state of health, needs and opportunities, is a condition for the successful implementation of inclusion.

References:

Atemaskina Yu.V. Theologian L.G. Modern pedagogical technologies in preschool educational institutions. - St. Petersburg: Publishing house "Childhood-Press", 2011.

"Innovative processes in preschool educational institutions of a compensating type" Collection of materials. SPb, Detstvo-press, 2011

Povalyaeva, M.A. Non-traditional methods in correctional pedagogy / compiled by M.A. Povalyaeva. - Rostov n / D: Phoenix, 2006. - 350 p.

Veraksa N. E., Veraksa A. N. Project activity of preschoolers. Handbook for teachers of preschool institutions. - M .: Mosaic - Synthesis, 2008. - 112 p.

Novikova T.G. Does a Russian student need a portfolio?//Methodist.-2004.-No. 5.-p.56

Health-saving technologies in preschool educational institutions. Compiled by Eremenko N.I., Volgograd, Corypheus, 2009

Belaya A.E, Miryasova V.I. Finger games for the development of speech of preschoolers: a guide for parents and teachers. M, AST Publishing House LLC, 2000

Miklyaeva N.V., Polozova O.A., Rodinova Yu.N. Phonetic and logopedic rhythm in the preschool educational institution. - M., 2006.

Shashkina G.R. Logopedic rhythm for preschool children with speech disorders. - M., 2005.

E.L. Naboikin. Fairy tales and games with a "special" child. St. Petersburg, 2006

E.A. Alyabyeva. Psychogymnastics in kindergarten. M., 2003

E.S. Babina "Non-traditional methods of therapy in speech therapy work." Magazine "Speech therapist" No.

Dybina O.V. Game technologies for familiarizing preschoolers with the objective world. Practice-oriented monograph - M .: Pedagogical Society of Russia, 2008.

Kalashnikova I.L., Chapala V.M., Minaeva I.N. Vestibular plates in the work of a speech therapist // Speech therapist, 2004, No. 3, p. 121.

Shorokhova O.A. Playing a fairy tale: Fairy tale therapy and classes on the development of coherent speech for preschoolers. - M .: TC Sphere, 2006.

Pogosova N.M. Color game training. St. Petersburg: Rech, 2005, 84 p.

Electronic resource: site of the magazine "Preschool Education" http://dob.1september.ru/, www. logoburg. com, Wikipedia.

Organization: MADOU Kindergarten No. 59

Location: Perm Territory, Kungur

Children's age: 6 - 7 years; nosology: children with mental retardation

Target: increasing the social status of the pupil, the formation of a holistic picture of the world in children in accordance with the program content, the formation, comprehensive development and correction of mental processes and speech, the development of positive personal qualities, taking into account the abilities and capabilities of children with mental retardation.

Tasks:

1. Implementation of early diagnosis, determination of ways to prevent and coordinate mental disorders.

2. Selection, systematization and improvement of techniques and methods of work of specialists in accordance with the program content.

3. Comprehensive development of all mental processes, taking into account the capabilities, needs and interests of preschoolers.

4. Providing conditions for the socialization of children.

5. Ensuring that parents are informed about the problem of overcoming mental retardation in children, the optimal inclusion of the family in the correctional and pedagogical process.

The content of the work:

1. Due to the limited analytical and synthetic activity of the brain in mental retardation, special attention is paid to the unity of work to enrich the sensory, speech experience and development of mental operations of preschoolers with mental retardation (in the process of modeling visual and practical situations and analysis, generalization of linguistic phenomena and phenomena of the surrounding world).
2. Preschool children with mental retardation are characterized by rapid exhaustion, slowing down, inferiority of voluntary regulation and systemic organization of all mental functions. And also, insufficient cognitive activity and working capacity, limited analytical and synthetic activity of the brain and difficulties in updating knowledge. In accordance with the identified features, it is planned to slow down the pace of corrective work, increase the number of hours for studying difficult topics and introduce preparatory work periods.
3. The immaturity of the emotional-volitional sphere, the lack of formation of arbitrary regulation of behavior, the affective instability of children with mental retardation predetermine an important condition for correctional and developmental work - the creation of a motivational base for cognitive activity. For this purpose, a situation of success is introduced, a positive emotional reinforcement of children's activities.
4. The implementation of the work involves the optimization of cognitive and speech-thinking activities.
5. The content of all classes includes tasks for the formation of the skill of self-control and the development of the regulation of the cognitive and speech-cogitative activity of preschoolers with mental retardation.

Stages of work:

1. Organizational and methodological stage. It includes the recruitment of children into a group, the determination of an individual educational route on the recommendation of the PMPK commission, on the recommendation of preschool educational institutions.

2. Diagnostic stage. Conducting individual and group diagnostics of children, collecting anamnestic data. A diagnostic examination of the child is carried out by each specialist of the preschool educational institution (teacher - defectologist, teacher - psychologist, teacher - speech therapist).

3. Correction-development stage. Individual and group lessons with specialists.

4. The final stage. Carrying out final diagnostics. Summarizing.

Planning a phased structure of a remedial lesson:

First stage (organizational)

Purpose: introduction to the topic of the lesson, creating a positive attitude towards communication, activating interest in upcoming activities, correcting the features of the psychophysical development of preschoolers.

It is advisable to use facial and pantomimic exercises, psycho-gymnastics, games “What does it look like?”, “What is missing?”

Second phase

Purpose: message of the topic through poems, riddles. Introduction of game characters.

Third stage (main)

Carrying out corrective work, taking into account the violations existing in children and the content of long-term planning of work in a group based on program material.

The fourth stage (physical education)

Purpose: relieve stress, fatigue in children

Fifth stage (individual work with children and self-correction).

Purpose: to fill the gaps in the assimilation of the program among preschoolers and the fulfillment of individual tasks. Before carrying out work on self-correction, children are given an attitude to perform tasks and the degree of understanding of the proposed tasks is individually ascertained.

Sixth stage

Purpose: summarizing the lesson.

Using corrective training techniques:

Instruction;

Repeat instruction;

Plans - algorithms and execution schemes (visual, verbal);

Alternative choice (of the proposed options is correct);

speech sample;

Demonstration of actions;

Variative questions (prompting, alternative, suggestive, clarifying and problematic);

Selection by analogy;

Selection by opposition;

Alternation of easy and difficult tasks (questions);

Joint or simulation activities;

Start of action;

Conjugated or reflected speech;

Beginning of a phrase;

Creation of problem situations;

Comparison (how similar and how different);

Observation and analysis (what has changed and why?);

Find the mistake;

Grouping by common features;

Exclusion of superfluous;

An example of a task with a detailed element-by-element analysis of each of the actions performed.

Children need to be provided with various types of assistance: stimulating, guiding, teaching .

When planning work, it is important to use the most accessible methods: visual, practical, verbal. The question of the rational choice of a system of methods and individual methodological techniques, technologies is decided by the teacher in each specific case.

For more effective correctional work and the highest quality assimilation of the studied material, various methods:

1. Verbal (questions, explanation, conversation, story ...).

2. Visual (excursions, observations, demonstration of various visual illustrations, diagrams ...).

3. Practical (practical exercises, graphic works…).

1. When using verbal methods in corrective work with children with mental retardation, it must be borne in mind that the questions of the teacher must be well thought out and clearly formulated and must be accessible to children. A single-step instruction is often used. The teacher's explanation often requires repetition. The teacher's story should also be concise, clear, emotional and expressive.

Children with mental retardation experience difficulties in the perception and processing of verbal information, most of them suffer from speech development, so verbal methods should be combined with the use of visual and practical ones.

2. Visual methods are especially widely used in correctional work. For example, observation is used as a purposeful perception of an object or phenomenon and is specially planned by teachers. When using them, teachers should remember such features of children as a slow pace of perception, a narrowing of the volume of perception, a violation of the accuracy and concentration of perception and attention. It is necessary to show the child only the subject that is considered at this stage. The rest are not shown. And also in correctional work it is necessary to apply the principle of a polysensory basis of training, that is, relying on all the senses (look, touch, smell, taste ...). The visual method is a very effective method in corrective work, so certain requirements are imposed on it. So, for example, illustrative material should be understandable to children, not have a lot of unnecessary details, and correspond to the topic being studied. Schemes should be extremely clear and understandable to children.

3. Of the generally accepted practical methods in corrective work with children with mental retardation, the most effective are exercises and didactic games. The need for exercises is due to the weak mental activity of children in this category, weakened memory, difficulties in perception, etc. Therefore, with the help of exercises, repeated performance of mental and practical actions, mastery of certain knowledge is achieved.

A special place is occupied by the didactic game. It is at preschool age that a child acquires knowledge through play. "Learn by playing". This principle is followed by correctional teachers. The didactic game contains great potential opportunities for activating the learning process.

Forms of implementation of the content of inclusive education:

Individual sessions aimed at developing and supporting the functional abilities of the child in accordance with his capabilities.

Individual lessons are based on assessing the achievements of the child and determining the zone of his proximal development.

Frontal forms of organization of children's activity.

In correctional and developmental classes, special methods and techniques are used that help make learning effective:

1. positive emotional background of the lesson (positive motivation, setting the topic of the lesson with the help of a surprise moment);

2. various forms of organization of the educational process (GCD): lesson - a fairy tale; occupation - a journey through the stations, through the islands of the country of Mathematics; occupation - game; occupation - competition; lesson - a quiz, lesson - a walk; occupation - excursion, etc.

3. multifunctional teaching aids: frames - inserts, didactic games, problem situations, tasks for ingenuity and ingenuity, logical tasks, encryption, quizzes, puzzle toys;

4. the presence of entertaining attributes (a magic wand, a travel map, a singing teddy bear - a boot, inside of which tasks and prizes are hidden, masks of animals, vegetables, fairy tale characters, etc.);

5. use of games to develop communication skills, in which various social situations are played;

6. change of scenery, use of physical education sessions, alternation of activities (game and actually educational tasks, verbal and supported by visualization, etc.);

7. use of interactive tools in teaching (viewing thematic presentations, videos, computer training programs, project activities);

8. games based on the LEGO constructor have a positive effect on the development of speech, facilitate the assimilation of a number of concepts, the production of sounds, harmonize the relationship of the child with the outside world

9. playing with sand or "sand therapy". Psychologists say that sand absorbs negative energy, interaction with it cleanses a person, stabilizes his emotional state

10. an effective system for assessing children, which helps children to love classes and learn to work:

Creating a situation of success to increase the authority of the child

Using the technique of "instant self-control"

Comparing success not with the success of others, but with its previous results

The system of encouraging children in the classroom.

Child - parent groups.

These are complex classes for children and parents, including games, creative activities, music classes.

Holidays, excursions, competitions, weekend hikes are an important part of the inclusive process. They create a positive emotional mood, unite children and adults, and are an important ritual for the group and the entire garden.

Creating conditions in the preschool educational institution:

Enrichment and meaningful integration of the centers of activity of the subject-developing environment, which has a versatile potential for activation, contributes to the active inclusion of the child in the educational process, is one of the significant psychophysiological mechanisms for translating the game into learning activities in order to form the intellectual, personal, physical qualities, cognitive, social motivation of the child to development, self-realization.

The object-spatial environment in the group corresponds to the basic principles: transformability, multifunctionality, variability, accessibility, safety and richness.

Therefore, as part of the implementation of the principle "transformability" in order to provide the possibility of changing the object-spatial environment depending on the educational situation, the changing interests and abilities of the child, there are mobile boxes, light racks, containers, modules.

As part of the implementation of the principle polyfunctionality", providing the ability to use items that do not have a rigidly fixed way of use, there are: light children's furniture, soft modules, screens, developing panels ...

As part of the implementation of the principle "variability" in addition to modern teaching aids, for independent games and GCD Interests are:

Didactic toys (nesting dolls, pyramids, inserts ..);

Large and small plastic, wooden constructors, cars, strollers, dolls, doll furniture, books for viewing; - for independent artistic and aesthetic activities: an easel, special furniture in the corner for artistic and aesthetic activities and a set of visual tools: albums, paints, brushes, plasticine, stencils;

Equipment for role-playing games: for playing the "supermarket": trolleys, cash registers, modules-constructors...; for the game "beauty salon": children's furniture, sets of materials; for the game "polyclinic": a set of children's furniture, attributes for playing in the hospital, "steamboat", "airplane", "driver" - large hull modules. Also, children's furniture for playing "family": table, chairs, "electric oven", "TV", "sofa", "armchairs", "wardrobe", "dressing corner" ..

For the development of movements there is: a sports corner in the group, balls, soft sports equipment: large balls, ring toss, badminton, skittles, jump ropes, a set of soft sports modules, attributes for performing general developmental exercises: gymnastic sticks, flags ...

• also organize active work with parents. Methods can be completely different in form, but aimed at solving one problem - to combine the work of the family and teachers into a single whole. Only with the joint and continuous work of teachers and families will there be a positive result. The following forms of work can be considered:

Counseling is a differentiated approach to each family with a "special" child. The main thing is that parents believe in their children and be assistants for teachers.

Open doors days - parents visit the group, together with the child, observe the work of specialists.

Workshops - where parents get acquainted with literature, games, learn to apply the acquired knowledge in practice.

Holding joint holidays, where parents can see the achievements of their child, participate together with the child in contests, competitions, etc.

Specificity organization of educational activities for children with mental retardation is found in the structuring of the material, the method of its presentation.

The construction of the content of the curriculum in the system of correctional and developmental education is carried out on the basis of the following criteria:

Reliance on the life experience of the child;

Orientation to internal connections in the content of the studied material both within the same lesson and between classes;

Strengthening the practical orientation of the studied material;

Identification of the essential features of the studied phenomena;

Necessity and sufficiency of the volume of the studied material;

The use of corrective methods of activation of cognitive activity.

An important element of correctional and pedagogical activities with preschoolers is individual-group work to correct individual developmental deficiencies. This refers to special classes, with the aim of not only increasing the general, intellectual level of development, but also solving specific problems.

For correctional and developmental education, it is very important to create a positive emotional attitude of the child to classes. Classes with children are conducted by a teacher-defectologist with a group (10 people) or in subgroups (5 - 6 people), in the morning. Subgroups are organized taking into account the current level of development of children and have a rolling stock. Classes in subgroups alternate with work organized by educators. The teacher-defectologist conducts dynamic monitoring of the progress of each child, records the results of the examination of children in the protocols, which helps him plan individually corrective classes aimed at developing individual mental functions and operations.

1. A teacher working in a compensatory group for children with mental retardation must take into account the psychophysical, speech characteristics and capabilities of children in this category.

2. When conducting any type of classes or games, the educator must remember that it is necessary to solve not only the tasks of the general educational program, but also (first of all) solve correctional tasks.

3. The educator should pay attention to the correction of existing deviations in mental and physical development, to the enrichment of ideas about the world around, as well as to the further development and improvement of children's intact analyzers.

4. It is necessary to take into account the individual characteristics of each child.

5. Particular attention should be paid to the development of the cognitive interests of children who have a kind of lag under the influence of a speech defect, narrowing contacts with others, incorrect methods of family education and other reasons.

6. The work of an educator in the development of speech in many cases precedes speech therapy classes, providing the necessary cognitive and motivational base for the formation of speech skills.

7. The speech of the educator himself should serve as a model for children with speech disorders: be clear, extremely intelligible, well intoned, expressive, without violating sound pronunciation. Complex grammatical constructions, turns, introductory words that complicate the understanding of the teacher's speech by children should be avoided.

8. All the work of the educator is built depending on the planned lexical topic. If children with mental retardation have not mastered this topic, then work on it can be extended for two weeks (under the guidance of a teacher - defectologist and teacher - speech therapist).

9. Each new topic should begin with an excursion, gaining practical experience, viewing, observing, talking about the picture.

10. When studying each topic, it is planned, together with a teacher - a speech therapist, that vocabulary minimum (subject, verbal, dictionary of signs) that children can and should learn in impressive and expressive speech.

11. The vocabulary intended for understanding should be much wider than for active use in the child's speech. Also, grammatical categories, types of syntactic constructions that need to be fixed by the educator in the wake of the correctional classes of the teacher - speech therapist (defectologist) are specified.

12. Paramount in the study of each new topic are exercises for the development of various types of thinking, attention, perception, memory, it is necessary to widely use comparisons of objects, highlighting leading features, grouping objects by purpose, by features, etc.

13. All correctional and developmental work of the educator is built in accordance with the plans and recommendations of the teacher - defectologist and teacher - speech therapist of the group.

14. In corrective work with children with mental retardation, the educator should use didactic games and exercises as widely as possible, since under their influence a better assimilation of the studied material is achieved.

15. Individual correctional work with children is carried out by the teacher mainly in the afternoon. A special place is given to consolidating the results achieved by the teacher-defectologist in the frontal and individual correctional-developing classes.

16. In the first two to three weeks of September, the educator, in parallel with the teacher - defectologist (speech therapist), conducts an examination of children to identify the level of knowledge and skills of the child for each type of activity.

17. The survey should be conducted in an interesting, entertaining way, using special game techniques available to children of this age.

18. An important direction in the work of the educator is the compensation of the mental processes of a child with mental retardation, overcoming speech underdevelopment, his social adaptation - all this contributes to the preparation for further education at school.

19. The task of the educator is to create a friendly, comfortable environment in the children's team, strengthen faith in one's own abilities, smooth out negative experiences and prevent outbreaks of aggression and negativism.

In this way, the main task of the correctional and pedagogical work of the preschool teacher with children with mental retardation is to increase the level of the child's mental development: intellectual, emotional, social.

When planning educational activities with children with mental retardation, educators set such tasks as: ensuring the protection and strengthening of the child's health; correction of negative development trends; stimulation and enrichment of development in all types of activities (cognitive, playful, productive, labor); prevention of secondary deviations in development and difficulties in training at the initial stage.

In conclusion, I would like to say that an educational institution is made accessible to children with disabilities by teachers who are able to meet the special educational needs of children in this category. This is the creation of a psychological, moral atmosphere in which a special child will no longer feel like everyone else and acquires the right to a happy childhood. The main thing is that teachers have a desire to work with children with special developmental options, help them take their rightful place in society and realize their personal potential to the fullest extent.

Bibliography:

1. Derevyankina N.A. Psychological features of preschoolers with mental retardation: Textbook. Yaroslavl: Publishing House of YaGPU im. K.D.Ushinsky, 2003. 77 p.

2. Ekzhanova E.A., Strebeleva E.A. Correction-developing training and education. The program of preschool educational institutions of a compensating type for children with intellectual disabilities - M .: Education, 2005. - 272 p.

3. Strebeleva E.A. , Wenger A. L., Ekzhanova E. A. Special preschool pedagogy: Textbook. Under the editorship of Strebelev E.A. -M.: Publishing Center "Academy", 2002. - 312 p.

4. Shevchenko S.G. Organization of special assistance to children with learning difficulties in the conditions of preschool institutions, complexes primary school - kindergarten // Education of schoolchildren. - 2000. - No. 5. - P.37-39

Methodological development on the topic:

"Modern health-saving technologies used in kindergarten in accordance with GEF DO"

Completed by: Churak Galina Leonidovna

Currently, one of the most important and global problems is the state of children's health. Raising a healthy child is the most important thing that we, teachers of preschool institutions, need to do. The full physical development and health of the child is the basis for the formation of personality .

aim health-saving technologies is to provide the child with the opportunity to maintain health, the formation of the necessary knowledge, skills and habits for a healthy lifestyle.

Health-saving pedagogical technologies include all aspects of the impact of a teacher on a child's health at different levels - informational, psychological, bioenergetic.

In modern conditions, human development is impossible without building a system for the formation of his health. The choice of health-saving pedagogical technologies depends on:

From the type of preschool,

From the duration of the children's stay in it,

From the program on which teachers work,

Specific conditions of the DOW,

The professional competence of the teacher,

indicators of children's health.

Allocate (in relation to preschool educational institutions) the following classification of health-saving technologies:

All health-saving technologies can be divided into 4 groups:

Technologies for maintaining and stimulating health.

dynamic pauses (complexes of physical minutes, which may include breathing, finger, articulatory gymnastics, eye gymnastics, etc.)

mobile and sports games

contrast track, exercise equipment

stretching

rhythmoplasty

relaxation

Technologies for teaching a healthy lifestyle.

morning exercises

physical education classes

• acupressure (self-massage)

  sports entertainment, holidays

  health day

  Media (situational small games - role-playing imitative simulation game)

  Game training and game therapy

  Classes from the series "Health"

Correctional technologies

behavior correction technology

art therapy

musical impact technologies

fairy tale therapy

color exposure technology

psycho-gymnastics

phonetic rhythm

The teacher who guards the health of the child, educates the culture of the health of the child and parents, first of all, must be healthy himself, have valeological knowledge, not overworked, must be able to objectively assess his own advantages and disadvantages associated with professional activities, draw up a plan for the necessary self-correction and proceed to its implementation. For the implementation of enriched physical development and rehabilitation of children in kindergarten, non-traditional methods of work are used. Each group should be equipped with "Health Corners". They are equipped with both traditional aids (massage mats, massagers, sports equipment, etc.) and non-standard equipment made by teachers:

1 .“Dry aquarium”, which helps to relieve tension, fatigue, relax the muscles of the shoulder girdle

2 .Walking on a cork mat where foot massage takes place

3 .For the development of speech breathing and an increase in lung capacity, we use traditional and non-traditional equipment (sultans, turntables)
4 .It is well known that there are many points on the palms of the hands, massaging which can affect various points of the body. To do this, we use various massagers, including homemade ones.
5 .Rope mats with knots are used to massage the feet and develop coordination of movements.

6 .Walking along paths made of metal corks barefoot.

7 .Daily after sleep, perform health-improving gymnastics barefoot to the music.

In the structure of the health regimes of each group, the spectra of medical and restorative techniques, techniques, methods should be woven:
- mimic warm-ups

Gymnastics for the eyes (helping to relieve static tension in the muscles of the eyes, blood circulation)

Finger gymnastics (trains fine motor skills, stimulates speech, spatial thinking, attention, blood circulation, imagination, speed of reaction)

Breathing exercises (promotes the development and strengthening of the chest)
-acupressure

Games, exercises for the prevention and correction of flat feet and posture.
As a result, health-saving activity forms in the child a strong motivation for a healthy lifestyle, full and uncomplicated development.
The set goals are successfully implemented in practice.
-Dynamic pauses , which are carried out by the teacher during classes, 2-5 minutes, as the children get tired. May include elements of gymnastics for the eyes, breathing exercises and others, depending on the type of activity.

With the help of proper breathing, you can avoid sinusitis, asthma, neurosis, get rid of headaches, runny nose, colds, indigestion and sleep, and quickly restore performance after mental and physical fatigue. For proper breathing, the following rules must be observed: you need to breathe only through the nose evenly and rhythmically; try to fill the lungs with air as much as possible when inhaling and exhale as deeply as possible; stop doing breathing exercises if you experience the slightest discomfort.
- You need to do breathing exercises in a well-ventilated room, in a calm environment. The development of the complex should be carried out gradually, adding one exercise every week.
- The systematic use of physical education leads to an improvement in the psycho-emotional state, to a change in attitude towards oneself and one's health. It is possible to suggest a physical minutes to one of the children.
-Mobile and sports games . Conducted by educators, head of physical education. As part of a physical education lesson, on a walk, in a group room - sedentary games.

- Relaxation. Conducted by educators, head of physical education, psychologist in any suitable room. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninoff), sounds of nature.

-Finger gymnastics . It is carried out from a young age individually or with a subgroup daily by a teacher or speech therapist. Recommended for all children, especially those with speech problems. It is held at any convenient time, as well as during classes.

-Gymnastics for the eyes . Daily for 3-5 minutes. at any free time and during classes to relieve visual stress in children.

-Respiratory gymnastics . In various forms of physical culture and health work, at physical. minutes during classes and after sleep: during gymnastics.

-Gymnastics invigorating . Daily after daytime sleep, 5-10 min. The form of carrying out is different: exercises on beds, extensive washing; walking on ribbed planks. Conducted by a teacher.

-Gymnastics corrective and orthopedic . In various forms of physical culture and health work. Conducted by educators, head of physical education.

-Physical education. They are held in a well-ventilated room 2-3 times a week, in the gym. Younger age - 15-20 minutes, middle age - 20-25 minutes, senior age - 25-30 minutes. Conducted by educators, head of physical education.

- Problem-play situations. It is carried out in free time, it is possible in the afternoon. Time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized invisibly for children, by including the teacher in the process of playing activities.
The possibility of purposeful formation of the foundations of mental self-regulation in children of 5 years of age is achieved through mobile, role-playing games, and physical education sessions.

- Communication games on the course "Knowing myself" by M.V.Karepanova and E.V.Kharlampova.
1 time per week for 30 min. from older age. They include conversations, sketches and games of varying degrees of mobility, drawing classes that help children adapt in a team. Conducted by a psychologist.
- Classes from the series "Health" on life safety for children and parents as a cognitive development. 1 time per week for 30 min. from Art. age in the afternoon. Conducted by educators.

- Self massage . In various forms of physical culture and health work or during physical minutes, in order to prevent colds. Conducted by educators.

-Psycho-gymnastics . 1 time per week from older age for 25-30 minutes. Conducted by a psychologist.

-Technology of influence through fairy tales

A fairy tale is a mirror reflecting the real world through the prism of personal perception. In it, perhaps, everything that does not happen in life . In fairy tale therapy classes, children learn to compose verbal images. They remember old and come up with new images, children increase their figurative repertoire, and the inner world of the child becomes more interesting, richer. This is a true chance to understand and accept yourself and the world, increase self-esteem and change in the desired direction.

Since feelings are not only positive, but also negative, the images in children are born not only joyful, but also frightening. One of the important goals of these activities is to transform negative images into positive ones so that the world of the child is beautiful and joyful.
A calm state of the nervous system returns the child to health.
A fairy tale can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children.
-Technologies of musical impact . In various forms of physical culture and health work. They are used to relieve stress, increase emotional mood, etc. Conducted by educators and music director.

Additionally, hardening methods can be used:

Gargling the throat and mouth with solutions of herbs (eucalyptus, sage, chamomile, calendula, etc.), which have an antiseptic effect on the mucous membrane of the respiratory tract, or with a solution of sea salt, is carried out daily after dinner for 2 weeks alternately.
- washing with cold water after a daytime sleep.

Bare walking in combination with air baths is carried out in physical education classes and after daytime sleep.

A healthy lifestyle includes adequate physical activity, rational nutrition, personal hygiene, a healthy psychological climate in the family, at school, in kindergarten, the absence of bad habits, and attention to one's health.

- Stretching. Not earlier than 30 min. after meals, 2 times a week for 30 minutes. from middle age in a gym or music room or in a group room, in a well-ventilated area Recommended for children with sluggish posture and flat feet. Be wary of disproportionate stress on the muscles Head of Physical Education

- Rhythmoplasty . Not earlier than 30 min. after meals, 2 times a week for 30 minutes. from middle age Pay attention to the artistic value, the amount of physical activity and its proportionality to the age indicators of the child Head of physical education, music director.

- Acupressure. It is held on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age. It is carried out strictly according to a special technique. It is indicated for children with frequent colds and diseases of the upper respiratory tract. visual material is used. Educators, St. nurse, head of physical education.

- arttherapy . Sessions of 10-12 lessons for 30-35 minutes. from the middle group. Classes are held in subgroups of 10-13 people, the program has diagnostic tools and includes protocols for classes. Educators, psychologist.

- Color exposure technology. As a special lesson 2-4 times a month, depending on the tasks. It is necessary to pay special attention to the color scheme of the interiors of the preschool educational institution. Properly selected colors relieve tension and increase the emotional mood of the child. Conducted by educators, psychologist.

- Phonetic rhythm. 2 times a week from a younger age not earlier than after 30 minutes. after eating. In the gym or music halls. ml. age-15 min., senior age-30 min. Classes are recommended for children with hearing problems or for preventive purposes. The purpose of the classes is phonetic literate speech without movements. Educators, head of physical education, speech therapist.

- Behavior correction technologies. Sessions of 10-12 lessons for 25-30 minutes. from older age. Conducted by special methods in small groups of 6-8 people. Groups are not made up on one basis - children with different problems are engaged in the same group. Classes are held in a playful way, they have diagnostic tools and protocols of classes. Conducted by educators, a psychologist.

What health-saving educational technologies are used in work with parents?

Consultations, recommendations and conversations with parents on disease prevention, personal hygiene, the benefits of additional walks and classes in various sports sections, highlight these issues as well at parent meetings; slide folders; personal example of a teacher, non-traditional forms of work with parents, practical demonstrations (workshops); questioning; joint actions: sports holidays, days of health; memos, booklets from the series "Finger gymnastics", "How to harden a child properly?", open days; teaching parents the techniques and methods of healing children (trainings, workshops); issue of the newspaper DOW and other forms of work.
Forcreation of pedagogical conditions for the health-saving process of upbringing and development of children in a preschool institution are: the organization of various activities for children in a playful way; construction of the educational process in the form of a model of culture; organization of cultural creativity of preschoolers; equipping children's activities with equipment, toys, games, game exercises and manuals
All this the work is carried out comprehensively, throughout the day and with the participation of medical and pedagogical workers: an educator, a speech therapist, a psychologist, a physical education instructor, and a music director.
The main educators of the child are the parents. From how the child’s day regimen is properly organized, what attention the parents pay to the child’s health, his mood, the state of physical comfort depend. A healthy lifestyle of a child, to which he is taught in an educational institution, can either find daily support at home, and then be fixed, or not found, and then the information received will be superfluous and painful for the child.
Health care is one of the most important tasks of every person. Among all earthly blessings, health is a valuable gift given to man by nature, which cannot be replaced by anything, but people do not take care of health as it is necessary.
But it is important to understand that taking care of the health of our children today is a full-fledged labor potential of our country in the near future.
All of us, parents, doctors, teachers, want our children to study well, to become stronger year by year, to grow up and enter into a great life as people who are not only knowledgeable, but also healthy. After all, health is a priceless gift.

Application of modern correctional technologies

The main task of the teacher of the social rehabilitation center- choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the development of the child's personality, his successful adaptation and socialization in society.

The activities of the educator of the social rehabilitation center have their own specifics, since the entire educational process is aimed not at training, but at the development and upbringing of children, but often also correction. Therefore, it is advisable to talk about pedagogical technologies not as learning technologies that set the ultimate goal of developing children's knowledge, skills, and abilities, but as technologies that help make this knowledge, skills, and skills a means of developing the child's personal qualities.

The priority direction in my activity is the development of the socio-cultural competence of children, therefore, in my practical professional activities I use the following pedagogical technologies and methods:

Person-oriented

Rationale for choice

The priority of personal relationships.

Individual approach to pupils.

Providing comfortable, conflict-free and safe conditions for the development of the child's personality.

Lessons

For example, in classes on productive activities, children choose their material (pencils, paints, gouache, cereals, beads, etc.) according to their interest.

When planning a lesson, I take into account what knowledge, skills and abilities on this material have already been accumulated by pupils and think over various problematic, creative tasks that allow the child to choose the type and form of work.

At the end of the lesson, I give an assessment (encouragement) to each child, I note that he was especially successful, etc.

I create a positive emotional atmosphere in the classroom. This contributes to a more successful mastery of the material. In order for a child to have a desire to acquire knowledge, it is necessary for this child to have experience of positive emotions from the process of acquiring knowledge, skills and abilities or from the result of their acquisition. I take into account the personal characteristics of children, remembering that in different people the same emotion cannot always be evoked in the same way.

Didactic games

I use didactic material that differs in content, volume, complexity, methods and techniques for completing tasks.

Figuratively - role-playing games

Etudes

Intonation word games

The number of conflict situations, aggressive manifestations in the group has decreased. The level of self-esteem, self-confidence of the pupils has increased, they have become more open, liberated, communicate more freely with teachers and peers.

Gaming technologies

Rationale for choice

The complex use of gaming technologies of different target orientation helps to form motivational and emotional-volitional readiness for successful socialization in society, each game situation of communication between a pupil with adults, with other children is a "school of cooperation" for a child, in which he learns and enjoys the success of his peer, and calmly endure their failures, regulate their behavior in accordance with social requirements, equally successfully organize subgroup and group forms of cooperation.

Description of the implementation of technologies in practical professional activities

Educational games.

Verbal.

Didactic.

Round dance.

Theatrical.

Games with rules.

Plot - role-playing.

Intonation games with the word.

Trainings and brainstorming (brainstorming)

The result of using technologies

As a result of the use of this technology, children show organizational skills, initiative, and sociability. They acquire the skills and abilities necessary for full-fledged mental and personal development. There is a formation of the foundations of the basic culture of the individual, the development of the gaming experience of children, the use of gaming skills in everyday life, the development of the creative potential of pupils.

Children recognize the emotional manifestations of others and react to them correctly.

Development of interaction "child - child", "child - adult".

The pupil is able to evaluate himself by his own efforts.

The barrier between the teacher and the child is being destroyed.

Children are peer-oriented, which means they are not submissive executors of the teacher's instructions.

Children are independent and proactive, they themselves set the rules of the game, negotiate, communicate, help each other, and also control each other. Insecure children are given the opportunity to overcome their complexes and indecision.

Art therapy technologies

Rationale for choice

Solving various problems with the help of art and creativity.

Description of the implementation of technologies in practical professional activities

isotherapy

Music therapy.

Dramatherapy. For example, subgroups of children stage, play out an episode of a fairy tale, situations.

Fairy tale therapy.

The result of using technologies

A positive result is achieved in the field of communication, emotional-volitional sphere, intellectual abilities develop more intensively. As a result of the use of these technologies, children develop curiosity, realize cognitive needs, overcome shyness, develop imagination, speech and general initiative, increase the level of cognitive and creative abilities, and the ability to interact in a team. The use of art therapy technology contributes to the realization of the needs of children in creativity, movement, the preservation of their psychological health, self-organization.

Collaboration technology

Rationale for choice

Implementation of the principle of democratization of education, equality in relations between the teacher and the child, partnership in the system of relationships "adult - child".

Description of the implementation of technologies in practical professional activities

Joint creative activity of the educator and the child.

Joint production of manuals, gifts for the holidays, congratulatory newspapers, products of artistic creativity for participation in competitions of various levels, exhibitions.

Individual and differentiated lessons.

The result of using technologies

Humane attitude towards children, which includes: the interest of the teacher in their fate; cooperation, communication, lack of coercion, punishment, evaluation, prohibitions that oppress the individual; attitude towards the child as a unique personality (“every child is a miracle”); tolerance for children's shortcomings, faith in the child and in his strength ("all children are talented").

Research technologies

Rationale for choice

The main advantage of experimental research activity is that it is close to children and gives real ideas about the various aspects of the object under study.about its relationship with other objects of the environment. During the experiment, in addition to the development of cognitive activity,there is a development of mental processes -enrichment of memory, speech, activation of thinking, mental skills, as the need constantly arises to perform operations of analysis and synthesis, comparison and classification, generalization, the need to report on what they saw, to formulate the discovered patterns and conclusions. There is not only a familiarization of the child with new facts, but also the accumulation of a fund of mental techniques and operations. In addition, it should be noted the positive impact of experimental research activities on the emotional sphere of the child, on the development of creative abilities, the formation of labor skills, the ability to bring what has been started to a victorious end.

Description of the implementation of technologies in practical professional activities

Experiments, experimentation (development of cause-and-effect relationships and relationships). (The state and transformation of matter, the movement of air, water, the properties of soil and minerals, the living conditions of plants).

Job assignments, actions.

Observations.

Didactic games.

The result of using technologies

Develops the ability for an exploratory type of thinking, expands and refines knowledge about the world around.

I consider my work successful: children have increased interest in directly corrective activities, attention, memory, imagination, and mental abilities are developing; there is an upbringing of moral qualities, sociability; conditions have been created for a positive psycho-emotional state of children, which has a beneficial effect on the health of each child.

"Modern educational technologies in preschool educational institutions

in accordance with the FGOS. Health-saving technologies»

Shipilova E.A.,

educator

DG MBOU Lyceum

"Technical" city Samara

Introduction.

The entry into force on January 1, 2014 of the Order of the Ministry of Education and Science of the Russian Federation No. 1155 dated 17. 10. 2013 "On approval of the federal state standard for preschool education" obliges preschool employees to organize work in accordance with the requirements presented in this document. Thus, teachers and the administration of the preschool educational institution are faced with the task of not only knowing the requirements. Currently, pedagogical teams of preschool educational institutions are intensively introducing innovative technologies into their work. Therefore, the main task of preschool teachers- to choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the goal of personal development.

The concept of "technology"- this is a set of techniques used in any business, skill, art (explanatory dictionary).Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process(B. T. Likhachev). Today there are more than a hundred educational technologies. Tomodern educational technologies include:

health-saving technologies;

design technology

research technology

information and communication technologies;

personality-oriented technologies;

technology portfolio of preschooler and educator

gaming technology

TRIZ technology and others.

Primary requirements(criteria) pedagogical technology:

Conceptuality

Consistency

Controllability

Efficiency

Reproducibility

Conceptuality is a reliance on a certain scientific concept, including a philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.

Consistency - the technology must have all the features of a system:

process logic

the interconnection of its parts - integrity.

Controllability is the possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct results.

Efficiency - modern pedagogical technologies that exist in specific conditions should be effective in terms of results and optimal in terms of costs, guaranteeing the achievement of a certain standard of learning.

Reproducibility - applicability(repeat, play) educational technology in educational institutions, i.е. technology as a pedagogical tool must be guaranteed to be effective in the hands of any teacher using it, regardless of his experience, length of service, age and personal characteristics.

The structure of educational technology consists of three parts:

The conceptual part is the scientific basis of the technology, i.e. psychological and pedagogical ideas that are laid in its foundation.

The content part is the general, specific goals and content of the educational material.

The procedural part is a set of forms and methods of educational activity of children, methods and forms of work of the teacher, the activity of the teacher in managing the process of mastering the material, diagnostics of the learning process.

Thus, it is obvious: if a certain system claims to be a technology, it must meet all the requirements listed above. Interaction of all subjects of the open educational space(children, employees, parents) DOE is carried out on the basis of modern educational technologies.

Relevance.

One of the most important today educational pedagogical technology can be considered health-saving. A healthy and developed child has good body resistance to harmful environmental factors and resistance to fatigue, is socially and physiologically adapted. In preschool childhood, the foundation of a child’s health is laid, his intensive growth and development takes place, basic movements, posture, as well as the necessary skills and habits are formed, basic physical qualities are acquired, character traits are developed, without which a healthy lifestyle is impossible.

At the same time, the results of scientific research show that the number of healthy children does not exceed 15-20%. According to the Ministry of Health of Russia, by the age of 6-7 only 13% of children can be considered healthy, and by the time they leave school, their number decreases by 2.5 times. The deterioration in the health of preschool children and modern social conditions dictate new approaches to the formation of a healthy lifestyle for children.

An analysis of the scientific literature allows us to state that at present the theoretical and methodological foundations of the regulatory framework are being formed, the health-saving resources of preschool educational institutions and the education system as a whole are being implemented.

According to M.M. Bezrukikh, E.M. Kazina, S.A. Sennikova, A.G. Sukhareva et al., the preschool educational institution really becomes the most important link in preserving the health of children and the starting point for the health-saving activities of the modern preschool educational institution is the implementation of health-saving technologies in the context of the psychological and pedagogical process.

Objective - to analyze the importance and relevance of health-saving technologies in modern preschool educational institutions

Work tasks:

- to study the variety of health-saving technologies in a modern preschool educational institution

- to show the practical application of health-saving technologies in the preschool educational institution on the example of the middle group of the children's group of the MBOU lyceum "Technical" o. Samara

Chapter 1. Features of health-saving technologies as modern educational technologies of preschool educational institutions

Health-saving technologies in preschool education, these are technologies aimed at solving the priority task of modern preschool education - the task of preserving, maintaining and enriching the health of the subjects of the pedagogical process in kindergarten: children, teachers and parents.

Health-saving educational technologies are the most significant among all known technologies in terms of the degree of impact on children's health. Their main feature is the use of psychological and pedagogical techniques, methods, approaches to solving emerging problems.

The purpose of health-saving technologies in preschool education is:

For a child - ensuring a high level of real health for a kindergarten pupil and cultivating a valeological culture as a combination of a child’s conscious attitude to human health and life, knowledge about health and the ability to protect, maintain and maintain it, valeological competence that allows a preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior, tasks related to the provision of elementary medical, psychological self-help and assistance.

For adults - promoting the development of a culture of health, including a culture of professional health for preschool educators and valeological education of parents.

Health-saving technologies can be divided into three subgroups:

● organizational and pedagogical technologies that determine the structure of the educational process, contributing to the prevention of states of overwork, physical inactivity and other maladaptive conditions;

● psychological and pedagogical technologies associated with the direct work of the teacher with children (this also includes the psychological and pedagogical support of all elements of the educational process);

● educational and educational technologies, which include programs for teaching health care and the formation of a culture of student health.

Modern health-saving technologies used in the system of preschool education reflect two lines of health-improving and developmental work:

Introducing children to physical culture

The use of developing forms of health work.

The emphasis is shifting from the simple treatment and prevention of disease to the promotion of health as a self-cultivated value. Therefore, we can talk about the need for a complex of effective therapeutic and preventive measures, a system of reliable means of correcting psychophysical development throughout preschool childhood. From the point of view of modern approaches to pedagogy, the joint creative activity of children and the teacher is the internal basis for the unity of the physical and spiritual in the life of a child.

Allocate (in relation to preschool educational institutions) the following classification of health-saving technologies:

medical and preventive ( ensuring the preservation and enhancement of children's health under the guidance of medical personnel in accordance with medical requirements and standards, using medical devices - technologies for organizing the monitoring of the health of preschoolers, monitoring the nutrition of children, preventive measures, a health-saving environment in preschool educational institutions);

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

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

health saving and health enrichment of teachers(aimed at developing the health culture of teachers, including the culture of professional health, at developing the need for a healthy lifestyle; maintaining and stimulating health (technology for using mobile and sports games, gymnastics (for the eyes, breathing, etc.), rhythmoplasty, dynamic pauses , relaxation);

educational(education of a culture of health of preschool children, personality-oriented education and training);

healthy lifestyle education(technologies for the use of physical education, communicative games, a system of classes from the series "Football Lessons", problem-playing (game training, game therapy), self-massage); correctional (art therapy, technology of musical influence, fairy tale therapy, psycho-gymnastics, etc.)

Health-saving pedagogical technologies includepedagogical technology of an active sensory-developing environment,which is understood asWitha dark totality and order of functioning of all personal instrumental and methodological means used to achieve pedagogical goals.

Forms of organization of health-saving work:

physical education classes

independent activity of children

outdoor games

morning exercises (traditional, breathing, sound)

motor-improving physical exercises

exercise after nap

physical exercises combined with hardening procedures

physical culture walks (to the park, to the stadium)

physical culture leisure

sports holidays

wellness procedures in the aquatic environment.

The choice of health-saving pedagogical technologies depends on the program on which teachers work, the specific conditions of the preschool educational institution (DOE), the professional competence of teachers, as well as indications of the incidence of children .

Table 1.

Modern health-saving technologies

1. Technologies for maintaining and promoting health

Stretching

Not earlier than 30 min. after meals, 2 times a week for 30 minutes. from middle age in a sports or music hall or in a group room, in a well-ventilated room

Head of Physical Education

Rhythmoplasty

Not earlier than 30 min. after meals, 2 times a week for 30 minutes. from middle age

Pay attention to the artistic value, the amount of physical activity and its proportionality to the age indicators of the child

Head of physical education, music director, teacher of preschool education

Dynamic pauses

During classes, 2-5 minutes, as children get tired

educators

Mobile and sports games

As part of a physical education lesson, on a walk, in a group room - small with an average degree of mobility. Daily for all age groups

Games are selected in accordance with the age of the child, the place and time of its holding. In preschool educational institutions we use only elements of sports games

Relaxation

Any suitable location. Depending on the state of children and goals, the teacher determines the intensity of the technology. For all age groups

You can use calm classical music (Tchaikovsky, Rachmaninov), sounds of nature

Educators, head of physical education, psychologist

Aesthetic technologies

Implemented in the classes of the artistic and aesthetic cycle, when visiting museums, theaters, exhibitions, etc., decorating premises for holidays, etc. For all age groups

It is carried out in the classroom under the preschool educational program, as well as according to a specially planned schedule of events. Of particular importance is work with the family, instilling aesthetic taste in children.

All preschool teachers

Finger gymnastics

From a young age individually or with a subgroup daily

Educators, speech therapist

Gymnastics for the eyes

Daily for 3-5 minutes. at any free time; depending on the intensity of visual load from a young age

All teachers

Respiratory gymnastics

Provide ventilation of the room, the teacher instructs the children on the mandatory hygiene of the nasal cavity before the procedure

All teachers

Gymnastics invigorating

Daily after daytime sleep, 5-10 min.

The form of carrying out is different: exercises on beds, extensive washing; walking on ribbed boards; easy running from the bedroom to a group with a difference in temperature in the rooms and others, depending on the conditions of the preschool educational institution

educators

Corrective gymnastics

In various forms of physical culture and health work

The form of conducting depends on the task and the contingent of children

Educators, head of physical education

Orthopedic gymnastics

In various forms of physical culture and health work

Educators, head of physical education

2. Technologies for teaching a healthy lifestyle

Physical education

2-3 times a week in sports or music halls. Early age - in a group room, 10 min. Younger age - 15-20 minutes, middle age - 20-25 minutes, senior age - 25-30 minutes.

Classes are held in accordance with the program according to which the preschool educational institution works. Before class, you need to ventilate the room well.

Educators, head of physical education

Problem-playing (game trainings and game therapy)

In your free time, you can in the afternoon. Time is not strictly fixed, depending on the tasks set by the teacher

The lesson can be organized invisibly for the child, by including the teacher in the process of playing activities.

Educators, psychologist

Communication games

1-2 times a week for 30 min. from older age

Classes are built according to a specific scheme and consist of several parts. They include conversations, sketches and games of varying degrees of mobility, drawing, modeling, etc.

Educators, psychologist

Classes from the series "Health"

1 time per week for 30 min. from Art. age

Can be included in the curriculum as a cognitive development

Educators, head of physical education, teacher-valeologist

Self massage

Depending on the goals set by the teacher, sessions or in various forms of physical culture and health work

It is necessary to explain to the child the seriousness of the procedure and give children basic knowledge of how not to harm their body

Point self-massage

It is held on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age.

It is carried out strictly according to a special technique. It is indicated for children with frequent colds and diseases of the upper respiratory tract. visual material is used

Educators, St. nurse, head of physical education

Biofeedback (BFB)

From 10 to 15 sessions of working with a computer for 5-10 minutes. in a special room. Recommended from older age

Compliance with the rules of work at the computer is required. A special technique for preschoolers is recommended

Teacher-valeologist, specially trained teacher

3. Corrective technologies

Art therapy

Sessions of 10-12 lessons for 30-35 minutes. from the middle group

Classes are conducted in subgroups of 10-13 people, the program has diagnostic tools and involves training protocols

Educators, psychologist

Technologies of musical impact

In various forms of physical culture and health work; or separate classes 2-4 times a month, depending on your goals

Used as an aid as part of other technologies; to relieve stress, increase emotional mood, etc.

All teachers

fairy tale therapy

2-4 lessons per month for 30 minutes. from older age

Classes are used for psychological therapeutic and developmental work. A fairy tale can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children.

Educators, psychologist

Color exposure technologies

As a special lesson 2-4 times a month, depending on the tasks

It is necessary to pay special attention to the color scheme of the interiors of the preschool educational institution. Properly selected colors relieve stress and increase the emotional mood of the child.

Educators, psychologist

Behavior Correction Technologies

Sessions of 10-12 lessons for 25-30 minutes. from older age

Conducted by special methods in small groups of 6-8 people. Groups are not made up on one basis - children with different problems are engaged in the same group. Classes are held in a playful way, they have diagnostic tools and training protocols

Educators, psychologist

Psycho-gymnastics

1-2 times a week from older age for 25-30 minutes.

Classes are held according to special methods

Educators, psychologist

Phonetic rhythm

2 times a week from a younger age not earlier than after 30 minutes. after eating. In the gym or music halls. ml. age-15 min., senior age-30 min.

Educators, head of physical education, speech therapist

The health-saving technologies used in the complex eventually form a stable motivation for a healthy lifestyle in the child.

Hardening is an important link in the system of physical education of children. It provides training of the body's defenses, increasing its resistance to the effects of constantly changing environmental conditions. Hardening gives a healing effect only under the condition of its competent implementation and the obligatory observance of the followingprinciples:

tempering activities harmoniously fit into all regime moments;

are carried out systematically against the background of the optimal thermal state of children, against the background of their positive emotional mood;

are carried out taking into account the individual, age characteristics of children, the state of health, the level of hardening;

the strength of the impact and the duration of the hardening procedures increase gradually.

Any hardening procedure gives a positive result only in the complex of hardening activities carried out in the daily life of the preschool educational institution. It is necessary to draw up a hardening program for each group, taking into account the age, health group of children, develop a scheme of individual flooding programs for the year, which reflects a list of hardening activities carried out during the day. The program is agreed with the doctor of the preschool institution and approved by the head of the preschool educational institution.

From the wide range of existinghardening forms the most accessible are:

finding children in a group room in a lightweight during the day;

conducting morning exercises in the fresh air throughout the year;

walks in the open air. With proper organization, a walk is one of the important moments of hardening. when the air temperature reaches 18-20 degrees in the shade, the whole life of the children is transferred to the site. In the cold season, the duration of children's stay in the air is 3.5-4 hours in any weather in , which does not constrain the active activity of the child;

Salthardening with younger age (after dynamic gymnastics, wet , and the children are stomping along the path. In the nursery, 3 circles are held, in the younger group - 3-4 circles, in the middle group 4-5 circles. For the first 5-6 hardenings, the teacher walks along the path with the children, showing which step to go).

In middle age, the use ofair shower - this is an effective way to develop resistance to drafts (developed by doctor V.L. Lebed). In the process of showering, there is an increase in the efficiency of all systems that provide thermoregulation. Thanks to air procedures, the child becomes more balanced, calm, increased excitability imperceptibly disappears, and sleep improves.

At an older age, usehot rubdown carried out at an air temperature in the room not lower than 23 degrees with a soft mitten moistened with water of a certain temperature.

In quarantine mode, the use of gargling: water at room temperature 3 times a day, the water temperature gradually decreases from 36 degrees to 27.

Chapter 2 Samara.

In my work, I actively use elements of various health-saving technologies. Since I work as an educator with children aged 4-5 years, the use of different options that change daily encourages my students to complete tasks with joy.

During each class I practice dynamic pauses and finger gymnastics, relaxation. Mobile and communicative games, elements of gymnastics for the eyes, corrective, respiratory and orthopedic gymnastics are used by me every day during the day.

The second half of the day is the time for using the elements of play therapy, self-massage, acupressure, which I use in the group 2-3 times a week.

Elements of corrective technologies are not often used by me. Fairy tale therapy, color therapy are present in my practice and are embodied once a month in turn.

The system of hardening measures in my practice is used in the form of morning exercises in the fresh air in the summer, active walks at any time of the year (in accordance with the requirements of SanPins), as well as gargling during quarantine.

Conclusion.

Thus, it is very important that each of the considered technologies has a health-improving orientation, and the health-saving activities used in the complex would eventually form a strong motivation for a healthy lifestyle, full and uncomplicated development in the child.

The use of health-saving pedagogical technologies in the work of preschool educational institutions will increase the effectiveness of the educational process, form value orientations among teachers and parents aimed at preserving and strengthening the health of pupils, if conditions are created for the possibility of adjusting technologies, depending on the specific conditions and specialization of the preschool educational institution; if, relying on statistical monitoring of children's health, the necessary amendments are made to the intensity of technological impacts, an individual approach to each child is provided; positive motivation will be formed among teachers of preschool educational institutions and parents of children.

Of course, knowing and understanding the importance and relevance of modern health-saving technologies in a children's educational institution, I will try to master not only the elements of different technologies, but also study and implement the full technology in my practical work.

Literature.

1. Kamkina T.I., Sokolova E.N. Modern health-saving technologies used in kindergarten in accordance with GEF DO

2. Karepova T.G. Formation of a healthy lifestyle among preschoolers. - Volgograd: Teacher, 2009.

3. Krylova N.I. Health-saving space in the preschool educational institution. - Volgograd: Teacher, 2008.

4. Novikova I.M. Formation of ideas about a healthy lifestyle in preschoolers. Handbook for teachers of preschool institutions. – M.: MOSAIC - SYNTHESIS, 2010.

5. Pavlova M.A., Lysogorskaya M.V. Health saving system of preschool educational institution. - Volgograd: Teacher, 2009.

6. PoverpoweredLskaya E.I. Forms of health improvement for children 4-7 years old. - Volgograd: Teacher, 2008.