The use of ICT technologies in dow. Methodological development for educators "Application of information and communication technologies (ICT) in the educational process of preschool educational institutions"

An educated person is one who knows where to find what he does not know.
Georg Simmel

The use of information and communication technologies in kindergarten is an urgent problem of modern preschool education. The importance and necessity of introducing such technologies into the process of educational activities was noted by international experts in the "World Report on Communication and Information" prepared by UNESCO. In our country, over the past 5 years, a number of events have occurred that determine the accelerated development of Internet technologies in preschool institutions. The prerequisites for the formation of a system of electronic resources for preschool education are presented on the slide.

At present, the Information Society Development Strategy is being implemented in our country, which is related to the availability of information for all categories of citizens and the organization of access to this information. Therefore, the use of information and communication technologies is one of the priorities of education. Informatization of the education system makes new demands on the teacher and his professional competence. The communicative competence of a teacher implies the ability to build communications in various formats: oral, written, discussion, visual, computer, electronic. The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities.

Computers in school classrooms today are no longer perceived as something rare, exotic, but in kindergarten they have not yet become a well-mastered tool for teachers. But every year modern information technologies are becoming more and more dense in our lives. Therefore, a preschool educational institution, as a carrier of culture and knowledge, cannot stand aside either.

Information technology is not only and not so much computers and their software. Information and communication technologies mean the use of a computer, the Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication. The use of computer technology helps:

• attract passive listeners to active activities;
• make educational activities more visual and intensive;
• to form an information culture in children;
• activate cognitive interest;
• to implement personality-oriented and differentiated approaches to learning;
• to discipline the educator himself, to form his interest in work;
• activate thought processes (analysis, synthesis, comparison, etc.)

In his work, the teacher can use the following means of information and communication technologies:

• A computer
• Multimedia projector
• a printer
• Video recorder, DVD player
• Television
• Record player
• Camera
• Video camera
• Electronic boards

The following types of interactive materials can also be distinguished:

• Photo;
• Videos;
• Video fragments (films, fairy tales, cartoons);
• Presentations (electronic books, electronic exhibitions);
• Children's developing computer games;
• It is possible to create collections of digital photos and cartoons.

Let's dwell on the advantages of using interactive materials.

These materials:

• allow to increase the perception of the material by increasing the amount of illustrative material;
• allow making adjustments during the GCD, performing joint work of children in interaction, implementing an interactive relationship between the child and the teacher;
• the use of multimedia presentations provides visibility, which contributes to the perception and better memorization of the material, which is very important, given the visual-figurative thinking of preschool children;
• graphic, textual, audiovisual information is simultaneously used;
• when using animation and inserting video clips, it is possible to show dynamic processes;
• with the help of a computer, it is possible to simulate such life situations that cannot or are difficult to show during educational activities or see in everyday life (for example, the reproduction of animal sounds; the operation of transport, etc.);
• the use of new methods of explanation and consolidation, especially in a playful way, increases the involuntary attention of children, helps to develop voluntary;
• direct educational activities using information and communication technologies encourage children to search and cognitive activities, including searching on the Internet on their own or together with their parents;
• the high dynamics of direct educational activity contributes to the effective assimilation of the material, the development of memory, imagination, and creativity of children.
• Selection of illustrative material for the GCD and for the design of stands, albums, groups, classrooms (scanning, Internet; printer, presentation).
• Creation of didactic games.
• Selection of additional educational material for the GCD, acquaintance with the scenarios of holidays and other events.
• Exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad.
• Preparation of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.
• Creating presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents. There are the following types of presentations:
  • To designate a topic or as an accompaniment to the teacher's explanation;
  • To accompany small theatrical scenes or productions of fairy tales by children;
  • To accompany a holiday for children or to control knowledge, etc.
  • To accompany a concert
  • For parent meetings

A special place in the use of ICT is occupied by work with parents:

1. Minimization of the time of access to information of subjects of communication;

2. Ability to demonstrate any documents, photographic materials;

3. Ensuring an individual approach to the subject of communication;

4. The optimal combination of individual work with group work;

5. The growth of the volume of information;

6. Provides a dialogue of subjects of communication (e-mail, forum);

7. Prompt receipt of information;

8. Expansion of information flows;

9. Use of ICT in parent-teacher conferences.

Despite all the advantages of using information and communication technologies, there are a number of problems with their use. And above all, this is a real threat to health that occurs when children are early accustomed to a computer.

When using these technologies, the educator, first of all, should be guided by the Sanitary and Epidemiological Requirements for the device, content and mode of operation of preschool institutions (SanPin 2.4.1.2660-10):“12.21. Directly educational activities using computers for children 5-7 years old should be carried out no more than once during the day and no more than three times a week on the days of the highest performance: on Tuesday, Wednesday and Thursday. After working with a computer with children, exercises for the eyes are carried out. The continuous duration of work with a computer in the form of educational games for children of 5 years old should not exceed 10 minutes and for children of 6-7 years old - 15 minutes. For children with chronic pathology, often ill (more than 4 times a year), after suffering illnesses within 2 weeks, the duration of directly educational activities using a computer should be reduced: for children 5 years old - up to 7 minutes, for children 6 years old - up to 10 minutes.

To reduce the fatigue of children in the process of carrying out directly educational activities using computer technology, it is necessary to ensure a hygienically rational organization of the workplace: furniture matching the height of the child, a sufficient level of illumination. The screen of the video monitor should be at eye level or slightly lower, at a distance of no closer than 50 cm. A child wearing glasses should work at a computer in them. It is unacceptable to use one computer for the simultaneous occupation of two or more children. Directly educational activities with the use of computers by children are carried out in the presence of a teacher or educator (methodist).

All sites are divided into several groups.

The first group of sites is electronic periodicals and electronic publications. This group includes sites of periodicals and publishing houses dedicated to the topic of preschool education and upbringing. These sites are well developed and filled with materials. Here are some examples of such sites:

1. Firstly, this is the newspaper "Preschool education"

http :// dob .1 september . en / the site contains the full content of the issues of the newspaper "Preschool Education". And this is a wide range of educational, educational and developmental materials for parents and educators.

2. "Tales for Children" section of the electronic version of the magazine "Bonfire" dedicated to fairy tales. The site contains a complete collection of children's fairy tales: Russian folk, Swedish, classical fairy tales by Russian and foreign authors.

http://www. costyor. en /

The second group of sites are sites directly dedicated to the work of the educator and contain a lot of useful information and useful developments that the teacher can use in his work:

1. The site "Teacher Portal" in the Preschool Education tab contains a large collection of ready-made presentations for Kindergarten teachers in various areas, GCD abstracts, holiday scenarios and much more.

www.uchportal.ru

2. Site "Preschooler". This site is very informative. These are ready-made presentations, a collection of poems, a collection of games, recommendations for needlework with preschoolers and much more.

http://doshkolnik.ru

3. Website "Mom" www. maam. en

4. Another site directly for Kindergarten teachers is the Preschooler site. section site elements: Abstracts of the GCD, Consultations, Holidays, quizzes, entertainment , work with parents , Physical education in kindergarten, Master classes , Reports, teachers' councils, methodological associations in preschool educational institutions , Circle work in kindergarten , Experimental activities in the preschool educational institution and many many others.

5. "Chelyabinsk preschool portal" http://www.forchel.ru/ The site contains a unique collection of materials. Here are just some sections of the site menu:Preschool Library, Music for children , Presentations, methodical office, Graphics, design, consultations and much more.

6. Website "Education of preschool children in kindergarten and family" http://doshvozrast.ru/ site sections: Working with parents, Wellness work, legal education, gaming activity,Parents of preschoolers, Books on early childhood education and etc.

7. Website "Why" http://pochemu4ka.ru/ contains poems, stories, fairy tales for children, nursery rhymes, finger games, coloring books, audio fairy tales, online games for children and more.

8. Website "DEDsad" http://detsad-kitty.ru/ Website for children and adults. Contains a large number of sliders, templates, pictures, coloring books, cartoons, tutorials, holiday scenarios, music for children and much more.

9. On the site "Festival of Pedagogical Ideas Open Lesson" http://festival.1september.ru/ in the section Working with preschoolers "contains a large selection of practical materials that will help the educator in practical activities.

10. Children's portal "Sun" http://www.solnet.ee/ contains a large selection of materials for working with children. These are all kinds of crafts, coloring books, children's magazines, etc.

The third group of sites are electronic albums.

I will give an example of the most complete electronic album. "The Life and Work of Great Artists". Here you can find reproductions of any paintings by any authors for. Full story about this picture and biography of the author.

http://www.bibliotekar.ru/al/

I would like to stop separately on the site "Professional competitions for teachers of preschool educational institutions" http://www.profi-konkurs.ru/competitions-for-educators/ the site is designed for a wide audience and is designed to unite teachers of preschool educational institutions on the territory of the Russian Federation into a single information network and competitive movement. The site has competitions for preschool teachers, psychologists, music directors, physical education teachers, methodologists, and even for children.

There are a lot of sites for kindergarten teachers and all of them are designed to help in organizing the educational process. With their help, the teacher can diversify his activities, improve his competence, make the life of children in kindergarten more vivid and memorable.

• self-confidence, in that he can do a lot;
• allows simulate
• do not scold the child

I often use information and communication technologies in my work. For example, viewing multimedia presentations during GCD, conversations with children. This allows you to work more efficiently by reinforcing everything that is said visually, and it is also much more interesting for children than just sitting and listening to the teacher and looking at pictures that are printed and not always of good quality and not bright enough to attract the attention of children. Also in the presentation you can include interesting games that are aimed at developing attention, thinking, memory of children and other processes. Modern children spend a lot of time at computers and it is not very easy to get them interested in something, to attract attention. And the use of ICT helps to solve this problem.

· with the help of a computer, it is possible to simulate such life situations that cannot or are difficult to show in class or see in everyday life (for example, planets, the solar system, time);

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"The importance of using information and communication technologies in preschool educational institutions"

Surovtseva Irina Vilgelmovna

educator

MDOU - d / s No. 9 "Semitsvetik"

Serpukhov, Moscow region

The importance of using information and communication technologies in preschool educational institutions

Modern society, in the light of ever-higher demands on the education system, has long recognized the inalienable connection between improving the quality of education and informatization of the educational process.

Informatization is considered today as one of the main ways to modernize the education system. This is connected not only with the development of engineering and technology, but, above all, with the changes that are caused by the development of the information society, in which the main value is information and the ability to work with it, the development of projects and programs that contribute to the formation of a person in modern society. The main goal of the teaching staff is to create conditions for the identification and development of the abilities of each child, the formation of a personality that has solid basic knowledge and is able to adapt to the conditions of modern life. Informatization of education should be considered as one of the important means of achieving this goal. This refers to the solution of a number of sequential tasks: technical equipment, the creation of didactic tools, the development of new teaching technologies, etc., which determine the stages of the process of modernizing the education system.

The informatization of society has significantly changed the practice of everyday life. And we, teachers, must keep up with the times, become a guide for the child into the world of new technologies.

What is ICT?

Information and Communication Technologies (ICT)- a set of methods, production processes and software and hardware integrated for the purpose of collecting, processing, storing, distributing, displaying and using information in the interests of its users.

ICT plays an important role not only in working with children, but also in working with parents. Currently, parents rarely pay attention to slide folders, ads posted in the group. But there is always time to check your email or go to the DOW website. The site of a kindergarten or other educational institutions is a source of educational, methodological or educational information for parents. From the pages of preschool educational institutions, parents can get various information about the methods of raising children, preserving their health, safety, the rules of the child's behavior in the family and in society, useful tips on teaching and educating preschoolers, etc.

Also, given the pace of modern life, many parents do not have time to attend long parent meetings, and using, for example, multimedia presentations, the time of the meeting can be reduced and at the same time convey all the necessary information to parents.

The use of information and communication technologies in the interaction of specialists of preschool educational institutions and parents allows us to obtain the following results:

1. Improving the efficiency of the process of development and education of children;

2. Increasing the level of psychological and pedagogical competence of parents;

3. Activation of the personal and cultural consciousness of parents;

4. Creation of a family education support system;

5. Participation of parents in the educational process of the kindergarten;

6. Realization of personal and professional growth of specialists.

Today, information technologies significantly expand the opportunities of parents, teachers and specialists in the field of early education.

When interacting with their colleagues, the teacher can also use ICT. For example, at the teachers' council or at any other meeting when presenting information. A “dry”, monotonous story is not so interesting, quickly tires and becomes quite difficult to understand. By diluting the message with a multimedia presentation or a short film on the topic, you can make your presentation much more interesting and remember much more information.

The possibilities of using a modern computer allow most fully and successfully realize the development of the child's abilities.

Unlike conventional technical teaching aids, information and communication technologies allow not only to saturate the child big amount ready, strictly selected, properly organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood - the ability to independently acquire new knowledge.

The ability of a computer to reproduce information simultaneously in the form of text, graphics, sound, speech, video, to memorize and process data with great speed allows specialists to create new means of activity for children that are fundamentally different from all existing games and toys. All this imposes qualitatively new requirements on preschool education, the first link in continuous education, one of the main tasks of which is to lay the potential for enriched development of the child's personality.

Therefore, it is necessary to introduce information and communication technologies into the system of preschool education and training as often as possible.

Practice has shown that at the same time, the interest of children in classes increases significantly, the level of cognitive abilities increases.

The use of new unusual methods of explanation and consolidation, especially in a playful way, increases the involuntary attention of children, helps to develop voluntary attention. Information technology provides a person-centered approach. The capabilities of the computer allow you to increase the amount of material offered for review. In addition, for preschoolers, the same program material must be repeated many times, and the variety of presentation forms is of great importance.

Outside of class, computer games help to consolidate children's knowledge; they can be used for individual lessons with children who are ahead of their peers in intellectual development or lagging behind them; for the development of mental abilities necessary for intellectual activity: perception, attention, memory, thinking, development of fine motor skills.

Computer programs teach to independence, develop the skill of self-control. Young children require more help with tasks and step-by-step confirmation of their actions, and automated control of correctness frees up the teacher's time for parallel work with other children.

The computer can enter a child's life through play. The game is one of the forms of practical thinking. In the game, the child operates with his knowledge, experience, impression, displayed in the social form of the game modes of action, game signs that acquire meaning in the semantic field of games. The child discovers the ability to endow a neutral (up to a certain level) object with play meaning in the semantic field of play. It is this ability that is the main psychological basis for introducing a computer into the game of a preschooler as a game tool.

In the course of the game activity of a preschooler, enriched with computer tools, mental neoplasms arise (theoretical thinking, developed imagination, the ability to predict the result of an action, design qualities of thinking, etc.), which lead to a sharp increase in the creative abilities of children.

Compared with traditional forms of teaching preschoolers, the computer has several advantages:

presenting information on a computer screen in a playful way causes a huge interest;

carries figurative type of information understandable to preschoolers;

movements, sound, animation attracts for a long time Attention child;

problematic tasks, encouraging the child to solve them correctly by the computer itself is an incentive cognitive activity children;

allows individualization learning;

the child regulates the pace and number of game learning tasks to be solved;

in the course of his activities at the computer, the preschooler acquires self-confidence, in that he can do a lot;

allows simulate such life situations that cannot be seen in everyday life (rocket flight, flood, unexpected and unusual effects);

the computer is very "patient", never do not scold the child for mistakes, but waits for him to correct them himself.

I often use information and communication technologies in my work. For example, viewing multimedia presentations during GCD, conversations with children. This allows you to work more efficiently by reinforcing everything that is said visually, and it is also much more interesting for children than just sitting and listening to the teacher and looking at pictures that are printed and not always of good quality and not bright enough to attract the attention of children. Also in the presentation you can include interesting games that are aimed at developing attention, thinking, memory of children and other processes. Modern children spend a lot of time at computers and it is not very easy to get them interested in something, to attract attention. And the use of ICT helps to solve this problem.

Thus, summing up all of the above, we can conclude that, given the requirements of modern society, teachers have to look for new forms and methods of work that would be easy to use, but would be effective and beneficial. The use of ICT in the educational process makes it more efficient and solves a large number of tasks. Compared with traditional forms of teaching preschoolers, the work on the introduction of ICT in the educational process of kindergarten has a number of advantages:

Presenting information on a computer screen in a playful way is of great interest to children;

Problematic tasks, encouragement for their correct solution by the computer itself are an incentive for the cognitive activity of children;

· ICT makes it possible to expand the use of e-learning tools, as they transmit information faster than traditional means;

With the help of a computer, you can simulate such life situations that cannot or are difficult to show in class or see in everyday life (for example, planets, the solar system, time);

The high dynamics of the lesson contributes to the effective assimilation of the material, the development of memory, imagination, creativity of children

Thanks to the use of ICT, the work carried out with parents and specialists becomes more effective and brings more results.

Azhishcheva Tatyana Alexandrovna, educator,

MDOU "Raysemenovsky kindergarten combined type "Spring"

We all know that the computer enters the life of a child from an early age, having both a positive and a negative impact on the formation of his personality. In terms of the impact on the child's psyche, modern information technologies are incomparable with other means.

Increasingly, teachers of preschool institutions began to point out the use of ICT in working with children as the main achievement. And I am no exception. Having mastered the work on the computer on my own, I apply my skills in working with preschoolers. But before me, like before many teachers, there is a question. How to do it right? To use or not to use ICT in kindergarten?

Information and communication technologies in kindergarten is an actual problem of modern preschool education. On the one hand, the president has set a task for every institution of the Russian Federation: to have their own electronic representation on the Internet, on the other hand, there is a real threat to health that arises when children get used to a computer early.

If we look at the developments taking place in the country in the field of education, we can see why ICT in preschool institutions has been rapidly developing in the last five years.

Adoption at the state level of the Strategy for the Development of the Information Society;

Adoption of the Concept of socio-economic development of the country until 2020;

Implementation of the program "Electronic Russia"

Development of the National Educational Concept "Our New School"

Connecting schools to the Internet within the framework of the national project;

Adoption of amendments to the Law “On Education”;

All these events led to a change in the content, methods and organizational forms of the entire education system, and, consequently, the work of kindergartens, their relationship with higher organizations and parents.

First of all, it is necessary to clearly understand what ICT is and in what specific work in the preschool educational institution they are needed.

The combination of ICT is associated with two types of technologies: information and communication.

"Information technology is a set of methods, methods and means that provide storage, processing, transmission and display of information and focused on improving the efficiency and productivity of labor." At the present stage, methods, methods and means are directly interconnected with a computer (computer technology).

Communication technologies determine the methods, ways and means of human interaction with the external environment (the reverse process is also important). In these communications, the computer takes its place. It provides a comfortable, individual, diverse, highly intelligent interaction of communication objects. Combining information and communication technologies, projecting them into educational practice, it should be noted that the main task facing their implementation is the adaptation of a person to life in the information society.

It is absolutely clear that ICT is becoming the main tool that a person will use not only in professional activities, but also in everyday life.

The main goal of introducing information technologies is to create a single information space of an educational institution, a system in which all participants in the educational process are involved and connected at the information level: administration, teachers, pupils and their parents.

To implement this, trained teaching staff is needed, able to combine traditional teaching methods and modern information technologies.

The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities.

Information technology is not only and not so much computers and their software. ICT refers to the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

I use my skills in my work:

With kids

With parents

With colleagues

In methodical, experimental, innovative activity.

First of all, I want to say that I do not use the direct work of children on the PC. I think that in preschool age this is not a priority. It is much more important for me to work on creating a single creative space in the framework of interaction with the families of pupils in the direction of solving the problems of child development in the modern information society. It is important to become a guide to the world of new technologies for both the child and parents, a mentor in the choice of computer games and form the foundations of the information culture of the child's personality.

What are the main directions of ICT development?

Using a computer to familiarize children with modern technical means of transmitting and storing information.

ICT as a means of interactive learning that allows you to stimulate the cognitive activity of children and participate in the development of new knowledge.

ICT for parents of pupils. Collaboration with the child's family in the use of ICT at home, especially computers and computer games, is the main direction of my work.

ICT aims to implement the idea of ​​network management, organization of the pedagogical process, methodological service. This technology provides planning, control, monitoring, coordination of the work of teachers and specialists. In this case, the use of ICT helps to optimize the activities of preschool educational institutions.

I will present the main forms of using ICT in my work:

Selection of illustrative material for classes, design of parental corners, groups, information material for designing stands, folders, sliders, (scanning, Internet; printer, presentation);

Selection of additional educational material for classes (encyclopedias);

Registration of group documentation (lists of children, information about parents, diagnostics of children's development, planning, monitoring of program implementation, etc.), reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.

Creating presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent-teacher meetings. Moreover, the presentation can become a kind of lesson or event plan, its logical structure, i.e. can be used at any stage of the lesson. I have created a series of presentations for classes, holidays, pedagogical councils, parent meetings. As part of the Development Program on the topic "Introducing preschoolers to Russian culture", our team set the task of creating a media library of presentations on fairy tales, fables, folklore, etc.

The use of digital cameras and photo editing programs that make managing pictures as easy as taking pictures, easily find the ones you want, edit and show them;

Using a photo frame to introduce parents to the rich and interesting garden life of children;

Use your camcorder and related software (a completely new way to view, store and share all your video footage, you can quickly create simple movies by adding titles, scene transitions, background music or voice over in Movie Marker to your video). Parents especially like this direction of work. They watched with pleasure the films created by me with the participation of children "Hare-coward", with the participation of parents "Zayushkina hut";

The use of the Internet in pedagogical activities, for the purpose of informational and scientific and methodological support of the educational process in a preschool institution;

Exchange of experience, acquaintance with periodicals, developments of other teachers. Many journals have an electronic version on the Internet, after downloading them, we have created a media library of articles in the areas of educational work;

Design of booklets, electronic portfolio of the group, materials in various areas of activity;

Creation of media libraries that are of interest to both teachers and parents;

Creation of e-mail, maintenance of the DOW website with links to groups. Such communication with parents of children who are at home due to illness is especially important. They need to be aware of garden life, educational activities;

The use of a computer in the office work of the preschool educational institution, the creation of various databases.

For in-depth discussions of pedagogical topics with colleagues and consultations with specialists, I use forums in online pedagogical communities. I am interested in network technologies of communication.

I use distance learning to improve my skills. Our institution works on the OS "School 2100". This program has an excellent website where methodologists post relevant materials for use in their work. They organize their communication in the form of webinars, where you can communicate with the authors of the program, authors of technologies, methodologists of the UMC. By participating in a webinar, communicating with colleagues in forums and completing assignments, we undergo remote professional development and receive certificates.

New activities contribute to the development of new competencies. These competencies, of course, are in the field of information technology:

Free possession of ICT tools on the Internet;

The desire to explore new tools, network services;

Mastering the constantly improving communication tools of the Internet.

In my institution, I am an ICT consultant, organizer of the information educational environment. But, no matter how good and high-quality information resources are, they are effective only in the hands of a teacher who owns modern educational technologies.

The purpose of my methodical work is to teach colleagues to assess the level of integration of their pedagogical activity into the information educational environment, analyze the possibilities of the IEE of their institution, select and use ICT tools, electronic educational resources in accordance with the tasks of their professional pedagogical activity.

Also, teachers should know the FGT requirements that regulate professional pedagogical activity in an ICT-rich environment, the relevant sanitary rules and regulations (SanPiN), and the main modern IEE management tools.

Thus, the use of ICT helps to improve the quality of the educational process: teachers have the opportunity to communicate professionally with a wide audience of Internet users, and their social status increases. The use of EER (electronic educational resources) in working with children serves to increase the cognitive motivation of pupils, respectively, there is an increase in their achievements, key competencies. Parents, noting the interest of children in the preschool educational institution, began to treat teachers with more respect, listen to their advice, and participate more actively in group projects.

Bibliography:

1. Apatova N. V. Information technologies in school education. - M., 1994

2. Bezrukikh M.M., Paramonova L.A., Slobodchikov V.I. and others. Pre-school education: "pluses" and "minuses" / / Primary education. -2006. - No. 3. - P. 9-11.

3. Ezopova S.A. Pre-school education, or Education of children of senior preschool age: innovations and traditions / / Preschool pedagogy. - 2007. - No. 6. - P. 8-10.

4. Zakharova I. G. Information technologies in education: Proc. allowance for students. higher ped. textbook establishments. - M., 2003

5. Zubov A. V. Information technologies in linguistics. - M., 2004

6. The use of modern information and communication technologies in the educational process: a teaching aid / Authors-compilers: D.P. Tevs, V. N. Podkovyrova, E. I. Apolskikh, M. V. Afonina. - Barnaul: BSPU, 2006

7. Korablev A. A. Information and telecommunication technologies in the educational process // School. - 2006. - No. 2. - from. 37-39

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The use of ICT technologies in the educational process in the context of the introduction of the Federal State Educational Standard for Preschool Educational Establishments

Socio-economic changes in Russia have led to the need to modernize many social institutions, and primarily the education system. The new tasks set today for education are formulated and presented in the law "On Education of the Russian Federation" and the educational standard of the new generation.
Informatization of education in Russia is one of the most important mechanisms affecting all the main areas of modernization of the educational system. Its main task is the effective use of the following most important advantages of information and communication technologies:
- The possibility of organizing the process of cognition, supporting the activity approach to the educational process;
- Individualization of the educational process while maintaining its integrity;
- Creation of an effective management system for information and methodological support of education.
key directions the process of informatization of preschool educational institutions are:
1. Organizational:
- Modernization of methodical service;
- Improvement of the material and technical base;
- Creation of a certain information environment.
2. Pedagogical:
- Improving ICT - the competence of teachers of preschool educational institutions;
- Implementation of ICT in the educational space.
In accordance with the law "On Education in the Russian Federation", preschool education is one of the levels of general education. Therefore, the informatization of the kindergarten has become a necessary reality of modern society. The computerization of school education has a rather long history (about 20 years), but such a spread of the computer has not yet been observed in kindergarten. At the same time, it is impossible to imagine the work of a teacher (including a preschool teacher) without the use of information resources. The use of ICT makes it possible to enrich, qualitatively update the educational and educational process in preschool educational institutions and increase its efficiency.
What is ICT?
Information educational technologies are all technologies in the field of education that use special technical means (PC, multimedia) to achieve pedagogical goals.
Information and communication technologies in education (ICT) is a complex of educational and methodological materials, technical and instrumental means of computer technology in the educational process, forms and methods of their application to improve the activities of specialists in educational institutions (administration, educators, specialists), as well as for education (development, diagnosis, correction) of children.

Areas of application of ICT by teachers of preschool educational institutions

1.Records management.
In the process of educational activities, the teacher draws up and draws up calendar and long-term plans, prepares material for the design of the parent corner, conducts diagnostics and draws up the results both in printed and electronic form. Diagnostics should be considered not as a one-time conduct of the necessary studies, but also the maintenance of an individual diary of the child, in which various data about the child, test results are recorded, graphs are built and, in general, the dynamics of the child's development is monitored. Of course, this can be done without the use of computer technology, but the quality of design and time costs are not comparable.
An important aspect of the use of ICT is the preparation of a teacher for certification. Here you can consider both the preparation of documentation and the preparation of an electronic portfolio.
2. Methodological work, professional development of a teacher.
In the information society, network electronic resources are the most convenient, fast and modern way of disseminating new methodological ideas and didactic aids, available to methodologists and teachers, regardless of their place of residence. Information and methodological support in the form of electronic resources can be used during the preparation of the teacher for classes, for the study of new methods, in the selection of visual aids for the lesson.
Network communities of teachers allow not only to find and use the necessary methodological developments, but also to post their materials, share pedagogical experience in preparing and holding events, using various methods and technologies.
The modern educational space requires the teacher to be especially flexible in preparing and conducting pedagogical events. Teachers need regular professional development. The possibility of fulfilling the modern requests of the teacher is also possible with the help of remote technologies. When choosing such courses, it is necessary to pay attention to the availability of a license, on the basis of which educational activities are carried out. Distance advanced training courses allow you to choose the direction of interest to the teacher and study without interrupting the main educational activity.
An important aspect of the teacher's work is participation in various pedagogical projects, distance competitions, quizzes, olympiads, which increases the level of self-esteem of both the teacher and pupils. Face-to-face participation in such events is often impossible due to the remoteness of the region, financial costs and other reasons. Remote participation is open to everyone. At the same time, it is necessary to pay attention to the reliability of the resource, the number of registered users.
Undoubtedly, it is important to use ICT technologies both for maintaining documentation and for more effective methodological work and for improving the level of qualification of a teacher, but the main thing in the work of a preschool teacher is to conduct an educational process.
3.Educational - educational process.
The educational process includes:
- organization of direct educational activities of the pupil,
- organization of joint developmental activities of the teacher and children,
- implementation of projects,
- creation of a developing environment (games, manuals, didactic materials).
Visual-figurative thinking prevails in preschool children. The main principle in organizing the activities of children of this age is the principle of visibility. The use of a variety of illustrative material, both static and dynamic, allows preschool teachers to quickly achieve their intended goal during direct educational activities and joint activities with children. The use of Internet - resources allows you to make the educational process informative, entertaining and comfortable.

Types of activities with ICT

1. Activity with multimedia support.
In such a lesson, only one computer is used as an "electronic board". At the preparation stage, electronic and information resources are analyzed, the necessary material for the lesson is selected. Sometimes it is very difficult to find the necessary materials to explain the topic of the lesson, so presentation materials are created using PowerPoint or other multimedia programs.
To conduct such classes, you need one personal computer (laptop), a multimedia projector, speakers, and a screen.
The use of multimedia presentations allows you to make the lesson emotionally colored, interesting, they are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson.
With the help of multimedia presentations, visual gymnastics complexes, exercises to relieve visual fatigue are learned with children.
Multimedia presentations make it possible to present educational and developmental material as a system of bright reference images filled with comprehensive structured information in an algorithmic manner. In this case, various channels of perception are involved, which makes it possible to store information not only in factographic, but also in associative form in the memory of children.
The purpose of such a presentation of developing and educational information is the formation of a system of mental images in children. The presentation of material in the form of a multimedia presentation reduces the time of learning, frees up the resources of children's health.
The use of multimedia presentations in the classroom makes it possible to build an educational process based on psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of education and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.
The basis of any modern presentation is to facilitate the process of visual perception and memorization of information with the help of vivid images. The forms and place of using the presentation in the lesson depend on the content of this lesson and the goal set by the teacher.
The use of computer slide presentations in the process of teaching children has the following advantages:
- Implementation of polysensory perception of the material;
- The possibility of demonstrating various objects with the help of a multimedia projector and a projection screen in a multiply enlarged form;
- Combining audio, video - and animation effects into a single presentation helps to compensate for the amount of information received by children from educational literature;
- Possibility of demonstrating objects that are more accessible for perception to a safe sensory system;
- Activation of visual functions, visual capabilities of the child;
- Computer presentation slide - films are convenient to use for displaying information in the form of printouts in large print on a printer as a handout for classes with preschoolers.
The use of multimedia presentations makes it possible to make the lessons emotionally colored, attractive, arouse a keen interest in the child, they are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson. For example, the use of presentations in the classroom in mathematics, music, familiarization with the outside world ensures the activity of children in examining, examining and visually highlighting the signs and properties of objects, forms ways of visual perception, examination, highlighting qualitative, quantitative and spatio-temporal features in the objective world. and properties, visual attention and visual memory develop.
2. Work with computer support
Most often, such classes are conducted using gaming training programs.
In such a lesson, several computers are used, for which several pupils work at the same time. The use of an electronic textbook (and a playful educational game for children is an electronic textbook) is a method of programmed learning, the founder of which is Skinner. Working with an electronic textbook, the child independently studies the material, performs the necessary tasks, and then passes a competence test on this topic.
The capabilities of the computer allow you to increase the amount of material offered for review. A bright luminous screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, as a result, tension is relieved. But today, unfortunately, there is an insufficient number of good computer programs that are designed for children of this age.
Experts identify a number of requirements that developmental programs for children must meet:
- research nature,
- ease for independent studies of the child,
- development of a wide range of skills and perceptions,
- high technical level,
- age match,
- entertainment.
Types of educational programs for preschool children
1. Games for the development of memory, imagination, thinking, etc.
2. "Talking" dictionaries of foreign languages ​​with good animation.
3. ART studios, the simplest graphic editors with libraries of drawings.
4. Games-travelling, "rpg".
5. The simplest programs for teaching reading, mathematics, etc.
The use of such programs allows not only to enrich knowledge, to use a computer for a more complete acquaintance with objects and phenomena that are outside the child's own experience, but also to increase the child's creativity; the ability to operate with symbols on the monitor screen helps to optimize the transition from visual-figurative to abstract thinking; the use of creative and directing games creates additional motivation in the formation of educational activities; individual work with a computer increases the number of situations that a child can solve independently.
When organizing classes of this type, it is necessary to have a stationary or mobile computer class that meets the standards of SANPiN, licensed software.
Today, many kindergartens are equipped with computer classes. But still missing:
- Methods of using ICT in the educational process of preschool educational institutions;
- Systematization of computer developing programs;
- Unified programmatic and methodological requirements for computer classes.
To date, this is the only type of activity that is not regulated by a special educational program. Teachers have to independently study the approach and implement it in their activities.
The use of ICT does not provide for teaching children the basics of computer science and computer technology.
An important rule in the organization of such classes is the frequency of their conduct. Classes should be held 1-2 times a week, depending on the age of the children, 10-15 minutes of direct activity at the PC.
3.Diagnostic exercise.
To conduct such classes, special programs are required, which is rare, or does not exist at all in some general education programs. But the development of such computer programs is a matter of time. With the help of application software tools, you can develop test tasks and use them for diagnostics. In the process of conducting traditional diagnostic classes, the teacher needs to fix the level of problem solving by each child according to certain indicators. The use of special computer programs will not only facilitate the work of the teacher and reduce time costs (use several computers at the same time), but will also save the diagnostic results, considering them in dynamics.
Thus, unlike conventional technical means of education, information and communication technologies allow not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and, which is very important in early childhood, the ability to independently acquire new knowledge.
The use of computers in educational and extracurricular activities looks very natural from the point of view of the child and is one of the effective ways to increase motivation and individualize learning, develop creative abilities and create a favorable emotional background. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Cold, S.A. Shapkina and others testify to the possibility of mastering a computer by children aged 3-6 years. As you know, this period coincides with the moment of intensive development of the child's thinking, preparing the transition from visual-figurative to abstract-logical thinking.
The introduction of information technology has Benefits over traditional teaching aids:
1. ICT makes it possible to expand the use of e-learning tools, as they transmit information faster;
2. Movement, sound, animation attracts the attention of children for a long time and helps to increase their interest in the material being studied. The high dynamics of the lesson contributes to the effective assimilation of the material, the development of memory, imagination, and creativity of children;
3. Provides visibility, which contributes to the perception and better memorization of the material, which is very important, given the visual-figurative thinking of preschool children. This includes three types of memory: visual, auditory, motor;
4. Slideshow and video clips allow you to show those moments from the surrounding world, the observation of which causes difficulties: for example, the growth of a flower, the rotation of the planets around the Sun, the movement of waves, it is raining;
5. You can also simulate such life situations that cannot or are difficult to show and see in everyday life (for example, the reproduction of sounds of nature; the work of transport, etc.);
6. The use of information technology encourages children to search for research activities, including searching on the Internet on their own or together with their parents;
7. ICT is an additional opportunity to work with children with disabilities.
With all the invariable advantages of using ICT in preschool education, the following Problems:
1. The material base of the preschool educational institution.
As noted above, to organize classes, you must have a minimum set of equipment: a PC, a projector, speakers, a screen or a mobile class. Not all kindergartens today can afford the creation of such classes.
2. Protecting the health of the child.
Recognizing that the computer is a powerful new tool for the development of children, it is necessary to remember the commandment "DO NO HARM!". The use of ICT in preschool institutions requires careful organization of both the classes themselves and the whole regimen in accordance with the age of the children and the requirements of the Sanitary Rules.
During the operation of computers and interactive equipment, specific conditions are created in the room: humidity decreases, air temperature rises, the amount of heavy ions increases, and electrostatic voltage increases in the area of ​​children's hands. The intensity of the electrostatic field increases when the cabinet is finished with polymeric materials. The floor must be anti-static, and carpets and rugs are not allowed.
To maintain an optimal microclimate, prevent the accumulation of static electricity and the deterioration of the chemical and ionic composition of the air, it is necessary: ​​airing the office before and after classes, wet cleaning before and after classes. Classes with older preschoolers are held once a week in subgroups. In his work, the teacher must necessarily use sets of exercises for the eyes.
3. Insufficient ICT - the competence of the teacher.
The teacher should not only have a perfect knowledge of the content of all computer programs, their operational characteristics, the user interface of each program (the specifics of the technical rules of action with each of them), but also understand the technical characteristics of the equipment, be able to work in the main application programs, multimedia programs and the network Internet.
If the DOW team manages to solve these problems, then ICT technologies will become a great helper.
The use of information technology will help the teacher to increase the motivation for teaching children and will lead to a number of positive consequences:
- enrichment of children with knowledge in their figurative-conceptual integrity and emotional coloring;
- facilitating the process of assimilation of the material by preschoolers;
- excitation of a lively interest in the subject of knowledge;
- expanding the general horizons of children;
- increasing the level of use of visualization in the classroom;
- Increasing the productivity of the teacher.
There is no doubt that in modern education the computer does not solve all the problems, it remains just a multifunctional technical teaching aid. No less important are modern pedagogical technologies and innovations in the learning process, which allow not only to “invest” in each child a certain amount of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. Information technologies, together with properly selected (or designed) learning technologies, create the necessary level of quality, variability, differentiation and individualization of education and upbringing.
So, the use of information technology tools will make the process of learning and development of children quite simple and effective, free from routine manual work, and open up new opportunities for early education.
Informatization of education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice aimed at intensifying and implementing innovative ideas of educational, educational and correctional processes. Recently, information and communication technologies (ICT) have been a good assistant to teachers in organizing educational and correctional work.
Unlike conventional technical teaching aids, information and communication technologies allow not only to saturate the child with a large amount of ready-made, strictly selected, properly organized knowledge, but also to develop intellectual, creative abilities, and, which is very important in preschool childhood, the ability to independently acquire new knowledge.
The use of information technology in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.

The task of preschool education is the full and harmonious psychological, personal, cognitive development of a preschool child, the formation and development of leading activities, the main neoplasms of age. Therefore, new information technologies cannot be mechanically transferred to the educational environment of a preschool institution. The computer should become part of the developing environment for the child, a factor in enriching his intellectual development, creating the basis for the formation of new types of thinking.

The advantage of using computer technologies is the transfer of the center of gravity from verbal teaching methods to the methods of search and creative activity of the educator and pupils. Consequently, the role of the educator in the educational process is also changing. He ceases to be a source of information, but becomes an accomplice, an assistant.

Lesson 1. Topic: “Regulatory and legal framework for the use of ICT in the educational space of preschool educational institutions. Possibilities of using ICT in the educational process”.

At present, the Information Society Development Strategy is being implemented in our country, which is related to the availability of information for all categories of citizens and the organization of access to this information. Therefore, the use of ICT (information and communication technologies) is one of the priorities of education.

Modern society, which is developing on the basis of the use of new information and technical means, makes more and more demands on informatization in preschool educational institutions. Information and computer technologies began to be actively used in preschool educational institutions.

The regulatory framework for this process is a number of regulatory documents:

• Federal Law "On Education" in the Russian Federation
• The concept of social economic development 2020, Appendix to the letter dated 05/08/08 No. 03-946: “Computer technologies are currently designed to become not an additional “weight” in training and education, but an integral part of a holistic educational process that significantly improves its quality”
• Information letter of the Ministry of Education of the Russian Federation dated May 25, 2001 No. 753 / 23-16 "On informatization of preschool education in Russia"
• Order of the Government of the Russian Federation of December 17, 2009 N 1993-r (together with the "Consolidated list of priority state and municipal services provided by executive authorities of the constituent entities of the Russian Federation and local governments in electronic form, as well as services provided electronically by institutions of the constituent entities of the Russian Federation and municipal institutions)
• Federal Law No. 293 of November 8, 2010 on optimizing the provision of public services in the field of education, on creating a website for educational institutions that meets uniform requirements.
• The concept of the federal target program "Development of Informatization in Russia for the period up to 2012"
• Federal target program "Development of a unified educational information environment"
• The concept of the federal target program "Development of informatization in Russia for the period up to 2010"
• Russian Pedagogical Education Development Program for 2001-2010
• Decree of the Chief State Doctor of the Russian Federation "On the approval of SanPiN 2.4.1.2660-10 dated July 22, 2010 No. 164" with amendments
• Decree of the Government of the Russian Federation of April 18, 2012 No. No. 343 "On approval of the rules for posting on the Internet and updating information about OS"
• Order of the Ministry of Education of the Russian Federation “On the approval of the FGT to the conditions for the implementation of the main general educational program of preschool education dated July 20, 2011. №2151
• Order of the Ministry of Education and Science of the Russian Federation “On the approval of the FGT to the structure of the main general educational program of preschool education dated November 23, 2009. No. 655".

The use of information and communication technologies in kindergarten is an urgent problem of modern preschool education. The importance and necessity of introducing such technologies into the process of educational activities was noted by international experts in the "World Report on Communication and Information" prepared by UNESCO. In the conditions of a dynamically changing world, constant improvement and complication of technologies, informatization of the education sector is of fundamental importance.

This direction of development of the educational industry, as emphasized in state documents, is recognized as the most important national priority. So, for example, in the "Concept for the modernization of Russian education for the period up to 2010", in chapter 2, devoted to the priorities of educational policy, the following is said: "In order to achieve a new quality of education, informatization of education and optimization of teaching methods will be carried out." “Computer technologies are currently called upon to become not an additional “weight” in training and education, but an integral part of a holistic educational process that significantly improves its quality” (From the “Concept for the long-term socio-economic development of the Russian Federation for the period up to 2020”).

Despite the adoption of the priority national project "Education" (direction "Internetization of education") and the Concept of the federal target program "Development of informatization in Russia for the period up to 2010", Russia cannot yet say that it has a coherent policy in the field of information technology implementation in the activities of institutions of preschool education. It is the introduction of ICT that will make it possible to most fully and successfully realize the development of the abilities of a child of preschool age.

In our country, over the past 5 years, a number of events have occurred that determine the accelerated development of Internet technologies in preschool institutions:

Adoption at the state level of the Strategy for the Development of the Information Society;
. Adoption of the Concept of socio-economic development of the country until 2020;
. Implementation of the program "Electronic Russia";
. Development of the National Educational Concept "Our New School";
. Connecting schools and kindergartens to the Internet within the framework of the national project;
. Adoption of the Law “On Education”;
. The formation of social networks, etc., required a different understanding of the role of ICT in the educational process.

First of all, it is necessary to clearly understand what ICT is and in what specific work in the preschool educational institution they are needed.

What is ICT?

The combination of ICT is associated with two types of technologies: information and communication.

"Information technology"- a set of methods, methods and means that ensure the storage, processing, transmission and display of information and focused on improving the efficiency and productivity of labor. At the present stage, methods, methods and means are directly interconnected with a computer (computer technology).

Communication technologies determine the methods, ways and means of human interaction with the external environment (the reverse process is also important). In these communications, the computer takes its place. It provides a comfortable, individual, diverse, highly intelligent interaction of communication objects. Combining information and communication technologies, projecting them into educational practice, it should be noted that the main task facing their implementation is the adaptation of a person to life in the information society.

Information Technology- this is not only and not so much computers and their software. ICT refers to the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication. The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities.

For the successful implementation of the educational program of a preschool institution in accordance with the requirements of the state, society, family, information and communication technologies should be actively used in each preschool educational institution. And for this it is necessary for each teacher to be competent in the issue of computer literacy, the ability to use ICT in the process of teaching preschool children.

P educators who want to keep up with the times need to explore the possibilities of using and implementing new ICTs in their practical activities, to be a guide for the child into the world of new technologies, to form the foundations of the information culture of his personality. The solution of these problems is impossible without updating and revising all areas of the kindergarten in the context of informatization.

So in the order of the Ministry of Education and Science of the Russian Federation dated July 20, 2011 No. 2151 "FGT to the conditions for the implementation of the main general educational program of preschool education", they impose certain requirements on staffing. One of the main requirements is the teacher's possession of information and communication technologies and the ability to apply them in the educational process. The communicative competence of a teacher implies the ability to build communications in various formats: oral, written, discussion, visual, computer, electronic.

The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities. Therefore, in our preschool educational institution, the primary task now is to improve the computer literacy of teachers, to master their work with software educational complexes, resources of the global computer network Internet so that in the future each of them can use modern computer technologies to prepare and conduct classes with children on a qualitatively new level.

The experience of our MBDOU shows the real possibility of implementing the main tasks of informatization in management activities, since digital cameras, video cameras, printers, scanners, copiers, laminators, DVD players, TVs, mobile phones with the ability to exit on the Internet. Compared to the last academic year, the percentage of teachers who are proficient in ICT has increased by 50%, including teachers with zero computer experience.

Therefore, in order to provide assistance and support to teachers, an internship platform for teachers of preschool educational institutions of the city has been created on the basis of our kindergarten, which will ensure an increase in the professional competence and information culture of teachers. When using ICT in work, the experience of teachers and education is not important, but the desire and desire to master ICT is important.

The use of computer technology is not the influence of fashion, but a necessity dictated by the current level of development of education. The benefits of using ICT can be summarized in two groups: technical and didactic. Technical advantages are speed, maneuverability, efficiency, the ability to view and listen to fragments and other multimedia functions. The didactic advantages of interactive classes are the creation of the effect of presence (“I saw it!”), The pupils have a sense of authenticity, the reality of events, interest, a desire to learn and see more.

Possibilities of using ICT in the educational process

The task of preschool education is the full and harmonious psychological, personal, cognitive development of a preschool child, the formation and development of leading activities, the main neoplasms of age. Therefore, new information technologies cannot be mechanically transferred to the educational environment of a preschool institution.

The computer should become part of the developing environment for the child, a factor in enriching his intellectual development, creating the basis for the formation of new types of thinking. The advantage of using computer technologies is the transfer of the center of gravity from verbal teaching methods to the methods of search and creative activity of the educator and pupils. Consequently, the role of the educator in the educational process is also changing. He ceases to be a source of information, but becomes an accomplice, an assistant.

Clause 3.4 of the requirements for educational and material support contains requirements for technical teaching aids in the field of preschool education, including general safety requirements, the potential for visual support of the educational process, the possibility of using modern information and communication technologies in the educational process.

Conditions and results of ICT introduction

Educators of preschool educational institutions are obliged to ensure the full transition of children to the next level of the system of continuous education, to give them the opportunity to become participants in the unified educational space of the Russian Federation. This requires the introduction and use of information technology in preschool educational institutions. The use of information and communication technologies in preschool education makes it possible to expand the creative abilities of the teacher and has a positive impact on the upbringing, education and development of preschoolers. In turn, the use of various methods helps to actively influence the formation and development of listening, speaking, reading skills, improving oral speech, and educating a creative, socially active personality.

The use of computer technology helps the teacher in the work:

• attract passive listeners to active activities;
• make educational activities more visual and intensive;
• to form an information culture in children;
• activate cognitive interest;
• to implement personality-oriented and differentiated approaches to learning;
• to discipline the educator himself, to form his interest in work;
• activate thought processes (analysis, synthesis, comparison, etc.)

In his work, the teacher can use the following means of information and communication technologies:

• A computer
• Multimedia projector
• a printer
• VCR, DVD player
• Television
• Record player
• Camera
• Video camera
• Electronic boards

It is also possible to highlight the following types of interactive materials:

• Photo;
• videos;
• video clips (films, fairy tales, cartoons);
• presentations (electronic books, electronic exhibitions);
• children's developing computer games;
• creation of collections of digital photos and cartoons is possible.

Let's stop at benefits use of interactive materials.

These materials:

• allow to increase the perception of the material by increasing the amount of illustrative material;
• allow you to make adjustments during the GCD, to perform joint work of children in interaction, to carry out an interactive relationship between the child and the teacher;
• the use of multimedia presentations provides visibility, which contributes to the perception and better memorization of the material, which is very important, given the visual-figurative thinking of preschool children;
• graphic, textual, audiovisual information is simultaneously used;
• when using animation and inserting video clips, it is possible to show dynamic processes;
• with the help of a computer, it is possible to simulate such life situations that cannot or are difficult to show during educational activities or see in everyday life (for example, the reproduction of animal sounds; the operation of transport, etc.);
• the use of new methods of explanation and consolidation, especially in a playful way, increases the involuntary attention of children, helps to develop voluntary;
• direct educational activities using information and communication technologies encourage children to search and cognitive activities, including searching on the Internet on their own or together with their parents;
• the high dynamics of direct educational activity contributes to the effective assimilation of the material, the development of memory, imagination, and creativity of children.
• selection of illustrative material for the GCD and for the design of stands, albums, groups, classrooms (scanning, Internet; printer, presentation).
• creation of educational games.
• selection of additional educational material for the GCD, familiarity with the scenarios of holidays and other events.
• exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad.
• preparation of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.
• creating presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents. There are the following types of presentations:
  • To designate a topic or as an accompaniment to the teacher's explanation;
  • To accompany small theatrical scenes or productions of fairy tales by children;
  • To accompany a holiday for children or to control knowledge, etc.
  • To accompany a concert
  • For parent meetings.

That is why ICT should become a "penetrating" technology. In other words, the use of a computer should not become an end in itself, but be an effective tool for developing skills and abilities.

From the experience of our DOW

To prepare preschool teachers for the continuous development of ICT competence, we needed to organize advisory methodological support. In practice, Deputy head according to VMR DOE, there are various forms of work with teachers aimed at improving their qualifications and skills. Our institution uses the following forms to improve the ICT competence of teachers:

• weeks of teaching excellence;
• master classes;
• pedagogical workshops and mentoring;
• training seminars;
• pair work;
• thematic seminars.

The presentation of best practices is the fastest, most efficient form of resolving contradictions that have matured in practice, quickly responding to public requests, and a changing situation. In order to promote the experience of the best teachers in preschool educational institutions, weeks of pedagogical excellence are organized. As part of the mastery week, teachers hold open demonstrations, which present the best experience in introducing information technology into the educational process.

So, at pedagogical councils, master classes, competitions, teachers of our preschool educational institution use ICT as one of the main conditions for improving the quality of the educational process. And one more important indicator of the quality of the educational process of preschool educational institutions is the participation of teachers in All-Russian Internet projects, marathons.

If we considerExpert opinion on the level of professional activity of a pedagogical worker of a preschool educational institution, then item 1.4. states “Competence in the field of using electronic educational resources (EER) in the educational process: licensed; created independently; having your own website, a page on the website of an educational institution, a blog, etc.).

This makes it possible to score the highest possible score during the certification. ICT will enable any teacher, educator to directly access the information space both with applying for methodological assistance to various service departments (there are many of them to be created), and with broadcasting their work experience. ICT will allow the educator to communicate more widely at various methodological events, such as video - master classes, webinars, etc. Communication with parents of pupils using ICT is another reality.

One of the main conditions for the introduction of information technology in a preschool educational institution is that specialists who know the technical capabilities of a computer, have the skills to work with them, clearly follow the sanitary standards and rules for using computers, and know how to introduce preschoolers to new information technologies should work with children.

This is what will make it possible to qualitatively and professionally build the organization of the educational process in the preschool educational institution as a modernized system in accordance with federal state requirements, to increase the professional competence of teachers of the preschool educational institution of the region and the prestige of preschool education.

Informatization of preschool education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice aimed at intensifying and implementing innovative ideas of the educational process, will modernize the educational process, increase efficiency, motivate children for search activities, differentiate learning taking into account individual characteristics of children.

When computers work in a room, specific conditions are created: humidity decreases, air temperature rises, the amount of heavy ions increases, and electrostatic voltage increases in the area of ​​​​children's hands. The intensity of the electrostatic field increases when the cabinet is finished with polymeric materials. The floor must be anti-static, and carpets and rugs are not allowed.

To maintain an optimal microclimate, prevent the accumulation of static electricity and the deterioration of the chemical and ionic composition of the air, it is necessary: ​​airing the office before and after classes and wet cleaning - wiping tables and display screens before and after classes, wiping floors after classes.

Recognizing that the computer is a powerful new tool for the intellectual development of children, it must be remembered that its use for educational purposes in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole.

Computer: Pros and Cons

Advantages of a computer:

1. A computer can help children develop such important operations of thinking as generalization and classification.
2. In the process of studying on the computer, the memory and attention of children improve.
3. When playing computer games, children develop the sign function of consciousness earlier, which underlies abstract thinking.
4. Computer games are of great importance not only for the development of the intellect of children, but also for the development of their motor skills, for the formation of coordination of visual and motor functions.

Computer Disadvantages:

1. Excessive handling of a computer can lead to a deterioration in the child's vision, as well as adversely affect his mental health.
2. This is especially dangerous for shy children.
3. Excessive handling of the computer can lead to a violation of the child's posture.
4. And most importantly, you can not rely only on the computer.A child is a small person, he can form and develop only by communicating with people and living in the real world.

The computer can enter the child's life through the game. The game is one of the forms of practical thinking. In the game, the child operates with his knowledge, experience, impression, displayed in the social form of the game modes of action, game signs that acquire meaning in the semantic field of games.

In the course of the game activity of a preschooler, using computer tools, he develops: theoretical thinking, developed imagination, the ability to predict the result of an action, design qualities of thinking, etc., which lead to a sharp increase in the creative abilities of children

Compared to traditional forms of preschool education The computer has many advantages.:

• presenting information on a computer screen in a playful way is of great interest to children;
• carries a figurative type of information understandable to preschoolers;
• movement, sound, animation attracts attention for a long time;
• problematic tasks, encouraging the child with their correct solution by the computer itself are a stimulus for the cognitive activity of children;
• provides an opportunity for individualization of training;
• the child himself regulates the pace and number of solved game learning tasks;
• in the course of his activities at the computer, the preschooler gains self-confidence, that he can do a lot;
• allows you to simulate such life situations that cannot be seen in everyday life, unexpected and unusual effects);
• the computer is attractive to children, like any new toy; the computer is very patient, never scolds the child for mistakes, but waits for him to correct them himself.

Thus, we can say with confidence that the computer is an effective technical tool with which you can significantly diversify the methodological work in preschool educational institutions.

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