Interactive teaching technologies in kindergarten. Classes using an interactive whiteboard - the advantages of this technology

The standard or passive learning model has been used in educational institutions for a long time. The most common example of this technique is a lecture. And although this method of teaching has been and remains one of the most common, interactive learning is gradually becoming more and more relevant.

What is interactive learning?

Educational methods in preschool institutions, schools, and universities are divided into two large groups - passive and active. The passive model involves the transfer of knowledge from the teacher to the student through lectures and study of material in the textbook. Knowledge testing is carried out through surveys, testing, tests and other verification works. The main disadvantages of the passive method:

• poor feedback from students;
• low degree of personalization – students are perceived not as individuals, but as a group;
• lack of creative tasks that require more complex assessment.

Active learning methods stimulate students' cognitive activity and creativity. In this case, the student is an active participant in the learning process, but he interacts mainly only with the teacher. Active methods for developing independence and self-education are relevant, but they practically do not teach how to work in a group.

Interactive learning is a type of active learning method. Interaction during interactive learning takes place not only between the teacher and the student; in this case, all students are in contact and work together (or in groups). Interactive teaching methods are always interaction, cooperation, search, dialogue, play between people or a person and the information environment. Using active and interactive teaching methods in the classroom, the teacher increases the amount of material learned by students by up to 90 percent.

Interactive learning tools

The use of interactive teaching methods began with conventional visual aids, posters, maps, models, etc. Today, modern interactive learning technologies include the latest equipment:

• tablets;
• computer simulators;
• virtual models;
• plasma panels;
• laptops, etc.

Interactivity in learning helps solve the following problems:

• moving away from presentational presentation of material to interactive interaction with the inclusion of motor skills;
• saving time due to the absence of the need to draw diagrams, formulas and diagrams on the board;
• increasing the efficiency of presenting the material being studied, because interactive learning tools involve the learner's various sensory systems;
• ease of organizing group work or games, full audience involvement;
• establishing deeper contact between students and teachers, improving the climate within the team.

Interactive teaching techniques

Interactive teaching methods - games, discussions, dramatizations, trainings, drills, etc. – require the teacher to use special techniques. There are many of these techniques, and different techniques are often used at different stages of the lesson:

• to engage in the process, they use brainstorming, discussion, and role-playing of the situation;
• during the main part of the lesson they use clusters, the method of active reading, discussions, advanced lectures, business games;
• To receive feedback, techniques such as “unfinished sentences,” essays, fairy tales, and mini-essays are needed.

Psychological and pedagogical conditions of interactive learning

The task of an educational institution for successful learning is to provide conditions for the individual to achieve maximum success. Psychological and pedagogical conditions for the implementation of interactive learning include:

• the readiness of trainees for this type of training, their availability of the necessary knowledge and skills;
• a favorable psychological climate in the classroom, a desire to help each other;
• encouraging initiative;
• individual approach to each student;
• availability of all necessary training tools.

Classification of interactive teaching methods

Interactive learning technologies are divided into individual and group. Individual training includes training and practical tasks. Group interactive methods are divided into 3 subgroups:

• discussion - discussions, debates, brainstorming, case studies, situation analysis, project development;
• gaming - business, role-playing, didactic and other games, interviews, playing out situations, dramatization;
• training methods – psychotechnical games, all types of trainings.

Interactive forms and methods of teaching

When selecting interactive forms of teaching for classes, the teacher must take into account the compliance of the method:

• topic, goals and objectives of training;
• characteristics of the group, age and intellectual capabilities of listeners;
• time frame of the lesson;
• teacher experience;
• logic of the educational process.

Interactive learning in kindergarten

Interactive technologies and teaching methods in preschool institutions are mainly used through games. Play for a preschooler is the main activity and through it a child can be taught everything that is necessary at his age. Role-playing games are best suited for kindergarten, during which children actively interact and learn effectively, because Experienced impressions are remembered more vividly.

Interactive teaching methods at school

At school, interactive learning allows you to use almost the entire range of techniques. Interactive teaching methods in primary school are:

• role-playing and simulation games;
• staging;
• association game, etc.

For example, a game is well suited for primary school students, the point of which is to teach something to the neighbor at the desk. By teaching a classmate, the child learns to use visual aids and explain, and also learns the material much more deeply.

In middle and high school, interactive teaching methods include technologies aimed at developing thinking and intelligence (project activities, debates), interaction with society (dramatizations, playing out situations). For example, with high school students it is quite possible to play the role-playing game “Aquarium”, the essence of which is that part of the group acts out a difficult situation, and the rest analyze it from the outside. The goal of the game is to jointly consider the situation from all points of view, develop algorithms for solving it and choose the best one.

Summary of GCD using an interactive board on FEMP in the middle group “Entertaining mathematics with Carlson”

Fomicheva Natalia Albertovna, teacher, kindergarten No. 30 "Teremok", Rybinsk, Yaroslavl region.
Description: This publication will be useful to teachers of preschool and additional education. The publication contains a detailed summary of a lesson on the formation of elementary mathematical concepts in children of middle preschool age. A special feature of the lesson is that children complete tasks on the interactive board.
Screenshots of the author's flipchart are used as illustrative material for the publication.

Target: developing mathematical concepts in children through working on an interactive whiteboard
Tasks:
- Develop the ability to work on an interactive whiteboard, performing simple manipulations: clicking on an object, moving objects.
- Practice the ability to distinguish and name familiar geometric shapes: circle, triangle, square, rectangle.
- Improve the ability to compose a rhythmic pattern.
- Develop the ability to determine spatial direction from oneself: above, below, in front, behind.
- Develop the ability to compose an image according to a diagram (Nikitin cubes).
- Strengthen knowledge of numbers from 1 to 5, the ability to arrange them in order.
- Develop communication skills, ingenuity, resourcefulness.
- Develop the ability to negotiate, work in pairs and in a chain.
- Cultivate interest in mathematics.

Progress of the lesson:

Communication game:
We will build an even circle,
On the right is a friend and on the left is a friend.
Let's hold hands together,
And let's smile at each other!
Is everyone in a good mood?
Are all your sorrows forgotten?
I ask you to tell me:
Are you ready to count now?(children's answers)

The children take their seats.
Educator:
- Guys, today the postman brought us a letter. To find out what is written in it, you need to click on the envelope on our screen. (Child performs)
Letter:
All the girls and boys
They managed to love me.
I am the hero of a funny book,
There's a propeller behind me.

Taking for reinforcements
A jar of jam
I'm going on a flight
Helicopter man!

The letter contains my assignments.
Everyone needs attention!
I want to check you.
Handle it - I'll fly!

Assignment: “Guess who’s hiding?”(The magnifying glass on the interactive whiteboard tears off fragments of the picture)
(Children check to see if they guessed correctly who the letter is from)

Educator:
- Guys, you were not mistaken. They guessed correctly that the letter was from Carlson.
- He really wants to come visit us! What do we need to do for this? (children's answers)
- That's right, complete all his tasks! Well, let's not waste time!

Carlson's riddle No. 1. "CIRCLE"
I have no corners
And I look like a saucer!
I'm like a wheel
And also with the letter “O”.
I am an old friend to people.
They call me... (circle)
When you click on the question mark, the answer appears - a circle.

Educator:
- Guys, what round objects do you know? (children's answers)
- Right. And the beads are also round.
Take a look at the screen. Did you find out who it is? (Freken Bok, housekeeper)
- You see, she is sitting angry. This is because her beads fell apart.
Let's help her collect them.

Task: “Collect beads.”(One child on the interactive whiteboard. The rest are in place from handouts).
Educator:
- Look, guys, Freken Bok started smiling! Let's play with her!

Do you remember that she had a constant buzzing in her ears? Let's remember (Video fragment from the film).

Educator:
- And now we will certainly guess!
- We have a bell. Let's ring it!

Gymnastics for the eyes:
Naughty little bell, come play with me (they blink their eyes)
Call and circle, show yourself to us. (circular eye movements)
I’ll look higher, I’ll find the bell (look up)
Now I’ll look below, again, where it rings, I’ll find it (look down)

Assignment: “Name where it rings”
The teacher calls the child, who rings the bell. Children call where it rings. (Above, below, front, back).
- Well done! You have good spatial orientation!

Carlson's riddle No. 2. "Triangle"
Look, look!
He only has three!
Three corners, three sides
Connect with each other -
You won't get a square
And beautiful... (triangle)

When you click on the question mark, the answer appears - a triangle.

Educator:
- Carlson’s house is always a mess! Let's help him clean up. Let's collect all the triangles into a hoop. (Children in pairs on the interactive board)

Educator:
- Carlson was happy and started dancing. (Video clip from film)

- And you and I will have a little rest! Get up from your chairs!

Physical education lesson "Let's dance!"
Once - rise, stretch,
Two – return to the original form.
Three - three claps of your hands. One two Three!
Three nods of the head. One two Three!
Four hands wider
Five - wave your arms,
and dance a little. (Perform dance movements to music)
And then, of course, six,
We need to take a seat.

Carlson's riddle No. 3. "Square"
I am a figure - no matter where,
Always very smooth
All angles in me are equal
And four sides.
Kubik is my beloved brother,
Because I... (square)

When you click on the question mark, the answer appears - a square.

Educator:
- Guys, the square has a brother - a cube! Let's use cubes to create Carlson's favorite treat! It's on our diagram. What is this? (sweetie)
(One child is on the interactive board. The rest are on places made of Nikitin cubes)

Carlson's riddle No. 4. "Rectangle"
We stretched the square
And presented at a glance,
Who did he look like?
Or something very similar?
Not a brick, not a triangle -
It became a square... (rectangle).

When you click on the question mark, the answer appears - a rectangle.
Educator:
- Guys, what are the sides of the rectangle? (two long, two short).
- What rectangular objects do you know? (Children's answers)
- Well done! Now come out to me!
We played with the figures
and a little tired,
Let's warm up, let's relax,
And then we’ll start counting.

Guys, let's remember what geometric figures Carlson gave us riddles about? (children's answers) What other figures do you know? (children's answers)
- Now we will turn into them!
Physical education lesson “Geometric figures”:
I play math
I'm turning you into figures!
One two Three,
One two Three!
Geometric figure, freeze in place!

Educator:
- Guys, while we were playing, our numbers quarreled.
A strange case, a rare case
The numbers are in conflict! Here you go!
Stand with your neighbor
Not a single one wants to!
Make peace with everyone soon,
Otherwise it will just be laughter

Task: “Place the numbers in order”
(Children in a chain on the interactive board. The rest are in place with handouts).

Educator:
-We distinguished the figures
We collected patterns
And they played and counted.
And we managed everything!
And now we will ask you:
“Did you like the tasks?”(children's answers)

Educator: Guys, what did we do today? What they were doing? What was the most difficult? What do you remember most? (Children's answers)

Educator:
- It remains to be seen whether Carlson liked how we completed his tasks?
(Video clip from film)

Carlson from the screen, and then from behind the door:
- Excuse me, can you land here?
Educator:
- You hear? Is someone knocking on the door?

Interactive technologies make the work of teachers creative and exciting, increase the effectiveness of educational activities, and increase labor productivity.

Life in constantly changing conditions requires a specialist to be able to solve new, non-standard problems that regularly arise. A sign of today's times is increased professional pedagogical mobility. New tasks and directions for the development of education also determine special requirements for the personality and professional competence of teachers.

Increasing the professional competence of teachers is based on enhancing their cognitive activity. This helps them to demonstrate independence, “pushes” them to creative search, develops the ability to analyze and make decisions in various problem situations. All new developments are subsequently used in working with children. And, of course, modern pedagogy gives primacy in teaching active methods.

Active learning methods is a system of methods that ensure the activity and variety of mental and practical activities of students in the process of mastering knowledge.

The main condition for the development of a child’s personality in preschool age is communication. Therefore, the teacher’s task is to specially organize this activity, creating an atmosphere of cooperation and mutual trust within it - children with each other, children and adults. To solve this problem, the teacher can use interactive technologies.

The use of interactive technologies and teaching methods in a modern kindergarten characterizes the professional competence of a preschool teacher. Interactive- means the ability to interact or is in the mode of conversation, dialogue with someone. Consequently, interactive learning is, first of all, dialogue learning, built on the interaction of children with the learning environment, the educational environment, which serves as an area of ​​mastered experience, during which the interaction between the teacher and the student takes place.

The interactive form of training allows you to find an individual approach to each listener and participant in the methodological event and also allows you to build a subject - subjective relationship not only between kindergarten teachers, but also between teachers and their students.

The educational process, which is based on interactive learning, is organized in such a way that almost all children are involved in the process of cognition, they have the opportunity to understand and reflect on what they know and think. In the process of mastering educational material, preschoolers carry out joint activities, this means that everyone makes their own contribution to the work, experience, knowledge and skills are exchanged. Moreover, this happens in a friendly atmosphere and with mutual support from each other. One of the goals of interactive learning is to create comfortable learning conditions, such that the learner feels successful, intellectually competent, which makes the entire learning process productive and effective.

The organization of interactive training can take place in different forms. For example, the individual form presupposes that each child independently solves the problem; pair form, used to solve tasks in pairs; in a group approach, children are divided into subgroups; if the task is performed by all participants at the same time, this form is called collective or frontal; and the most complex form of interactive learning is planetary. The main goal of the teacher is to use one or another computer program, taking into account the specific conditions of the educational process, to use its content for the development of memory, thinking, imagination, and speech in each individual child.

Basic interactive technologies for preschool educational institutions

Since kindergartens are attended by small children, it is necessary to use not particularly complex technologies. Modern gaming technologies in kindergarten include:

• "Work in pairs." This form allows children to develop communication skills, work together on tasks, and negotiate.
• "Round dance". As part of this exercise, the teacher, using an object, teaches children to take turns completing a task. This technology is necessary to teach children not to interrupt their friends and to listen carefully to the answers.
• “Chain” involves the sequential solution of one task by each of the participants. To achieve a common goal, the guys have to communicate with each other and offer different options for solving tasks.
• "Carousel" is used to organize work in pairs. It helps to develop cooperation skills and mutual assistance.
• "Tree of Knowledge". As part of this exercise, the teacher hangs sheets with pictures, tasks and diagrams on a tree. Children are divided into groups and complete tasks. After this, one child demonstrates the results of the group’s work, and the rest analyze them and give an assessment.
• "Big Circle" The goal of this technology of playful learning in kindergarten is to teach every child to speak out, develop communication skills, and draw conclusions.

The use of interactive technologies in the educational process of preschool educational institutions presupposes the presence of interactive equipment.

Currently, interactive equipment for preschool educational institutions is represented by: computers with specialized software, interactive whiteboards, interactive tables, projectors, electronic construction sets (robotics).

1. Interactive whiteboards.

Methods of using an interactive whiteboard in joint activities between a teacher and children in kindergarten can only be limited by imagination.

An interactive whiteboard makes learning more engaging and exciting for young children.

1. Interactive table

A sensory interactive educational table helps to attract the child’s attention and interest in the learning process, develops motor skills, and introduces the child to computer technology.

The children's sensory table can be used both for a group of children and individually.

The table technology allows several users to simultaneously interact with the touchscreen, creating an atmosphere for teamwork.

Many exciting educational applications that are reproduced by the interactive table.

Tactile problem solving and direct interaction with the task at hand are the main advantages of the interactive table, which increases not only the effectiveness of learning, but also the incentive for children to attend classes, because the game form of learning for preschoolers is the most productive.

1. Projector. Interactive floor.

Laptops have become a part of our lives, and many educators bring their home computer to work to listen to audio recordings, work with documents, or even show a cartoon to children. But the laptop screen is very small, the sound is quiet, so you can organize a full viewing only with a very small group of children. But using a projector allows you to more fully use the capabilities of your computer.

The image on the projector screen compares favorably with traditional forms of visualization: it is large, bright and can be perceived by a large number of people at the same time.

1. LEGO constructors. Robotics.

RoboThe Robotics in Kindergarten program is not just design classes, but a powerful innovative educational tool. Robotics has already shown high efficiency in the educational process; it successfully solves the problem of social adaptation of children of almost all age groups. robo2

Robotics classes are a kind of skill training.

At this stage, you can already see future designers and engineers who are so needed by the country.

Mastering robotic design skills for preschoolers occurs in several stages:

At the first stage of work, an acquaintance with the designer and assembly instructions takes place, and a study of the technology for connecting parts.

At the second stage, the children and I learn to assemble simple structures based on a model.

And the third stage is assembling complex models and connecting them to motors.

1. Thus, the use of modern information technologies by preschoolers is an effective means of educating and developing their creative abilities, shaping their personality, and enriching their intellectual sphere.
2. Interactive equipment is an effective technical tool with which you can significantly diversify the learning process. Each activity causes an emotional uplift in children, even lagging children willingly play, and the unsuccessful progress of the game due to gaps in knowledge prompts them to seek help from a teacher or independently achieve knowledge in the game.
3. The effectiveness of ICT teaching in preschool educational institutions depends both on the quality of the pedagogical software used and on the ability to rationally and skillfully use them in the educational process.

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

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

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

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

knowledge of all children in the group without exception.

Everyone makes their own special individual contribution as they work

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

Individual, pair and group work is organized;

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

Interactive methods are based on the principles of interaction,

student activity, reliance on group experience, mandatory

feedback.

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

openness, interaction of participants, equality of their

arguments, accumulation of shared knowledge, the possibility of mutual

assessment and control.

Gorbacheva Marina Vitalievna Educator State budgetary educational institution of the city of Moscow "School No. 1601 named after Hero of the Soviet Union E.K. Lyutikov"

Abstract: this article reflects the experience of using interactive technologies in preschool educational institutions at different age stages of child development.

Key words: interactive technologies, chain, carousel, aquarium, interview.

The purpose of educating a child is to make him able to develop further without the help of a teacher.

(E. Hubbard)

The entire process of preschool education is aimed at creating a comprehensively developed personality. With the advent of the unprecedented development of information and communication technologies in the structure of all spheres of education, there came a need to modernize, including the educational process in preschool educational institutions. This process is reflected in the new educational Standards. Interactive learning itself is a process built on the interaction of students with other subjects of the educational process and the learning environment. Learning is based on dialogues and the joint process of children learning something new. The most important achievement of this process is that the teacher gives way to student activity, learning where children find knowledge through independent search. All studies of interactive learning are built around the concepts of communication, dialogue, and interaction.

The basis of this type of educational process is that all children are involved in the process of cognition, each child has the opportunity to reflect based on their personal knowledge and reflections. During joint activities, each child makes his own individual contribution, there is an exchange of ideas, knowledge and, very importantly, methods of activity. This approach provides a positive, friendly, mutual atmosphere for knowledge exchange and leads to more productive forms of cooperation and cooperation. Interactive learning is used in all areas of education.

The motivation for creating this article on the topic “INTERACTIVE TEACHING TECHNOLOGIES IN PRESIDENTIAL IU

• active work on studying modern approaches to interactive learning in preschool educational institutions;
• experience in using interactive learning technologies in preschool educational institutions;
• practical observation of the effectiveness of introducing interactive technologies into the educational process of preschool educational institutions.

The relevance of the choice of the topic of the article is due to:

• the requirements of the Federal State Educational Standard for the development of educational learning, which determine the effectiveness of the educational process, in particular, the acquisition of knowledge, the formation of skills and basic types of competence of students, including social and personal;
• the need for the formation of UUD in children of senior preschool age.

In my work I use multidirectional interactive methods to obtain the above results in the educational activities of preschoolers. For convenience, we will consider the use of various interactive forms of work according to age groups of children in preschool educational institutions.

• II Junior group
• round dance
• work in pairs

Middle group

• work in pairs
• chain
• carousel

Senior group

• work in pairs
• round dance
• carousel
• interview
• aquarium (work in small groups "Triplets" )

Preparatory group

• work in pairs
• round dance
• carousel
• interview
• aquarium (work in subgroups of 3 or more)
• tree of knowledge

Let's look at each method using examples in work.

"Work in pairs"

Children develop their communication skills, choose a pair and agree who will answer the task (execution together) In this approach to the game, children learn to negotiate among themselves the sequence of completing a common task.

For example: Guys, each pair has cards with letters on the table

You need to collect the words and tell the meaning of each.

"Round dance"

Technique "Round dance" It differs in that at the very beginning the role of the teacher as a leader is necessary for the children to complete tasks one by one, since most often preschool children cannot do this; to begin with, the game algorithm is developed with the help of the subject. The child who has the object answers the task and the others try to listen to him. Interactive technology "Round dance" It is effective in that it helps to develop voluntary behavior skills in children of primary preschool age.

For example: Game "Words" children name words based on the last sound of the word of the previous participant.

"Chain"

Consistent solution of one problem is the main goal of interactive technology "Chain" . Children are united by a goal and have a desire to support each other. Such a situation is conducive to making a common decision on the task at hand.

For example: Guys, each of you has a card with a letter on which a number is written, you need to build a chain as the numbers increase.

What word did you get? (Rainbow)

"Carousel"

The introduction of this technique actively develops in children the skills of cooperation, morality, and mutual assistance. Active work in pairs.

For example: Children choose a mate and agree who will be in the inner circle and who in the outer. Children in the inner circle answer how many units there are in a two-digit number on the card. And the children standing in the outer circle answer what number of tens. When performing, the guys themselves choose among themselves who exactly will answer, and also correct each other’s mistakes.

"Interview"

"Interview" helps the child summarize all knowledge on a topic or summarize something. Dialogue speech is actively developing, which leads to interaction "adult-child" ,

"child-child" .

"Aquarium"

This technology. Interactive technology

"Aquarium" consists in the fact that several children act out the situation in a circle, and the rest observe and analyze. What benefits does this technique give to preschoolers? The opportunity to see your peers from the outside, to see how they communicate, how they react to someone else’s thoughts, how they resolve an impending conflict, how they argue for their thoughts.

"Big Circle"

Technology "Big Circle" is a technology that allows every child to speak out and develop communication skills.

Thus, interactive learning is undoubtedly an interesting, creative, promising direction in pedagogy. It helps to realize all the possibilities of preschool children, taking into account their psychological capabilities. The use of interactive technology makes it possible to enrich children's knowledge and ideas about the world around them, about relationships with peers and adults, and encourages children to actively interact in the system of social relations.