Child and Family Services Improvement and Innovation Act

The article considers the modern effective pedagogical technologies used in the work of the preschool educational establishment. It justifies the relevance of the apply of modern innovative technologies in the activities of pre-school educational institutions. Lists the most relevant modernistic innovative technologies used in the work of pre-schoolhouse educational institutions. Such concepts as «innovative technology», «pedagogical applied science» are considered. The essence of these technologies and the purpose of their awarding are revealed. The conclusion is made about the need for effective use of these technologies in preschool institutions. The forms, methods, classifications of the types of technologies used by kindergarten teachers are described.

The XXI century tin rightfully be considered like the century of the heyday of innovative technologies that are actively introduced into the most diverse spheres of act, and pedagogy among them naturally becomes one of the virtually pregnant.

Innovative technologies act every bit one of the bases for the operation of social processes, as well equally a condition for the interconnection between them. The data space through the global network expands human capabilities, assuasive overcoming geographical and political boundaries, making the world cultural values accessible to contemplation to anybody, «visualizing» the sphere of human being life. The speed of distribution of information flows leads to a situation of total digitization of social life processes of individuals and growth of education. The change of cultural paradigms occurs right earlier our eyes in a existent-time situation.

•  The chief, phenomena that determine a single modernistic digital culture includes a personal calculator and all the variety of digital devices:
•  The Internet;
•  Artificial Intelligence;
•  System and application software;
•  Calculator graphics and virtual reality systems;
•  Digital formats of traditional means of communication (books, photographs, audio and video recordings, digital TV, etc.);
•  Computer games;
•  Technological fine art.

Today, education continues its path along the road of reforms: standards of education are changing, new technologies are being introduced, and educational levels are being reformed. For example, the main school became a four-year school, and graduate schoolhouse ceased to exist postgraduate education, but became the third level of higher education afterwards undergraduate and graduate schoolhouse.

Reforms and innovations have joined the ranks of supporters in the form of innovators, innovative pedagogues, people who aspire not only to keep pace with the times, realizing new trends in the evolution of education, its latest technologies, putting forrad and implementing ideas for improvement, merely also with their enthusiasm and action, trying to infect others, to lead them. At the same time, a considerable part of the teaching staff has joined the ranks of open up or hidden opponents of everything new. And this is largely explained. There is non always agreement of the purpose and essence of the innovations introduced, as well as their positive outcome and the prospects for their implementation. Activities in conditions where thereforms terminal for decades, causes the teachers fatigue and mistrust. But for the sake of justice, information technology should exist noted that there is another side to the medal of resistance to innovation. Boloney Process and Higher Reform education «rocked the boat», quietly was sailing earlier. Innovations violated in many respects the pattern stability that existed for many years. The habitual long-term, and sometimes multi-decade shuttle traffic from point «A» to signal «B» and back is cleaved. Against this background, it remained unnoticed that the boundarybetween stability and stagnation had been obliterated long ago and one passed into some other. As the researchers note, manifestation of resistance to innovation tin can be detected as «rejection of the new, fear of innovation, open up or veiled skepticism towards the new, and unwillingness to get off the rail» [1].

Information technology is impossible to unequivocally positively or negatively assess the consequences of digitalization. They very clearly ascertain the actual for the educational activity arrangement closest to the generation, brought up in the figure, by the generation «next», tasks, in our opinion, continued with the preservation and translation of traditional European values. By themselves, digital technology, digitalization, the massive transfer of cultural heritage into digital does not direct lead to digital culture, equally to the personal component, to the type of culture in the traditional sense: culture can both form and not be formed [two].

At present, Kazakhstan is tasked with entering the 30 most adult countries of the world, which requires an innovative development and accelerated technological renewal. In his Speech to the people of Kazakhstan, the Head of State appear the Third Modernization, the core of which is digitalization.

«Over the years of independence we managed to enter the list of 50 competitive countries in the world. At present the task is to enter the thirty ane, which requires Kazakhstan to innovate and accelerate technological innovation. Therefore, at the beginning of the year, I announced in my Message to the people of Kazakhstan about the Tertiary Modernization, the cadre of which is digitalization», said Nursultan Nazarbayev [3].

The President of Republic of kazakhstan stressed that digitalization is necessary to increase the competitiveness of enterprises and the land as a whole, as well as to improve the quality of life of people.

In addition, the caput of land noted the importance of training highly qualified workers and stressed the necessity to revise the policy in the field of education. He focused on the evolution of competence centers on the basis of research institutes, preschool institutions, and college educational institutions and within the framework of innovative clusters.

In this regard, at present the pedagogical teams of the preschool educational institution intensively introduce innovative technologies into their piece of work. Therefore, the main task of preschool teachers is to choose methods and forms of organization of piece of work with children, innovative pedagogical technologies that optimally correspond to the stated goal of personal evolution.

Undoubtedly, innovative processes at the present stage of the development of society primarily affect the organisation of preschool didactics, as the initial stage of revealing the potential abilities of the child. Evolution of the preschool didactics, the transition to a new qualitative level cannot exist carried out without the development of innovative technologies.

Undoubtedly, innovations ascertain new methods, forms, means, technologies used in pedagogical do, focused on the personality of the child, on the development of his abilities. However, mod pedagogical technologies in preschool education are aimed at implementing state standards of preschool education. Therefore, the main task of preschool teachers is to cull methods and forms of organizing the work with children, innovative pedagogical technologies that will optimally correspond to the stated goal of personal development [iv].

Undoubtedly, the most important aspect in pedagogical applied science is the position of the kid in the educational process, the attitude to the child on the office of adults. The developed adheres to the situation in advice with children: «Non nigh, not over him, but together!». Afterwards all, its purpose is to contribute to the development of the child as a person. What does the term «technology» itself mean?

Technology — a fix of techniques used in any matter, skill, art [5].

Pedagogical engineering science — a set of psychological and pedagogical attitudes, forms, methods, methods of didactics, educational tools; it is a tool for the pedagogical procedure [vi].

Pedagogical engineering science is a systemic set and the order of functioning of all personal, instrumental and methodological tools used to achieve pedagogical goals [7].

According to G.K. Selevko, any pedagogical technology should satisfy some basic methodological requirements:

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

1. Systematic includes the presence of all signs of the system: the logic of the procedure, the interrelation of all its parts, integrity.
2. Manageability makes it possible to diagnose goal-setting, planning, designing the learning procedure, phased diagnostics, variation by ways and methods with the aim of correcting the results.
3. Efficiency sees optimality in terms of costs, a guarantee of achieving a sure standard of training.
4.  Reproducibility implies the possibility of using (repeating, reproducing) pedagogical technology in other like educational institutions, other subjects [8].

Based on the analysis of various definitions and descriptions of the essence of pedagogical engineering allows united states of america to adopt the post-obit maindefinition:Pedagogical applied science is an integral scientifically grounded project of a specific pedagogical arrangement from its theoretical design to implementation in educational exercise, reflecting their goals, content, forms, methods, means, results and weather condition of organization.The main criteria of pedagogical technology can be classified, every bit shown in Figure i, for different reasons:

• Healthy technologies;
• Technology of project activities;
• Technology research activities;
• Data and communication technologies;
• Portfolio technology of the preschooler and educator;
• Technology «TRIZ»;
• Technology of the bailiwick — developing environment.

Health-saving technologies. The goal of health-saving technologies is toproviding the kid with the opportunity to preserve health, forming the necessary knowledge, skills, skills for a healthy lifestyle.

In modern conditions, homo development is incommunicable without building a organization for the germination of its health. The option of health-saving pedagogical technologies dependson:

1) from the type of preschool;

two) the length of stay of children in it;

3) from the program for which teachers work;

four) specific conditions of the PFD;

five) professional competence of the teacher;

half-dozen) indicators of children's health.

All wellness-saving technologies can be divided into 3 groups:

• Technologies of preservation and stimulation of health;
• Technologies of teaching a good for you lifestyle;
• Correction technologies.

The teacher, who stands baby-sit over the child's health, educates the child'due south and parents' health culture, first of all, must be healthy, have valeological knowledge, are non overworked, should be able to evaluate considerately the advantages and disadvantages associated with professional activity, draw upwardly a programme for necessary self-correction and proceed to its implementation.

Technologies of project activeness.The goal is development and enrichment of social -personal feel by including children in the sphere of interpersonal interaction.

Teachers who actively utilize the project technology in the education and grooming of preschool children unanimously notation that the life action organized in it in the kindergarten allows them to get to know the pupils better, to penetrate the child'south inner world.

In addition, this includes the classification of training projects:

• «Game»;
• «Sightseeing»;
• «Narrative»;
• «Constructive».

Technology of researching action. The goal of researching in the kindergarten is to course the core competencies of preschool children, the ability to explore the type of thinking.

The content of cerebral-research activities includes: experiments (experimentation), collecting (classification piece of work),data and advice technologies.

The world in which a modern kid develops is fundamentally different from the world in which his parents grew up. This presents qualitatively new requirements for preschool didactics as the first link in continuing education: education using modernistic information technologies (computer, interactive whiteboard, tablet). Undoubtedly, at that place are requirements to computer programs of preschool educational activity (Fig. 2).

Benefits of the calculator:

• presentation of information on the computer screen in a game class;
• carries in itself a figurative type of data, understandable to preschoolers;
• movement, audio, animation for a long time attracts the child'due south attending;
• has an incentive for cerebral activity of children;
• provides an opportunity for individualization of grooming;
• in the course of his activity at the computer, the preschooler acquires self-conviction;
• allows you lot to simulate life situations that tin non exist seen in everyday life.

The preschooler's portfolio technology. Portfolio is a drove of personal achievementsa child in a diversity of activities, his successes, positive emotions, the opportunity to once again experience the pleasant moments of his life, this is a peculiar development of the child.

The process of creating a portfolio is a kind of pedagogical applied science.

There are a lot of portfolio options. The content of sections is filled gradually, in accordance with the capabilities and achievements of the preschooler. The technology of mod education needs a new type of teacher:

• creatively thinking,
• owning modern technologies of education,
• methods of psychological and pedagogical diagnosis,
• ways of self-structure of the pedagogical process in the weather of concrete practical activity,
• the ability to predict your final result.

Portfolio allows you to accept into account the results achieved by the instructor in a multifariousness of activities (educational, bookish, artistic, social, communicative), and is an culling class of assessment of the professionalism and effectiveness of the work of the teacher.

Applied science «TRIZ». TRIZ (the theory of solving the inventive bug), which was created past the scientist-inventor T.Due south. Altshuller. The master objective pursued by the TRIZ — teachers are: — the formation of children'due south creative thinking, that is, education of the artistic personality, prepared to a stable solution of non-

standard tasks in the various fields of action. The TRIZ method tin be called a school of creative personality, since its motto is creativity in everything: in the conception of the question, in the methods of its solution, in the presentation of the material. Oft, the teacher already conducts Trisian studies, not even knowing about it.

The main chore of using TRIZ technology in preschool age is to instill in the child the joy of creative discoveries.

The main criterion in working with children is the intelligibility and simplicity in the presentation of the material and in the formulation of a complex, seemingly, situation. Information technology is not necessary to speed up the introduction of TRIZ without understanding the children of the chief provisions on the simplest examples. Fairy tales, gambling, everyday situations — this is the surround through which the child learns to utilise Triz solutions, the bug facing him. As the contradictions are found, he himself volition strive for an ideal event, using numerous resources [9].

Technologies of creation of the subject area — developing environment. The surround in which the child is located largely determines the pace and nature of its development and is therefore considered past many educators and psychologists as a factor in the development of the personality. The surroundings should perform educational, developing, educating, stimulating, organizational, communicative functions. But most importantly, it must work for the development of the child's independence and cocky-activity.

Thus, the introduction of innovations requires the participants in the educational process to formulate certain competences. Development of e-learning grade, its educational content presupposes formed «digital competence» educator: Each element of the interaction, «preschooler - content» should non simply be clearly built, but too to be technologically avant-garde. All this requires a significant «adjustment», an orientation toward the continuous education and self-education of the educator, the development and application of a new technological tool.

It is of import non to lose sight of the psychological side of the question: in the upshot of difficulties can manifest problems of the psychological barriers that may arise at each stage of the implementation of innovation and lead to the abandonment of implementation of innovations. Therefore, entering this path, it is important to consider the issue of professional support of the implementation procedure.

Getting into the digital environment is an unavoidable reality for our time. This occurs long before the individual's awareness of their professional interests and inclinations.

Undoubtedly, the special need to introduce educational technologies in preschool institutions acquires in the new socio-economic weather condition associated with the modernization and technologicalization of the educational infinite, with the introduction of state educational standards.

In any case, the main goal of educational activity as a social miracle today cannot be achieved outside the «technological» field — that sphere of professional pedagogical activity that corresponds to mod scientific views.

References

1. Taylor, M.Fifty. (2006). Generation next: a pupil in a postmodern era.Periodical «Otechestvennye zapiski», 256 р. Retrieved from http://jarki.ru/wpress / 2009/01/26/413/.
2. Zagvyazinskiy, V.I., & Strokova T.A. (2015). Innovatsionnoe utomlenie [Innovative fatigue].Ekonomika obrazovaniia – Economic science of Didactics, two, 21–23. Retrieved from http://cyberleninka.ru/article/north/innovatsionnoe-utomlenie [in Russian].
3. online.zakon.kz. Retrieved from http://online.zakon.kz/Certificate/?doc_id=38537960.
4. Kontseptsiia doshkolnoho vospitaniia [The concept of preschool education]. (1989).Doshkolnoe vospitanie – Preschool education, five [in Russian].
5. Ozhegov, S.I. (1991).Slovar russkoho yazyka [Dictionary of the Russian language]. Moscow: Prosveshchenie [in Russian].
6. Klarin, Yard.V. (1984).Pedahohicheskaia tekhnolohiia obucheniia [Pedagogical technology of training]. Moscow: Izdatelskii tsentr «Akademiia» [in Russian].
7. Likhachev, B.T. (1992).Pedahohika [Educational activity]. Moscow: Prosveshchenie [in Russian].
8. Selevko, G.Yard. (1998).Sovremennye obrazovatelnye tekhnolohii [Modern educational technologies]. Moscow: Narodnoe obrazovanie [in Russian].
9. Podlasyy, I.P. (2003).Hde pomohut tekhnolohii [Where technologies will help]. Moscоw: Sovetskaia pedahohika [in Russian].

Name of writer: Yard.B. Sarzhanova, Due south.V. Romanenko, A.M. Zatyneyko

bergermamme1962.blogspot.com

Source: https://articlekz.com/en/article/29898

Share this post