Innovative pedagogical systems in preschool education. Review of innovative kindergartens

High-quality preschool education is considered today as a significant reserve for improving the quality and accessibility of subsequent levels of education, which requires the introduction of innovations into the system of preschool educational institutions (PECs).

Innovation (innovation) is a complex process of creation, dissemination, implementation and use of a new practical tool, method, concept, etc. – innovations to meet human needs

Currently, the scope of innovation activity no longer includes individual preschool institutions and innovative teachers, but almost every preschool institution; Preschool teachers are involved in innovative processes related to the renewal of preschool education. Innovation determines new methods, forms, means, technologies used in pedagogical practice, focused on the child’s personality and the development of his abilities. Pedagogical innovations can either change the processes of education and training, or improve them. Innovative transformations in modern conditions are becoming systemic. New types, types and profiles of preschool institutions, new educational programs have been created to ensure variability in the educational process, focused on the individuality of the child and the needs of his family. Changes in a developing preschool institution do not occur chaotically, but are predicted by the head on the basis of patterns and are aimed at achieving specific goals. Therefore, every manager needs to know how to introduce, master and maintain innovations. Each innovation in its movement goes through certain stages called the life cycle: an innovation once appears, is used, and after some time is replaced by other, more advanced products of creativity.

The success and effectiveness of innovative work, its impact on the development of Dow depends on the relevance of the work, the interest and professional competence of the participants, the system of methodological and organizational measures. Participants in the innovation process must always remember that the new achieves recognition and makes its way with great difficulty; is of a specific historical nature and can be progressive for a certain period of time, but become outdated at a later stage and even become a brake on further development.

The new can appear in the form of a fundamentally unknown innovation - absolute novelty, or conditional (relative) novelty. In essence, novelty is always relative, both personally and temporally. Innovations often include originality (not better, but in a different way), a formal change of names, and inventive little things. Which is more like “flirting with science” than innovations worthy of attention.

Types of innovations are grouped on the following basis:

1. By influence on the educational process: - in the content of education;

In the forms and methods of the educational process;

In the management of the preschool educational institution.

2. By scale (volume) of transformations:

Private, isolated, unrelated;

Modular (a complex of private, interconnected);

Systemic (related to the entire preschool institution).

3. In terms of innovative potential:

Improvement, rationalization, modification of what has an analogue or prototype (modification innovations);

A new constructive combination of elements of existing techniques that have not previously been used in a new combination (combinatorial innovations);

Radical innovation.

4. In relation to the previous:

An innovation is introduced in place of a specific, outdated product (replacing innovation);

Cessation of the use of the form of work, cancellation of the program, technology (cancelling innovation);

Mastering a new type of service, a new program, technology (discovering innovation);

Retroduction is the development of something new at the moment, for the kindergarten staff, but once already used in the system of preschool care and education.

The need for innovation arises when there is a need to solve some problem, when it is created between the desired and the actual result. Solving a problem means changing the system, and if the changes are of a qualitative nature, then as a result of solving the problem, the system develops.

The main reasons for innovation can be identified:

1. The need to actively search for ways to solve existing problems in preschool education.

2. The desire of teaching staff to improve the quality of services provided to the population, to make them more diverse and thereby preserve their kindergartens.

3. Imitation of other preschool institutions, teachers’ intuitive understanding that innovations will improve the activities of the entire team.

4. Constant dissatisfaction of individual teachers with the results achieved, a firm intention to improve them. The need to be involved in a big, significant matter.

5. The desire of recent graduates of pedagogical universities and students of advanced training courses to implement the acquired knowledge.

6. Increasing demands from individual groups of parents.

7. Competition between kindergartens.

Whatever the reason for innovative activity in a preschool educational institution, its results should not remain within the walls of a particular institution. In this regard, support from the administration of the preschool educational institution, the regional administration, the Ministry of Education and Science of the Republic of Tatarstan and the Russian Federation is of great importance.

the general goal of innovative activities in preschool educational institutions is to improve the ability of the kindergarten pedagogical system to achieve qualitatively higher educational results.

The problem of managing innovative processes in preschool educational institutions has become the subject of serious study due to the focus of a modern preschool institution on the development of the child’s personality, on revealing his creative abilities, which requires appropriate professional and personal development of teachers, the priority of the tasks of developing the personality of the child and the teacher, ensuring the continuity of the educational process and a professional approach to his organization.

At the annual August conference of educators, we presented a methodological exhibition on the topic: “Innovative technologies in preschool educational institutions.” In a methodological stand in modules, we showed the educational process of our kindergarten using innovative technologies.

Innovative approaches to educational work in preschool educational institutions

Goal: to create a person-oriented educational environment in preschool educational institutions, allowing to create conditions for full physical, spiritual, psycho-emotional health, interpersonal, group developmental interaction of children, parents, teachers and specialists.

Objectives: to educate the social and personal qualities of preschoolers who can think outside the box and creatively;

develop initiative, curiosity, volition, the ability for creative self-expression, stimulate communicative, cognitive, play and other activity of children in various types of activities;

teach children to apply modern innovative technologies aimed at the successful socialization of the individual in society and increasing the level of intellectual thinking and creative imagination.

The use of innovations in the educational process of preschool educational institutions

Goal: creating conditions for innovative processes in preschool educational institutions, the use by teachers of knowledge, skills and abilities acquired in professional activities.

Objectives: introduction of innovative technologies to improve the professional culture of teachers;

creating a creative atmosphere and combining the efforts of the entire teaching staff to build the educational process;

developing teachers’ aspirations for rationalization and effective organization of innovative technologies in teaching activities.

Implementation stages:

1. Analysis and collection of information about innovations.

2. Selection and implementation of innovations.

3. Generalization of experience and diagnostics of the innovation being introduced.

Health-saving technologies in the educational process

Goal: to form in preschoolers an idea of ​​the importance of a person’s physical and mental health; develop the ability to protect and improve your health

Objectives: to cultivate in preschoolers a culture of preserving and improving their own health;

develop mental and physical qualities and carry out preventive measures to improve the health of preschool children;

to teach preschoolers to understand the meaning of a healthy lifestyle and its value and the value of the lives of other people.

Gaming innovative technologies

Target: to increase the importance of organizing games in the educational process of preschool educational institutions.

Tasks: to cultivate basic generally accepted norms of relationships with peers and adults through play activities;

to promote the use in practice of modern requirements for organizing games for preschoolers and to form a moral culture of worldview in preschoolers;

improve acquired gaming skills and abilities in preschoolers to develop gaming activity.

Technology for creating a subject-developmental environment in preschool educational institutions

Goal: to create and improve a subject-development environment in a preschool educational institution.

Objectives: to cultivate a positive attitude towards the application and development of innovations aimed at broadening the horizons of preschoolers;

promote a more holistic perception and deeper understanding of the material being studied by preschoolers, increase cognitive motivation by involving them in active independent activity, and develop the need to search and identify their original findings;

to provide knowledge for the intellectual, spiritual and moral development of preschool children, contributing to the successful development in children of erudition, imagination, and the ability to reason logically and draw conclusions.

Design and research activities of preschool children

Goal: development in preschoolers of a scientific-cognitive, practical-active, emotional-moral attitude to reality.

Objectives: to cultivate the need to study the world around us through design and research activities;

develop creative activity of cognitive processes;

learn to solve research problems using new innovative methods and tools.

INNOVATIONS IN PRESCHOOL EDUCATION

The goal of innovative activities in preschool educational institutions is to improve the ability of pedagogical

kindergarten systems to achieve qualitatively higher educational results.

New educational programs are designed to provide variability

educational process focused on individuality

the child and the needs of his family. (New types, types and profiles of preschool educational institutions have been created,

innovative transformations are becoming systemic.)

The introduction of innovations in the work of preschool educational institutions requires changes and updates in the organization

methodological service. Professional competence is especially important, at the core

which underlies the personal and professional development of teachers and administration.

Organization of innovative activities in preschool educational institutions.

The task of the head of a preschool institution is to create motivational conditions

inclusion of the team in innovative activities, taking into account individual qualities

participants in the innovation process, their professional level,

psychological readiness for new types of activities, for additional

teaching load.

Some organizational points:

Creation of structural units - creative groups of teachers on problems.

Using active forms of methodological work with the teaching staff

(workshops, business games, pedagogical lounges, modeling and

analysis of problem situations). Development of professional growth programs

teachers, taking into account an individually differentiated approach to each

educator to improve professional and methodological competence.

Information and methodological support for innovation activities

Creation of a database of best teaching practices related to the topic

innovations and priority areas of preschool educational institutions. Providing teachers working

on the introduction of new programs and technologies, differentiated reference

information material Creation of a video library of teaching materials,

open classes, exhibitions on project topics, etc.

The main forms of work with children and parents are: play sessions

(individual and group); individual developmental classes; consultations,

workshops, trainings, business games, parent meetings; Exhibitions

(game manuals, literature); holidays, entertainment, open viewings.

Benchmark indicators of child development take into account:

1. Sensory development

2. Development of movements

3. Speech development

4. Musical development.

5. The process of adaptation of each child to the microclimate of the group (for observations

changes in the behavior, mood, activity, communication of the pupil

card is filled out)

Some areas of innovation in preschool educational institutions:

Development of software and methodological support for innovation processes:

Preschool development programs, business plan, educational program, annual plan.

Development and implementation of innovative collective and individual

pedagogical projects. Introduction of new forms of differentiation of special

education: speech therapy group, speech center. Creating a network of additional

free educational and health services for pupils of preschool educational institutions: clubs,

studios, sections, etc. Expanding the range of educational services for children, not

attending preschool educational institutions: paid educational services, short-term groups

stays for young children (adaptation, correctional and developmental),

pre-school training group for older preschoolers. Creation

advisory center for parents (legal representatives) and children with

with disabilities, brought up in a family environment for

ensuring the unity and continuity of family and public education,

providing psychological and pedagogical assistance to parents (legal representatives),

support for the comprehensive development of the personality of children who do not attend preschool educational institutions. Implementation

innovative approaches to the physical education and health work of preschool educational institutions

(recreational-game, dynamic “hour”, “hour” of motor creativity).

Social technologies for harmonizing parent-child relationships. Scientific

methodological products of innovative activity - publications of methodological

manuals and developments, placement of teacher materials on Internet sites;

participation in virtual problem seminars, scientific and practical conferences,

Internet communities, forums, teacher councils. Work of creative and problem groups,

conducting master classes. Informatization of the educational process: organization

work of the preschool educational institution website, using the potential of media educational tools for

presentations of products of design and research activities, compilation of databases

data, working with Internet resources, developing diagnostic tools and

etc. Transition to financial independence of the institution, attraction

extra-budgetary funds, organization of paid educational services.

Examples of innovative activities in preschool educational institutions:

method of game modeling in the interaction between teacher and parents;

improving the skills of teachers; searching for new approaches in working with children and

their parents; monitoring the development of each child; taking into account the characteristics of the child,

individualization of the development of personal qualities; implementation in educational

educational process of health-saving technologies; laying the foundations

safe life; organization of environmental education

preschoolers; optimization of interaction with families (Monitoring families by

issues of education and development of children, “round tables”, joint leisure and

entertainment, publishing a newspaper, creating a mini-library, creating a family club)

creation of a “Subject-Developing Space for Kindergarten”

“Subject development space of the kindergarten” includes the following

components: space of intellectual, social, aesthetic development -

play corners in groups, a music room with a set of instruments and

audio equipment; theater room, video room with a set of educational videotapes.

space for physical development - health centers in groups, music hall,

swimming pool with shower, sports ground; environmental development space:

winter garden with a collection of plants from different climatic zones, ecological

mini-laboratory, nature corners in groups, as well as the territory of a kindergarten with

a corner of the forest, garden, vegetable garden, flower beds.

Classifying innovations by innovative potential, we consider

innovations as radical, i.e. basic; combinatorial, where they are used

various combinations; modifying, or improving, complementing. IN

In relation to preschool educational institutions, the concept of combinatorial innovation is used, since

the capabilities of a preschool educational institution are determined by its potential and are characterized by the following

criteria: qualification composition of the teaching staff; availability and

progressiveness of educational equipment; availability of modern information

bases; availability of own methodological developments.

Main elements and indicators of the innovative potential of preschool educational institutions Main

elements of innovative potential are: material and technical

resources; financial resources; intellectual resources; social

psychological factors, etc. Indicators of the innovative potential of preschool educational institutions:

scientific and technical potential (number of employees with the highest ranks

process per employee); innovativeness of the control system in preschool educational institutions

(forms of incentives, participation of top management, level of freedom,

provided to participants in innovative activities).

Despite the fact that the innovative activities of teachers have a positive impact

influence on the development of preschool education in general, and clearly

positive changes and initiatives are visible that lead to achievement

modern quality of children's education in every preschool institution, analysis

experimental practice shows that a number of problems remain unresolved:

the problem of reproduction of innovations in the conditions of interaction between teachers

DOW; problem of change, optimization of innovations, ability to get rid of in time

from obsolete, inappropriate; adaptation of innovations to specific conditions

taking into account the specifics and capabilities of preschool educational institutions; support for pedagogical initiatives, its

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• Introduction
• Chapter 2. Experimental research work on innovation activities using the example of preschool educational institution No.
• 2.1 Analysis of innovative activities in preschool educational institutions
• 2.2 Long-term plan for innovative activities of preschool educational institutions
• Conclusion
• Bibliography
• Applications

Introduction

At the present stage, in connection with the introduction of the Federal State Educational Standard for Preschool Education (FSES DO), there is a need to update and improve the quality of preschool education, introduce a new generation of software and methodological support aimed at identifying and developing the creative and cognitive abilities of children, and also equalizing the starting capabilities of graduates of preschool educational institutions when moving to a new age stage of systematic schooling.

The organization and implementation of innovative activities into the pedagogical practice of educational institutions, aimed at designing a strategy for updating the management of preschool educational institutions, as well as organizing innovative methodological work with teaching staff, has enormous potential for improving the quality of education.

The relevance of the problem of organizing and content of innovative activities in a modern preschool institution is beyond doubt. Innovative processes are a pattern in the development of preschool education and refer to such changes in the work of an institution that are significant in nature, accompanied by changes in the way of activity and thinking style of its employees, introduce new stable elements (innovations) into the implementation environment, causing a transition of the system from one state to another.

Today in the field of education, a large number of innovations of various nature, direction and significance are highlighted, large or small government reforms are being carried out, innovations are being introduced in the organization and content, methods and technology of teaching. Theoretical study of the problem of innovation activity serves as the basis for updating education, its comprehension and renewal in order to overcome the spontaneity of this process and effectively manage it. A time of crisis gives rise in our pedagogical system not only to the expectation of “changes from above,” but also to a feeling of the need for our own changes.

Innovative activities in education have their own characteristics. The first feature is that the subjects of the innovation process are children, parents and teachers. If this is not taken into account, then everything that is actually educational, the entire humanistic component of innovative activity, falls out of pedagogical innovation. The second distinctive feature of pedagogical innovation is the need to systematically cover as many pedagogical problems as possible. The condition that determines the effectiveness of pedagogical innovation is the research activity of teachers who, solving the problems of a particular methodology, ask general questions and begin to rethink existing didactic principles in a new way. In relation to the field of education, innovation can be considered the final result of innovative activity, embodied in the form of new content, method, form of organization of the educational process, or in a new approach to the provision of social services in the field of education based on the real requests of parents, i.e. new forms of preschool education.

The successful organization and implementation of innovative activities depends on the teaching staff, on their awareness of the innovative idea, since in the conditions of the innovative regime there is an active process of personal self-determination of the teacher, changes occur in the nature of the relationships between employees of the preschool institution. This process is quite long and cannot happen on its own.

Thus, the topic of the study is innovative activity in preschool educational institutions.

Object of study: innovative activity as one of the processes of a preschool educational organization.

Subject of research: the content of innovative activities in preschool educational institutions.

Goal: to determine the content of innovative activities in preschool educational institutions.

Tasks:

1. Consider a preschool educational organization as a system;

2. Expand the concept of “innovation activity”, define the purpose, types, give its characteristics;

3. Analyze the process of organizing innovative activities in preschool educational institutions;

4. Conduct an analysis of the state of innovation activity in MbDOU No. 289;

5. Develop a long-term plan for supporting innovation activities in MbDOU No. 289 based on the results of the analysis.

Research methods:

. theoretical - analysis, synthesis, generalization;

empirical - questionnaires, study of documentation. observation, statistical processing of results.

Research base: municipal government preschool educational institution "Kindergarten No.

Work structure. The course work consists of an introduction, two chapters, a conclusion, a list of references, and applications.

innovation preschool educational institution

Chapter 1. Analysis of psychological and pedagogical literature on the research problem

1.1 Preschool educational organization as a system

Currently, the documents defining the development of the education system in the Russian Federation note the need to increase the attention of the state and society to such an important subsystem as preschool education.

There is a need to update and improve the quality of preschool education, to introduce software and methodological support for preschool education of a new generation, aimed at identifying and developing the creative and cognitive abilities of children, as well as leveling the starting capabilities of graduates of preschool educational institutions during the transition to a new age stage of systematic schooling. .

In accordance with the new law “On Education in the Russian Federation” No. 273-FZ dated December 29, 2012, preschool education for the first time became an independent level of general education. As Anastasia Zyryanova, director of the Department of State Policy in the Sphere of General Education of the Russian Ministry of Education and Science, noted, “on the one hand, this is recognition of the importance of preschool education in the development of a child, on the other hand, increasing the requirements for preschool education, including through the adoption of the federal state educational standard for preschool education.”

In the State Program of the Russian Federation "Development of Education" for 2013 - 2020, the priorities of state policy are: ensuring accessibility of preschool education and improving the quality of education. In accordance with the Law “On Education in the Russian Federation” No. 273-FZ dated December 29, 2012, all educational institutions were renamed into organizations. In preschool educational organizations, conditions are created to ensure the safety and comfort of children, the use of new learning technologies, as well as a modern information environment for managing and assessing the quality of education, transparent to consumers, and variable forms of service provision are being developed.

Achieving a new quality of preschool education for children involves updating the composition and competencies of teaching staff as a priority.

For the first time in Russian history, the Federal State Standard for Preschool Education has been developed in accordance with the requirements of the Federal Law “On Education in the Russian Federation” that came into force on September 1, 2013. Educational organizations of preschool education must independently develop and approve their main educational programs on the basis of the federal state educational standard for preschool education and taking into account the approximate basic educational programs of preschool education, which were created by experienced developers and posted in the federal register.

Educational programs of preschool education are aimed at the diversified development of preschool children, taking into account their age and individual characteristics, including the achievement by preschool children of a level of development necessary and sufficient for their successful development of educational programs of primary general education, based on an individual approach to preschool children and activities specific to preschool children.

The Federal State Educational Standard includes requirements for:

1) the structure of the main educational programs (including the ratio of the compulsory part of the main educational program and

parts formed by participants in educational relations) and their volume;

2) conditions for the implementation of basic educational programs, including personnel, financial, material, technical and other conditions;

3) the results of mastering basic educational programs.

Unlike other standards, the Federal State Educational Standard for preschool education is not the basis for assessing compliance with the established requirements of educational activities and training of students. The development of educational programs of preschool education is not accompanied by intermediate certifications and final certification of students.

Preschool education is financed by analogy with school education - by local governments of municipal districts and city districts and by state authorities of the constituent entities of the Russian Federation.

Investments in the field of preschool education are recognized today in the world as the most effective in terms of improving the quality of subsequent education and equalizing starting opportunities.

Thus, today, preschool education as a system is a complex socio-psycho-pedagogical formation, consisting of a set of system-forming factors, structural and functional components, and operating conditions. System-forming factors are represented by the goal, concept and development program, partial programs that capture the totality of leading ideas, goals and results of the activities of the preschool educational institution.

The structural components are the control and managed systems, their composition (teachers, parents, children), as well as technologies for the activities of subjects at all levels of management for the implementation of program content in preschool educational institutions.

Functional components are determined by the purpose of management functions in preschool educational institutions (analytical-diagnostic, motivational-stimulating, planning-prognostic, organizational-executive, control-evaluative, regulatory-correctional) according to the form of interrelated activities in the “teacher-child-parents” system and the corresponding subsystems.

The operating conditions are determined by the existing spaces of activity of the preschool organization: medical, valeological, social; psychological and pedagogical environments, time frames and psychophysiological characteristics of participants in the educational process.

The openness of preschool educational institutions as a system is determined by the development spaces that exist in the institution, as well as by the dynamics of their changes.

Characteristics of the openness of preschool educational institutions can be:

the degree of compliance of its condition;

mechanism of self-regulation and response to environmental changes (adaptation or super-adaptive activity);

type and degree of regulation of the management system (traditional or innovative, predominance of vertical or horizontal connections), etc.

The main result of the functioning of an open system is successful interaction with society, mastering which, a preschool educational organization becomes a powerful means of socialization of the individual. Dedicated spaces are necessary today, and, as a rule, are sufficient to ensure high results of educational activities in preschool educational institutions.

The development space of a preschool educational institution consists of three interconnected spaces of its subjects: educators, parents and children. The main structural unit in it is the interaction of participants in the educational process. Considering the specifics of the functioning of the system, one can see the direction and purpose of the allocated development spaces of all subjects: parents form a social order at the level of social need, educators implement educational services at the state (municipal) level, children become consumers of educational services provided by preschool educational institutions for training, education, development personality.

The structural and functional model of the activities of preschool educational institutions as an open developing system is presented in Figure 1, p. 12.

The logic of the deployment of development processes in each of the spaces lies in the change of stages and levels of development: adaptation, integration, individualization. These stages, on the one hand, indicate the continuity and quantity of transformation of changes in a particular space of development of a preschool organization.

At the adaptation stage, the development and self-development potential of teachers, parents, and children is updated, and conditions are created for their transfer from the position of an object to the position of a subject of their own life activity.

At the integration stage, development and self-development occurs through interaction in the “teacher-child-parents” system in the form of co-creative productive activity and communication. The result of this stage is the transition of teachers, parents and children from the position of the subject to the personal sphere.

At the stage of individualization, the degree of isolation of the personality of the teacher, parent, child in the corresponding integrated community is analyzed and the development potential is determined in the process of maximum disclosure of the individual essence of the subjects.

Integration of these spaces allows us to develop a mechanism for comprehensive medical-social and psychological-pedagogical support for the individual development of each subject, implemented in the logic:

structural organization of social order in the field of preschool education (levels: federal, national-regional, internal constitutional);

changes in stages and levels of deployment of the subject’s essential forces: adaptation, integration, individualization;

evolution of the leading types of management in preschool educational institutions (traditional, motivational program-targeted, co-management, reflexive, self-government);

changes in leading forms of interrelated activities of subjects of the development process of preschool educational institutions: impact, interaction, self-impact.

Thus, large-scale transformations in the preschool education system are currently stimulating managers and teachers of preschool educational organizations to actively innovate, search for resources for the development of the organization, and increase its attractiveness and competitiveness in the educational environment.

When working in a preschool organization in development mode, priority attention is paid to the development of human resources: increasing social and professional mobility and competence of the teaching staff. It is on the competence of the teacher, his ability to adapt in accordance with the new conditions of educational activity, that the improvement of the activities of preschool educational institutions largely depends.

Rice. 1. Model of the activities of preschool educational institutions as an open developing system.

1.2 Innovation activity: concept, purpose, types, characteristics

Prerequisites for the emergence of innovative activity.

At the present stage of development of education in connection with the discussion and implementation of the Federal State Educational Standard (FSES), Law “On Education” No. 273-FZ of December 29, 2012, the development of innovative activities is one of the strategic directions in preschool education. The scope of innovation activity no longer includes individual preschool institutions and innovating teachers, but almost every preschool institution. Innovative transformations are becoming systemic.

Considering innovative processes in the education system, it should be noted that modern interpretations of the concept of “innovation in education” are more often associated with the development and implementation of new means, methods and technologies of education and training. Innovation activity is

a special type of pedagogical activity. The life of a modern preschool institution is unthinkable without serious reliance on scientific achievements in the field of pedagogy, without the introduction of new technologies, and conducting experimental activities. This is due to the fact that, regardless of the type of educational institution, the activities of the teaching staff are always aimed at searching for the quality of education

K.Yu. Belaya identifies the following reasons for innovation:

1. The need to actively search for ways to solve existing problems in preschool education.

2. The desire of teaching staff to improve the quality of services provided to the population, to make them more diverse and thereby preserve their kindergartens.

3. Imitating other preschool institutions (organizations), the intuitive idea of ​​teachers is that innovations will improve the activities of the entire team.

4. Constant dissatisfaction of individual teachers with the results achieved, a firm intention to improve them. The need to be involved in a big, significant matter.

5. The desire of recent graduates of pedagogical universities and students of advanced training courses to implement the acquired knowledge.

6. Increasing demands from individual groups of parents.

7. Competition between kindergartens

The need for innovation arises when there is a need to solve a problem and a contradiction is created between the desired and actual results.

Currently, a number of social trends can be identified that can lead to the organization of innovative activities:

requirements for humanization of the educational process;

high level of quality of education and development of children in connection with the implementation of the Federal State Educational Standard;

orientation to cultural and moral values;

competitive relations between educational institutions;

active response to the diversity of interests and needs of children and their parents;

great potential opportunities expressed in innovative educational initiatives of teachers.

Innovative infrastructure is created in order to ensure the modernization and development of the education sector, taking into account the prospects and main directions of socio-economic development of the Russian Federation for the long term, the implementation of priority directions of the state policy of the Russian Federation in the field of education, the integration of the education system in the Russian Federation into the international educational space, more fully satisfying the educational needs of citizens

Innovations, or innovations, are characteristic of any professional human activity and therefore naturally become the subject of study, analysis and implementation. Innovations do not arise by themselves; they are the result of scientific research, advanced pedagogical experience of individual teachers and entire teams. This process cannot be spontaneous; it needs to be managed. Dictionary S.I. Ozhegova gives the following definition of new: “New - first created or made, appeared or emerged recently, to replace the previous one, newly discovered, relating to the immediate past or to the present time, insufficiently familiar, little known.”

The Philosophical Encyclopedic Dictionary defines development as changes that are directed, natural and necessary. The concept of "innovation" translated from Latin means "renewal, innovation or change." This concept first appeared in research in the 19th century and meant the introduction of certain elements of one culture into another. At the beginning of the 20th century, a new field of knowledge arose, innovation - the science of innovation, within which the patterns of technical innovations in the field of material production began to be studied. Pedagogical innovation processes have become the subject of special study in the West since about the 50s and in the last twenty years in our country.

Currently, many aspects of this problem have been studied:

issues of managing innovative activities in educational institutions (I.I. Arkin, K.Yu. Belaya, L.A. Ivanova, V.I. Zvereva, V.Yu., Yusufbekova and others);

criteria for the level of innovation and methods for their expert assessment (D.L. Benkovich, V.I. Zagvyazinsky, M.V. Clarin, N.P. Kuzmin, A.B. Kuznetsov, L.S. Podymova, V.A. Slastenin ) ;

analysis of factors influencing the course of innovation activity in educational institutions (V.I. Andreeva, S.F. Bagautdinova, N.I. Voitina, N.V. Gorbunova, L.A. Ivanova, D.F. Ilyasov, V. N. Kazakova, .

In pedagogical theory, there are some disagreements in the definition of basic concepts (innovation, novelty, innovation) by different authors.

According to the first position, Russian authors G.M. Kodzhaspirova, A.Yu. Kodzhaspirov, S.A. Barannikova and others) consider the concepts “innovation, innovation, innovation” to be synonymous. This also includes V.N. Kuzmina, I.P. Podlasy, L.V. Pozdnyak and others.

Researchers representing the second position (K.Yu. Belaya, S.F. Bagautdinova, V.S. Lazarev, A.V. Lorensov, M.M. Potashnik, O.G. Khomeriki and others) group these concepts, considering them synonymous "new - innovation", "innovation - innovation". Innovation is precisely a new means, a new method, methodology, technology, program, etc. Innovation - innovation is the process of mastering this means. Innovation is defined by these authors as a purposeful change, introducing new stable elements (innovations) into the implementation environment, causing a transition of the system from one state to another.

When defining the concept of “innovation process” K.Yu. Belaya, V.S. Lazarev, M.M. Potashnik uses the category “activity”. The innovation process is a complex activity for the creation, development, use and dissemination of innovations. Despite some differences in the designated positions of scientists, we can conclude that the common basis of the concepts of “innovation”, “innovation”, “innovation” is the introduction of elements of the new into the object being studied, leading to its development. In the study we will adhere to this point of view.

It should be noted that some researchers and practitioners associate innovation activities only with experimental ones. Another part of the researchers (S.F. Bagautdinova and others) interprets the category of “innovative activity” more broadly, including such concepts as “introduction of advanced pedagogical experience, implementation of scientific research results into practice, experimental activities, introduction of innovations.” This point of view is close to us.

These concepts are used in various fields and most widely in the field of content and technology for organizing the educational process. In recent years, new concepts have appeared: innovative educational institution, innovative educational programs, innovative university, etc., innovative management, management of innovative activities, management innovations and others.

Let's take a closer look at the categories: innovative educational institution, innovation management, management innovation, innovation management.

“An innovative educational institution is an institution in whose activities the following features can be traced: a model for organizing a child’s life that is different from that in a mass institution is being developed and implemented; a search is being made for other contents of the teacher’s work, new means and methods of his work are being tested, aimed at developing creative traits his personality.

The definition of “innovation activity management” can be found in the works of L.M. Denyakina, L.A. Ivanova, G.V. Yakovleva. Management of innovation activity as a special object is a complex set of cooperative influences of people on the managed system in order to ensure its development in a new, more progressive direction.

The concept of “managerial innovation” is introduced in his research by Doctor of Economic Sciences P.I. Vaganov. “Management innovations (innovations) are a purposeful change in the composition of functions, organizational structures, technology and organization of the management process, methods of operation of the management system, aimed at replacing elements of the management system or the management system as a whole, in order to accelerate or improve the solution of the tasks assigned to the enterprise for basis for identifying patterns and factors in the development of innovation processes."

The concept of “innovation management” is increasingly used in the field of economics and marketing and represents the modern concept of managing the innovative activities of an organization. Innovation management is an interrelated set of actions aimed at achieving or maintaining the required level of viability and competitiveness of an enterprise through mechanisms for managing innovation processes. The objects of innovation management are innovation and the innovation process. The fundamental point is an expanded vision of innovation processes.

The development of an educational institution (that is, its transition to a new, high-quality state) cannot be achieved otherwise than through the development of innovations, through the development of the innovation process. To manage innovation activities, the head of an educational institution needs to understand and study its structure and structure.

The development process of a preschool institution is a complex dynamic system, therefore innovative activity (as a system) is also polystructural and the following structural components can be distinguished in its composition: activity-based, subjective, level, content-based, managerial, organizational.

The activity structure is a combination of the following

components: motives, purpose, objectives, content, forms, methods, results. The subject structure includes the innovative activities of all participants in the educational process: the head, his deputies, teachers, students, parents, etc. The level structure assumes that innovative activity in an institution should affect subjects at all levels of management: international, federal, regional, district and school. The substantive structure of the innovation process involves the birth, development and adoption of innovations in all areas of the educational process, in the management of preschool educational institutions, etc. The lack of management of the innovation process in an educational institution will quickly lead to its attenuation, therefore the presence of a management structure is a stabilizing and supporting factor for this process, which does not exclude elements of self-government. The organizational structure of the innovation process includes the following stages: diagnostic - prognostic - actual organizational - practical - generalizing - implementation.

All structural components of innovation activity are interconnected. It is important and necessary that they be carried out in parallel, at the same time, which will allow the educational institution to develop effectively.

An educational institution as an independent organism is a rather complex structure, which includes the following components: a set of goals, activities that ensure their implementation; a community of adults and children organizing and participating in it; the relationships that unite them; internal and external environment; management that ensures the integration of all components into a single whole, its appropriate functioning and development. In this context, innovations can affect any component, thereby awakening innovation processes of a different nature. That is why scientists divide all innovations into certain types, relying on a variety of methodological grounds.

The classification of innovations is considered in the theory of management of preschool educational institutions by researchers S.F. Bagautdinova, K.Yu. Beloy, L.V. Pozdnyak and others.

The typology of L.V. is interesting. Pozdnyak, which characterizes innovation by potential, mechanism of its implementation, volume and consequences, and a completely new criterion that is not in school typologies - features of the innovation process.

According to the innovative potential of L.V. Pozdnyak identifies the following innovations: radical, combined, modified;

according to the characteristics of the implementation mechanism: single - diffuse; completed - unfinished; successful - unsuccessful;

by volume, goals, social consequences: targeted, systemic, numerous, strategic.

according to the features of the innovation process: absolute novelty (no analogues); relative novelty (local, in a given preschool, region); expedient novelty .

The modern head of an educational institution needs to know the classification of innovations, first of all, in order to understand the object of development of the kindergarten, identify the comprehensive characteristics of the innovation being mastered, understand what is common that unites it with others, and what is special that distinguishes it from other innovations, and to best develop the technology for its development.

Any pedagogical innovation represents a process developing in space and time; it contains ideas and technologies based on objective laws and practical experience of research. Most often, innovations arise practically when individual teachers consciously or intuitively grasp progressive trends and strive to overcome emerging difficulties. But for an innovation to develop, it requires official support for its implementation, its scientific development and justification.

To date, the following scheme for the development of innovative activities in social organizations, including educational institutions (schools, kindergartens) has emerged in the scientific literature:

1. Detection of the need for innovation and the emergence of the idea of ​​such an innovation; conventionally it is called the discovery stage, which is the result of fundamental or applied scientific research (or instantaneous “insight”);

2. Invention, that is, the creation of an innovation embodied in any object, material or spiritual product-sample. This includes the development, creation and first adoption of an innovation.

3. Innovation - the stage at which the innovation finds practical application and its refinement occurs; This stage ends with obtaining a sustainable effect from the innovation.

After this, the independent existence of the innovation begins, the process of innovation enters the next stage, which occurs only under the condition of receptivity to the innovation.

4. Diffusion of an innovation, which consists of its widespread introduction and dissemination into new areas.

5. The dominance of innovation in a specific area, when the innovation itself ceases to be such, losing its novelty. This stage ends with the emergence of an effective alternative or replacement of this innovation with a more effective one.

6. Reducing the scale of application of an innovation due to its replacement with a new product.

Innovative activity always has its carriers. These are teachers - innovators, teaching teams, leaders - innovators who bring constructive novelty to pedagogical theory and practice. The subjective factor plays a decisive role at the stage of introduction and dissemination of an innovation. In this regard, innovators should be worked as a specific social category that occupies a special place in the pedagogical community and has its own structure, psychology, and needs. Without understanding this, it is impossible to manage the development of innovation processes.

Along with the scientific study of the essence of innovative processes in education, the regulatory framework for innovation was developed in our country. In the innovative activities of an educational institution, documents of various levels can be used - acts of international law, federal laws and regulations of local authorities, decisions of regional and municipal educational authorities. The head of the educational institution where the innovation process is organized is obliged to carry out all transformations on an impeccable legal basis.

Back in the late 90s, the document “The Concept of Lifelong Education” was adopted. This document made it possible to create in the country such a mechanism for the development of education that could turn our education system into a real factor in the development of society itself. Lifelong education is a philosophical and pedagogical concept, according to which education is viewed as a process that covers the entire life of a person. It was pointed out that the understanding of development as a continuous process must be combined with the principle of developmental education, with the orientation of educational activities not only towards knowledge, but also towards the transformation of reality.

The idea of ​​lifelong lifelong education is unexpectedly reflected in the field of preschool education with the adoption of the new Law of the Russian Federation “On Education” in 2012, and with the introduction of the Federal State Educational Standard for Preschool Education in 2013. Continuous and final (school) education collide here in the most direct way. Education does not begin with the first visit to school - in the form of a continuous education, it arises from the first days of life and proceeds especially quickly, at an unprecedented pace in children in preschool childhood. That is why preschool education becomes the first stage of education. “At school everyone is taught equally, in preschool education the student learns himself, only in an interesting and unique way...”.

The requirements for educational institutions at the present stage of development of the education system are expressed in the Law of the Russian Federation “On Education”, 2012. The law established the principles, structure of the education system, the right of educational institutions to democratic, state-public governance, and determined the competence and independence of educational institutions in choosing variative educational programs.

Issues of development of innovative activities in the education system are also reflected in documents adopted in subsequent years. A number of documents touched upon the management of preschool institutions. They contributed to the intensification of the activities of preschool institutions in the creation and implementation of innovations - new forms of organizing preschool education. Thus, back in 2005, the government adopted the National Project "Education", the implementation of which was designed for 6 years: from 2005 to 2010. The priority directions of the National project were the stimulation of innovative programs of higher professional and general education, informatization of education, support for initiative , capable, talented youth. The main results of the implementation of the National Project were systemic transformations and large-scale changes at almost all levels of education. Decree of the Government of the Russian Federation of April 9, 2010 No. 219 “On state support for the development of innovative infrastructure in federal educational institutions of higher professional education” creates conditions for the development of small innovative entrepreneurship in universities, which allows us to bring the theory of training and education closer to practice.

Thus, the Law of the Russian Federation “On Education”, the Federal State Educational Standard for Education, and other regulatory documents have created a legal basis for the development of innovative activities in the domestic education system, including in the management of school and preschool educational institutions, the development of new forms of organization of educational institutions and new models of education, training and human development in the educational space.

Summarizing the above, we can draw the following conclusions:

We reviewed and disclosed the concepts of “innovation”, “innovation”, “innovation process”, “innovation activity”, and others. The types of innovations, structural components and stages of innovation processes in educational institutions are identified. As a rule, research concerns the educational sphere of school and preschool institutions; the authors touch upon the problem of introducing innovations in preschool educational institutions, including in the management activities of the head of a preschool institution.

Much attention is paid to the development of innovative processes in the education system in our country at the federal level, which creates favorable regulatory and legal conditions for the introduction of innovative processes in educational institutions, including preschools.

1.3 Organization of innovative activities in preschool educational institutions

In the context of modernization of the Russian education system, the guidelines of which are accessibility, quality, and efficiency, there is a change in requirements for preschool educational organizations. The priority areas for the development of preschool activities are:

Improving the quality of preschool education;

Use of innovative educational technologies;

Personal development of a preschool child who is able to realize himself as a part of society;

Any preschool educational organization goes through three stages: formation (when creating a new preschool educational institution and a new team), functioning (the educational process is organized on the basis of traditional stable programs, pedagogical technologies); development (the previous content of education, pedagogical technologies of upbringing and education come into conflict with new goals, conditions of preschool educational institutions and federal standards). Developing preschool educational institutions operating in a search mode differ significantly from those whose goal is stable traditional maintenance of the established order of functioning once and for all.

There are two main modes of activity of a preschool educational organization. Below are the main characteristics of each type and their distinguishing features.

The activities of preschool educational institutions in the development mode are a purposeful, natural, continuous and irreversible process of transition of the institution to a qualitatively new state, characterized by multi-level organization, cultural and creative orientation and the use of ever-expanding development potential.

The activity of a preschool educational institution in the operating mode is a life process aimed at the stable maintenance of a certain state, characterized by cyclical repetition, reproduction of accumulated experience and the use of accumulated potential. Table 1 presents comparative characteristics of the operating modes of institutions, which serve as guidelines in the management of innovation processes, allowing the institution to be transferred from a traditional mode to an innovative one.

Table 1

Main characteristics of preschool life modes

Indicators	Operation	Development
Type/type of preschool educational institution	Traditional, typical	Innovative
Goals and objectives of management	Maintaining stable results, reproducing experience, using accumulated potential	Updating the components of the educational process to ensure mobility and flexibility. variability
Subject of management	Administration, with limited rights of other entities, underdeveloped horizontal connections, unity of command prevails over collegiality	Collective subject of management. Development of horizontal connections. Parity of unity of command and collegiality: encouragement and initiatives.
Scientific management concepts, approaches	Empirical, based on personal experience	Motivational program-target management, its variations. Reflexive management. Creation of comprehensive targeted programs and development programs
Motivational support	Creating a favorable psychological climate for stable work	Creating an atmosphere of creativity and search with an appropriate system of material and moral stimulation for self-realization of subjects
Educational process	Achieving sustainable results in stable conditions	Obtaining qualitatively new results in changing conditions
	Using traditional ideas, curriculum and programs	The use of development plans, comprehensive targeted programs for the development of innovations
Technologies	Provides consistent results	Personality-oriented upbringing and education that ensures self-development of subjects
Organization of educational process	The old system with a certain number of days and levels of training	Multi-level, multi-stage, continuous education in the preschool - school - university systems
Regulatory support	Using standard documents to ensure stable operation	Standard documents become the basis for developing your own
Staffing	Traditional requirements for the level of professional competence necessary to obtain stable results of education and training	Competition basis. Competitiveness. Innovative training methods. Variability of courses
Scientific and methodological support	Traditional Curricula and Plans
Financial support	Budget	Budgetary and extra-budgetary
Logistics support	Organizing a basic process using existing materials	Constantly expanding provision as a result of dynamic development

There are several signs by which you can determine whether a preschool educational institution is in development mode:

1. Relevance (significance and timeliness) of the work being carried out aimed at developing practical measures to solve a serious problem.

2. Involvement in the search activities of the majority of teachers; innovation potential and climate in the team, as well as the balance of interests of all participants in innovation activities.

3. Characteristics of results: efficiency, productivity, optimality.

4. There are indicators of innovative development: sustainability, reproducibility, qualitative transformation of the management system, all components of the holistic pedagogical process and the conditions for its implementation in preschool educational institutions.

A.A. Mayer identifies the conditions for the development of preschool educational institutions and the sources of development ideas: a clear formulation of the goal based on a comprehensive problem analysis; presence of a development concept; availability of staffing, material and technical base, scientific and methodological support, resources for the upcoming work; a favorable socio-psychological climate in the team, the readiness of teachers to implement the development program, satisfaction of subjects with the current results of work, balance of interests of all participants in the innovation process; providing freedom of choice in solving assigned tasks; selection of pedagogically appropriate, optimal technologies for innovation; use of the educational potential of society; expansion of external relations, openness of preschool educational institutions; organization of expedient management, optimal combination of types of management; studying and using the positive experience of other preschool educational institutions.

In the modern period, the development of domestic preschool education is proceeding in the following directions:

Formation of new educational content;

Development, introduction and implementation of innovative pedagogical technologies, methods, systems for child development;

Creation of new types of preschool organizations.

The ongoing transformations in the preschool education system are due to the objective need for changes adequate to social development and the evolution of the educational system, which is reflected in the awareness of the pedagogical community of the need for serious changes in the functioning of the institution. The search and development of innovations that contribute to qualitative changes in the activities of preschool educational institutions is the main mechanism for optimizing the development of the preschool education system. Table 2 suggests current trends in the development of preschool education.

Table 2.

Current trends in the development of preschool education.

Trends	Processes
	Control	Pedagogical activity	Support and support
Humanization	Reflective. Co-management. Self management	Personality-oriented, personality-activity approaches.	Expanding the range of services to meet the needs and interests of the individual.
Democratization	Expanding the composition of the collective subject of management. Expansion of horizontal connections.	New relationships and positions: subject-subjective; the ability to flexibly change the position of the object and subject by each participant.	Expanding the powers and composition of subjects of the educational process
Diversification	Expansion of types and levels of control.	Individualization and differentiation. Variability in the implementation of educational services.	Expansion of support structures: medical and valeological; socio-pedagogical; psychological; correctional pedagogical

The transformation of preschool education into preschool education reflects a global development trend. V.T. Kudryavtsev notes that in Russia preschool education is subordinate to educational management structures: this actually indicates that a preschool child needs upbringing, training and development. Thus, preschool education becomes the initial, integral and full-fledged stage of the educational system as a whole, as defined by the law “On Education”.

Today, we can confidently state the fact of the formal or substantive transition of the majority of preschool educational institutions to the search mode, which is a transitional stage on the path to qualitative changes and the transfer of preschool educational institutions to the development mode.

Another aspect is related to the qualitative characteristics of this transition: the extent to which innovations correspond to the urgent needs and opportunities in preschool educational institutions. Therefore, the issue of identifying current problems in the development of preschool institutions becomes the most important.

The analysis of existing concepts, projects and programs in the field of preschool education allows us to identify a number of basic trends in the development of the system (Table 2).

Humanization establishes the priority of personal development of subjects (parents, teachers, children), the centering of the educational process on the values ​​of human development, orientation towards the comprehensive and harmonious formation of personality, and the transfer of the subject to the position of self-managed development. Humanization of education, as V.A. points out. Slastenin, is a process aimed at developing the individual as a subject of creative activity, which “constitutes the most important characteristic of the lifestyle of teachers and students, presupposing the establishment of truly human (humane) relationships between them in the pedagogical process” and is a key component of pedagogical thinking focused on the idea of ​​personal development .

The leading direction in the humanization of education is considered to be the self-determination of the individual in culture, its familiarization with national and cultural traditions, enriched with modern ideas. Humanization is manifested in increased attention to the personality of each child as the highest value of society, in the formation of a citizen with high intellectual, moral and physical qualities.

Democratization is associated with the expansion of the rights and powers of participants in the educational process, the focus on meeting the individual needs and requests of subjects. This involves creating the prerequisites for the development of activity, initiative and creativity of students and teachers, their interested interaction, as well as broad public participation in the management of preschool education.

Diversification presupposes the necessary and sufficient variety of types and types of institutions, services and approaches to their implementation in order to satisfy the needs of participants in the educational process in preschool educational institutions.

The projection of these foundations onto the educational process in preschool educational institutions presents all its subsystems in a new way. In this regard, a number of basic principles are identified that ensure the implementation of these areas in the process of development of preschool education and its participants:

human conformity (unity of cultural and natural conformity);

integrity of the pedagogical process and complexity of goals;

activity and equal partnership in pedagogical interaction of all subjects of the pedagogical process.

Modernization of preschool education management involves a variety of types and technologies of management that ensure an integrated and comprehensive impact of the management system on the managed preschool education system within the framework of motivational and program-targeted approaches to co-management, reflexive management and self-government.

Innovation management is a set of principles, methods and forms of management of innovation processes, innovation activities, organizational structures and their personnel engaged in these activities. Like any other area of ​​management, it is characterized by the following: setting goals and choosing a strategy; planning, setting conditions and organizing, executing, directing.

The organization of comprehensive support for the individual development of children in a preschool educational institution requires different approaches to the educational process, its planning and the development of software and methodological support for the activities of the kindergarten. The changing demands of Russian society for the quality of preschool education should motivate preschool institutions to use modern comprehensive educational programs, technologies, and methods.

Innovative management in a modern preschool educational institution involves:

development of plans and programs for innovation activities;

monitoring the development of an innovative product and its implementation;

consideration of projects to create new products;

carrying out a unified innovation policy - coordinating the activities of all structural divisions;

financial and material support for innovation processes;

management of personnel implementing innovations;

creation of task groups for comprehensive solutions to innovative problems.

Examples of innovation management in preschool educational institutions can be:

1. Development of software and methodological support for innovative processes: Preschool development program, business plan, educational program, annual plan.

2. Development and implementation of innovative collective and individual pedagogical projects.

3. Introduction of new forms of differentiation of special education: temporary speech therapy group, speech center.

4. Creation of a network of additional free educational and health services for preschool children: clubs, studios, sections, etc.

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Details

Artemchuk Natalia V ., 2nd year master's student at Moscow State Pedagogical University, teacher at State Budgetary Educational Institution School No. 1133, Moscow, Russia

Annotation: the author of the article makes an attempt to consider the issues of innovation from the point of view of introducing reforms in preschool education; reveals the essence of some new pedagogical technologies used in working with preschool children.

Keywords: Federal Law “On Education in the Russian Federation”, preschool education, innovative processes, pedagogical technology.

Education is one of the most important areas of public life. In December 2012, the Federal Law “On Education in the Russian Federation” was adopted. According to S. N. Koksharova, the new law “On Education” is designed to resolve some of the contradictions that have accumulated in the industry over 20 years of existence in new conditions. The law is based on modern democratic principles, is humanistic in nature, enshrines everyone’s right to education, and focuses on the development of individual freedom. The law guarantees free general education to all Russians and ensures the quality of accessible education.

The content of the law reflects the criteria for preschool, additional, general, vocational primary and secondary education. For example, preschool education becomes an independent level of education and is regulated by federal state educational standards. At the same time, the law considers preschool education separately from “supervision and care” for preschool children, which significantly expands the capabilities of the non-state sector in the field of these services.

In the last decade, the development of preschool education has been characterized by innovative processes. A. A. Mayer notes that the main mechanism for optimizing the development of the preschool education system is the search and development of innovations that contribute to the manifestation of qualitative changes in the activities of a preschool educational institution.

Issues of implementing innovations in preschool education are covered in the works of B.C. Lazareva, N.D. Malakhova, A.M. Moiseeva, M.M. Potashnik and others. According to M.V. Klarin, pedagogical innovation represents a purposeful change that introduces stable elements (innovations) into the educational space (environment) that improve the characteristics of individual parts, components and the educational system itself as a whole.

V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov considers innovation as the process of mastering an innovation (a new tool, method, technique, technology, program, etc.). Innovation characterizes the search, implementation in the educational process and creative rethinking of ideal methods and programs.

Thus, the innovation process is a complex activity for the creation, development, use and dissemination of innovations.

Currently, the concept of pedagogical technology has firmly entered the pedagogical lexicon.

In our understanding, educational technology is a part of pedagogical science that studies and develops the goals, content and methods of teaching and designs pedagogical processes. Pedagogical technology provides a guaranteed result, serves as a concretization of the methodology, and ensures controllability of the educational process. Innovative pedagogical technologies, systems of training and education of preschool children are distinguished by variability, originality and specificity of manifestation in practice, because they reflect the level of pedagogical skill and creativity. Let's consider the types of innovative pedagogical technologies described in the works of different authors.

L.V. Shmonina believes that the use of health-saving technologies is aimed at strengthening the child’s health and instilling in him the concepts of a healthy lifestyle. This is especially important due to the deterioration of the environmental situation and the overall health picture. Health-saving technologies can be implemented in different ways. Along with physical education, recreational and medical preventive measures, it is planned to carry out socio-psychological work with the child and valeological education of parents.

According to E. A. Sypchenko, in kindergarten it seems possible to use technology of project activities. L. Koroleva emphasizes that in the process of research activities under the guidance of a teacher, the child learns to identify a current problem and solve it through a series of actions. Methods and techniques for organizing research activities in a preschool institution: observations; conversations; experiments; didactic games; modeling situations; work orders, actions.

According to T. S. Komarova, information and communication technologies have now received their natural development. With the help of exciting computer programs for teaching reading and mathematics, exercises for the development of memory and logic, teachers manage to interest preschool children in “science”. A lesson using a computer has a number of advantages over a classical lesson, in particular, in terms of visualization in order to ensure the child’s attention throughout the entire lesson. In addition, with the help of computer programs, it becomes possible to individualize classes depending on the abilities and capabilities of the child.

G.K. Selevko points out that the use of person-oriented technologies provides conditions for the development of the child’s individuality. We are talking about working with children in “sensory rooms”, corners for individual games and activities. Programs compiled on the basis of a person-centered approach, widely used in kindergartens: “Childhood”, “From birth to school”, “Rainbow”, “From childhood to adolescence”.

According to N.F. Gubanova, gaming technologies are the “foundation” of all preschool education. Games have both entertaining and communicative, as well as educational, educational, developmental, and corrective functions. It is worth mentioning the new technology “TRIZ” (the theory of solving inventive problems), the use of which is based on the child’s creative abilities.

Thus, innovative pedagogical technologies for the training and development of preschool children characterize preschool pedagogy as a developing science aimed at studying and understanding real pedagogical phenomena. A professionally educated, competent teacher needs knowledge about pedagogical innovations to achieve effectiveness and efficiency in organizing the life of a preschool child.

Bibliography:

1. Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (as amended by N68-FZ of April 6, 2015) [Electronic resource] Electronic legal system Consultant + [website] . URL: http://www. consultant.ru (date of access: 02/29/2016).
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