Traditional and innovative educational technologies in preschool education institutions

The article considers the use of innovative and traditional educational technologies for upbringing and training in preschool education institutions, as well as analyses the concepts of ‘innovation’, ‘educational technologies’ and ‘traditional technologies’. A comparison of traditional and innovative education is made and attention is focused on the significance of the latter in the context of the rapid development of modern society. The article discusses in detail the characteristics and content of traditional and innovative technologies of education and upbringing, as well as their convenience for implementation in the practice of preschool education. The development of science and technology has contributed to the emergence of new forms of educational communication and the latest methods of solving educational problems. In view of this, the role of the educator has acquired a new quality. He or she develops the cognitive qualities of the preschooler, his or her life competence in various social institutions. At the same time, there is an evolution of the content, forms and methods of teaching, which encourages the development and implementation of new state-of-the-art educational technologies. Experience shows that everything new eventually becomes a tradition, and that traditions are established by society, with bright reformist personalities acting as innovators. At the present stage, it is becoming increasingly clear that traditional education, focused on the transfer of knowledge, skills and abilities, is not keeping pace with the pace of their development. The specific features of innovative learning are its openness to the future, the ability to foresee on the basis of constant reassessment of values, and the willingness to take constructive action in changing situations, based on innovative pedagogical technologies. Innovative pedagogical technologies in pedagogy are related to general processes in society, global issues, integration of knowledge and forms of social life. Innovative pedagogical technologies are considered not only as a readiness to perceive, produce and apply new things, but first of all as openness. They provide the conditions for personal development, the exercise of the right to individual creative contribution, personal initiative, and freedom of self-development. Innovative pedagogical technologies have a humanistic orientation in the education system, due to the coexistence and complex relationships in scientific pedagogy and pedagogical practice of traditional scientific pedagogy. They belong to the system of general scientific and pedagogical knowledge. They have emerged and are developing on the borderline of general innovation, methodology, theory and history of pedagogy, psychology, sociology and management theory, and educational economics. Innovative pedagogical technologies are one of the dominant trends in human development.