Інноваційна діяльність вихователя в освітньому процесі закладів дошкільної освіти
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Дата
2023
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті узагальнено ефективність інноваційної діяльності вихователя в освітньому процесі закладів дошкільної освіти. З’ясовано, що інноваційна діяльність вихователя дошкільного закладу передбачає: інтелектуальність сприймання нової інформації, здатність до самовдосконалення, креативність, здатність до пошуково-експериментальної діяльності, високий рівень активізації, ініціативності, комунікативності та компетентності. Визначено напрями інноваційної діяльності вихователя в закладі дошкільної освіти, що включають когнітивний, мотиваційний, креативний і рефлексивний, компетентнісний, діяльнісний, особистісно-орієнтований, технологічно-науковий, пошуково-дослідницький, альтернативний та інтегрований.
The article summarizes the effectiveness of the educator’s innovative activities in the educational process of preschool education institutions. It is found that the innovative activity of a preschool teacher involves: the intellectuality of perceiving new information, the ability to self-improve, creativity, the ability to search and experiment, a high level of activation, initiative, communication and competence. The directions of the educator’s innovative activity in the preschool education institution were determined, including cognitive, motivational, creative and reflective, competence-based, activity, personalitycentered, technological-scientific, search-research, alternative and integrated. The innovative activity of a preschool teacher is considered as a set of consistent innovative pedagogical actions, operations, methods, techniques and means of educational activity that contribute to the rapid achievement of the goals of the educational process in preschool institutions. Innovative technologies include learning, education and management technologies. The innovation process includes three main stages: development of an idea, application of the idea, practical implementation of the innovation, which contributes to the socialization of a certain scientific discovery or educational innovation. So, in the process of research, we came to the conclusion that pedagogical innovation is based on the development, creation and application of new educational technologies, concepts on the cooperation of subjects of pedagogical interaction. The search for innovations is caused by the need to improve the state of education, the need to remember and use new information in everyday life and is carried out at three levels: the general-pedagogical level is based on the integral construction of the educational process at a certain stage of education, which concerns a specific region or education institution; laboratory-practical, related to modernized educational technology or the use of a separate innovation or a separate method; the localized level concerns changes in the components of the educational process. Further work should be directed at the development of pedagogical conditions for the formation of innovative competence of preschool teachers.
The article summarizes the effectiveness of the educator’s innovative activities in the educational process of preschool education institutions. It is found that the innovative activity of a preschool teacher involves: the intellectuality of perceiving new information, the ability to self-improve, creativity, the ability to search and experiment, a high level of activation, initiative, communication and competence. The directions of the educator’s innovative activity in the preschool education institution were determined, including cognitive, motivational, creative and reflective, competence-based, activity, personalitycentered, technological-scientific, search-research, alternative and integrated. The innovative activity of a preschool teacher is considered as a set of consistent innovative pedagogical actions, operations, methods, techniques and means of educational activity that contribute to the rapid achievement of the goals of the educational process in preschool institutions. Innovative technologies include learning, education and management technologies. The innovation process includes three main stages: development of an idea, application of the idea, practical implementation of the innovation, which contributes to the socialization of a certain scientific discovery or educational innovation. So, in the process of research, we came to the conclusion that pedagogical innovation is based on the development, creation and application of new educational technologies, concepts on the cooperation of subjects of pedagogical interaction. The search for innovations is caused by the need to improve the state of education, the need to remember and use new information in everyday life and is carried out at three levels: the general-pedagogical level is based on the integral construction of the educational process at a certain stage of education, which concerns a specific region or education institution; laboratory-practical, related to modernized educational technology or the use of a separate innovation or a separate method; the localized level concerns changes in the components of the educational process. Further work should be directed at the development of pedagogical conditions for the formation of innovative competence of preschool teachers.
Опис
Ключові слова
інноваційна діяльності, педагогічна технологія, інновація, інноваційні процеси, дошкільна освіта, інноваційна компетентність, innovative activity, pedagogical technology, innovation, innovation processes, preschool education, innovative competence
Бібліографічний опис
Харькова, Є. Інноваційна діяльність вихователя в освітньому процесі закладів дошкільної освіти [Текст] / Є. Харькова, С. Парфілова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2023. – № 2 (126). – С. 284–298. – DOI 10.24139/2312-5993/2023.02/284-298