4.2.3. Health-saving technologies
Today, the development and implementation of such technologies is largely due to the search for ways to improve the health-saving activities of kindergarten teachers. This is due not only to the increase in the number of children with functional disabilities in health and the attempts of society to resist the negative impact on health of the younger generation of socio-economic shocks and environmental disasters. Rather, health-saving activities today become the basis for the integration of educational areas: in particular, according to the Federal requirements for the structure of the general education pre-school education program, this applies to such educational areas as "Cognition", "Safety", "Socialization" etc. This principle of integration of educational areas becomes the basis for the formation of an interdisciplinary approach to the implementation of health-saving activities in the DOW and the definition of health-saving technologies (FTZs) in education as a system of measures for the preservation and promotion of children's health, consisting of methods and techniques, integrated ways of addressing health preservation objectives.
In particular, the classification of AM Sivtsova highlights the following types of health-saving technologies , which are used in the modern kindergarten:
1. Technologies of preservation and stimulation of health: stretching, rhythmoplasty, dynamic pauses, mobile and sports games, relaxation, finger exercises, gymnastics for the eyes, respiratory gymnastics, invigorating gymnastics, corrective gymnastics, orthopedic gymnastics.
2. Technologies for teaching healthy lifestyles: physical education, problem-playing game-playing and play-therapy, communication games, classes from the "Health" series, self-massage, acupressure, biofeedback (BFB).
3. Correction technologies: art therapy, technology of musical influence, fairytale therapy, color therapy, behavior correction technologies, psycho-gymnastics, phonetic rhythm.
In addition, health-enhancing and health-forming technologies are highlighted in practice.
4.2.4. Technologies for integrating educational areasSimilar processes of searching and developing interactive technologies for the developing and learning interaction of teachers, parents and children are related to the implementation and integration of the remaining educational areas: Artistic Creativity, Music, Socialization, Communication, Cognition Reading fiction etc. For example, on the integration of educational areas "Communication" and Art Creativity directed technologies such as mobile application technology and "commented drawing technology", which grew out of interactive learning techniques of the same name, transferred to different situations of developing interaction between children and adults.
Receiving a mobile application involves creating a special set: for example, on the topic "My yard", "Street", "Shop", "City", "Village". etc. drawn or cut out of the magazines static figures of children and adults, birds and animals depicted in the dynamics, attributes of the situation - for example, cars, traffic lights, bus stops, pedestrian crossings, etc., are pasted onto cardboard or laminated. Then cut, folded and signed. Then the child and the adult can use them to model and play any situation that is related to the topic. At the same time, it is important that both a collective and an individual story can be compiled simultaneously - basically a chain structure.
However, an adult can enter the rule of the "forbidden word": you can use a picture, but you can not call it - you have to use synonyms. Conversions, especially those expressed in verbs, are easily reproduced with the help of actions with pictures (listens, talks, shows, looks, requests, gives, heals, treats, etc.).
In addition, an adult, using actions with his figure and pronouncing them, can involve the child in actions by analogy, but in another communicative situation ("I catch up with the bus:" Stop, stop! "And how will you act when will you be late for it? "). A syntactic forecasting technique is used ("When you're late for the bus, then ..." or "If you were late for the bus, then ...", although you'll be late for the bus, but ... etc.), which allows to work out all variants of space-time relations in a changing situation, immediately modeling it and choosing the best option. In addition, it is possible to carry out such work with a whole group of children at the same time - the reception used in a series of development situations related to games from different educational fields will have the effect of communicative training - the effect of educational technology.
The same effect has taking commented drawing. The easiest way to use it: an adult draws and comments on his actions, while the child acts as the one who guesses the contents of the picture, restoring its details along with the details story, gradually becoming involved in the process of drawing and changing roles with an adult.
A more complicated variant in the conditions of working with a group of children is described by O. P. Gavrilushkina: "I want to draw a picture of your walk. I will draw quickly, as if to tell with chalk, and you will really tell me how you played. I'll draw all, tell you about you, Sasha, and about you ... Would you like to paint with me? Then the teacher encourages the children to communicate, which are immediately reflected in his drawing: "Find out from him why ...", "Ask where ...", "Ask him where to ..." "," Ask Serezha ... "," Report ... "," Share it with the news, tell ... " and so on
The adult supplements the answers of children, makes them grammatically and orthoepistically correctly designed, logically complete sentences. Together with the teacher or after them the children repeat the phrase under the guidance of the teacher. "Anechka, and now you will ask." Who do you want to talk to? With Marina? Good. Ask what game she played. " At this time on the board there are mini-situations, describing the behavior and games of children on a walk. The duration of such commented drawing takes no more than 10 minutes, even in older groups.
Then the teacher goes on to the next part of the lesson - telling a picture-drawing with a simulation of the communicative situation. For example, an adult says: "See what a beautiful picture we have. You are all pictured here. Only I do not understand who is where. Let's try to talk about what's here drawn. " The children go out by turns and talk first about themselves, and then about the comrades, about their games and activities. In another case, the teacher can offer: "Tell us how you played using our picture". The story looks something like this: "It's me. I took a shovel here ... I clean the path like this. And this is Victor. He rolls balls to make a snowman. And this is Anya and Oleg. They play ball ". Thus, the content of all episodes is transmitted.
After such stories of children, the name of the whole picture is not difficult to give, since it was reported about this before the beginning of the session by an adult, it was this content that was reflected. Then you can show the children pictures and illustrations of similar content. It is easier for them to compose a story on ready images in the event that, in the course of commented drawing, they seemingly created it together with the teacher.
Organizing with the children a series of such learning situations and transferring them to games-lessons from different educational areas, the teacher achieves not only a teaching but also a developmental effect when children pass to the level of self-education and independently simulate situations of commented drawing in free educational activity, including in them, as in the game. From the teacher, this requires the reflection of their own experience of developing interaction with children and the training of parents' reflection as direct participants in the educational process of the pre-school educational institution.
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