Information and communication technologies in preschool educational institutionsmethodological development

Information and communication technologies in preschool educational institutionsmethodological development

The use of ICT technologies in the educational process of preschool educational institutions"

Currently, our country is implementing the Information Society Development Strategy, 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. Informatization of the education system places new demands on the teacher and his professional competence. A teacher’s communicative competence presupposes the ability to build communications in various formats: oral, written, discussion, visual, computer, electronic.

The use of ICT is one of the priorities of education. Informatization of the education system places new demands on the teacher and his professional competence

A preschool teacher must not only be able to use a computer and modern multimedia equipment, but also create his own educational resources and widely use them in his teaching activities.

In order to raise a physically developed, inquisitive, active, emotionally responsive child who has mastered the means of communication and ways of interacting with adults and peers, trained teaching staff are needed who are able to combine traditional teaching methods and modern information technologies. This requires the introduction and use of information technologies in preschool educational institutions.

Informatization of education in Russia is one of the most important mechanisms affecting all main directions of modernization of the educational system. Its main task is the effective use of the following major advantages of information and communication technologies:

• the possibility of organizing a cognition process that supports an activity-based 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.

The key directions of the process of informatization of preschool educational institutions are:

1. Organizational:

1. modernization of methodological service;
2. improvement of the material and technical base;
3. creation of a certain information environment.

2. Pedagogical:

1. increasing the ICT competence of preschool teachers;

b. introduction of ICT into the educational space.

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 preschool teachers

1. Maintaining documentation.

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 presents the results both in printed and electronic form. Diagnostics should be considered not as a one-time carrying out of the necessary research, but also as maintaining an individual diary of the child, in which various data about the child, test results are recorded, charts are drawn up, and the dynamics of the child’s development are generally 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 teachers for certification. Here you can consider both the preparation of documentation and the preparation of an electronic portfolio.

2. Methodological work, teacher training.

In the information society, networked electronic resources are the most convenient, fastest and most modern way to disseminate new methodological ideas and teaching 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 when preparing a teacher for classes, to study new techniques, and when selecting visual aids for classes.

Online communities of teachers allow not only to find and use the necessary methodological developments, but also to post their materials, share their teaching experience in preparing and conducting events, and using various methods and technologies.

The modern educational environment requires special flexibility from the teacher when preparing and conducting pedagogical events. A teacher needs to regularly improve his qualifications. The ability to implement modern teacher requests is also possible using remote technologies. When choosing such courses, you need to pay attention to the availability of a license on the basis of which educational activities are carried out. Distance training courses allow you to choose the direction of interest to the teacher and study without interrupting your main educational activities.

An important aspect of a teacher’s work is participation in various pedagogical projects, distance competitions, quizzes, and Olympiads, which increases the level of self-esteem of both the teacher and students. In-person participation in such events is often impossible due to the remoteness of the region, financial costs and other reasons. And remote participation is available to everyone. In this case, it is necessary to pay attention to the reliability of the resource and the number of registered users.

It is undeniably important to use ICT technologies both for maintaining documentation and for more effectively conducting methodological work and for improving the level of qualifications of a teacher, but the main thing in the work of a preschool teacher is the conduct of the educational process.

3. Educational process.

The educational process includes:

• organization of direct educational activities of the student,
• organizing joint developmental activities between teachers and children,
• implementation of projects,
• creation of a developmental environment (games, manuals, teaching materials).

In preschool children, visual-figurative thinking predominates. The main principle when organizing the activities of children of this age is the principle of clarity. 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 makes it possible to make the educational process information-intensive, entertaining and comfortable.

There are 3 types of activities using ICT.

1. Lesson 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 and the necessary material for the lesson is selected. Sometimes it can be very difficult to find the necessary materials to explain the topic of a 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 charged, interesting, they are an excellent visual aid and demonstration material, which contributes to the good results of the lesson.

With the help of multimedia presentations, children learn complexes of visual gymnastics and exercises to relieve visual fatigue.

Multimedia presentations make it possible to present educational and developmental material as a system of vivid supporting images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to embed information not only in factual, but also associative form in the memory of children.

The purpose of this presentation of developmental and educational information is to form a system of mental images in children. Presenting material in the form of a multimedia presentation reduces learning time and frees up children's health resources.

The use of multimedia presentations in the classroom makes it possible to build the educational process on the basis of psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of learning 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 use of a presentation in a 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 material;
• The ability to demonstrate various objects using a multimedia projector and projection screen in a many times enlarged form;
• Combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receive from educational literature;
• The ability to demonstrate objects that are more accessible to the intact sensory system;
• Activation of visual functions and eye abilities of the child;
• Computer presentation slide films are convenient to use for displaying information in the form of printouts in large font on a printer as handouts for classes with preschoolers.

The use of multimedia presentations allows you to make classes emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good results of the lesson. For example, the use of presentations in classes in mathematics, music, and familiarization with the outside world ensures that children are active when examining, examining, and visually identifying the signs and properties of objects; methods of visual perception, examination, and identifying qualitative, quantitative, and spatio-temporal features in the objective world are formed. and properties, visual attention and visual memory develop.

2. Lesson with computer support

Most often, such classes are conducted using game-based training programs.

In this lesson, several computers are used, on which several students work simultaneously. The use of an electronic textbook (and a gaming educational game for children is an electronic textbook) is a method of programmable learning, the founder of which is Skinner. Working with an electronic textbook, the child independently studies the material, completes the necessary tasks and then passes a competency test on this topic.

The computer's capabilities make it possible to increase the volume of material offered for review. A bright glowing screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, and as a result, tension is relieved. But today, unfortunately, there is an insufficient number of good computer programs that are intended for children of this age.

Experts identify a number of requirements that developmental programs for children must meet:

• research character,
• ease for a child to study independently,
• development of a wide range of skills and understandings,
• high technical level,
• age suitability,
• entertaining.

Educational programs existing on the market for this age can be classified as follows:

1. Games for developing memory, imagination, thinking, etc.

2. “Talking” dictionaries of foreign languages ​​with good animation.

3. ART studios, simple graphic editors with libraries of drawings.

4. Travel games, “action games”.

5. The simplest programs for teaching reading, mathematics, etc.

The use of such programs allows not only to enrich knowledge, to use the 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 a monitor screen helps optimize the transition from visual-figurative to abstract thinking; the use of creative and director's 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 complies with SANPiN standards and 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 development programs;
• unified program and methodological requirements for computer classes.

Today, 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 when organizing such classes is their frequency. Classes should be held 1-2 times a week, depending on the age of the children, for 10-15 minutes of direct activity at the PC.

3. Diagnostic lesson.

To conduct such classes, special programs are required, which is rare or does not exist in some general education programs. But the development of such computer programs is a matter of time. Using application software, you can develop test tasks and use them for diagnostics. In the process of conducting traditional diagnostic classes, the teacher needs to record the level of problem solving by each child according to certain indicators. The use of special computer programs will not only make the teacher’s work easier and reduce time costs (use several computers at the same time), but will also allow you to save diagnostic results, considering them over time.

Thus, in contrast to conventional technical means of education, information and communication technologies make it possible 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 what 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 child’s point of view 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. Kholodnoy, S.A. Shapkina et al. indicate the possibility of mastering a computer by children aged 3-6 years. As is known, 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 technologies has advantages over traditional means of teaching:

1. ICT makes it possible to expand the use of electronic learning tools, as they transmit information faster.

2. Movements, sound, animation attract children's attention for a long time and help increase their interest in the material being studied. The high dynamics of the lesson contributes to the effective assimilation of material, the development of memory, imagination, and creativity of children.

3. Provides clarity, which promotes perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children. In this case, three types of memory are included: visual, auditory, motor.

4. Slideshows and video clips allow you to show those moments from the outside world that are difficult to observe: for example, the growth of a flower, the rotation of planets around the Sun, the movement of waves, it’s raining.

5. You can also simulate life situations that are impossible or difficult to show and see in everyday life (for example, reproducing the sounds of nature; the operation of transport, etc.).

6. The use of information technology encourages children to search for research activities, including searching the Internet independently or together with their parents;

7. ICT is an additional opportunity to work with children with disabilities.

ICT in working with parents.

Traditional forms of working with parents, despite all their positive characteristics, have objective difficulties:

• parents have a limited amount of time both to attend parent-teacher meetings and attend consultations in kindergarten;
• and a lack of capacity to provide needed information to parents in a timely manner.

Today, the use of information and communication technologies in the educational process is one of the priority areas of modernization of education, which allows not only to improve the quality of education, but also to achieve a new level of relations between participants in the educational process at all stages of teaching activity.

In order for the kindergarten to become a source of information about the child, the development of child-parent relationships, and about new forms of joint cognitive and communicative activities in the triad “child – parent – ​​teacher”, it is necessary to equip a family media library in the preschool educational institution.

Information can be stored not only in books, but also on disks, audio and video cassettes. It will be more interesting for young parents (especially dads) to get acquainted with current issues in raising children using media aids, as well as educational portals and websites on the Internet. Our task is to create such multimedia aids and familiarize parents with the addresses of the portals.

An equally effective form of work is an information stand. Its advantages must be emphasized. Firstly, transmitting information in writing does not require much time. Secondly, it is easier for parents to retain its entire volume in memory, and they can return to the materials more than once. And thirdly, in order for adults to be able to comprehend the recommendations received and follow them, it is necessary to offer a certain algorithm of actions and a reminder that will allow them to apply knowledge in practice. Colorfully designed, with large, clear font, and bright pictures, they attract the attention of even the least active parents.

With all the constant advantages of using ICT in preschool education, the following problems arise:

1. Material base of the preschool educational institution.

As noted above, to organize classes you must have a minimum set of equipment: a PC, projector, speakers, screen or mobile classroom. Not all kindergartens today can afford to create such classes.

2. Protecting the child's health.

Recognizing that the computer is a new powerful 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 entire regime as a whole in accordance with the age of the children and the requirements of the Sanitary Rules.

When computers and interactive equipment operate indoors, specific conditions are created: humidity decreases, air temperature rises, the number of heavy ions increases, and electrostatic voltage in the area of ​​children’s hands increases. The intensity of the electrostatic field increases when finishing the cabinet with polymer materials. The floor must have an antistatic coating, and the use of carpets and rugs is not allowed.

To maintain an optimal microclimate, prevent the accumulation of static electricity and deterioration of the chemical and ionic composition of the air, it is necessary to: ventilate the office before and after classes, wet cleaning before and after classes. We conduct classes with older preschoolers once a week in subgroups. In his work, a teacher must necessarily use a set of eye exercises.

3. Insufficient ICT – teacher competence.

The teacher must not only perfectly know the content of all computer programs, their operational characteristics, the user interface of each program (the specific technical rules for operating with each of them), but also understand the technical characteristics of the equipment, be able to work in basic application programs, multimedia programs and the network Internet.

If the preschool educational institution team manages to solve these problems, then ICT technologies will become a great help.

The use of information technology will help the teacher increase the motivation of children's learning and will lead to a number of positive consequences:

• enriching children with knowledge in its figurative-conceptual integrity and emotional coloring;
• facilitating the process of learning material by preschoolers;
• arousing keen interest in the subject of knowledge;
• expanding the general horizons of children;
• increasing the level of use of visuals in the classroom;
• increasing teacher productivity.

It is undeniable that in modern education the computer does not solve all problems; it remains just a multifunctional technical teaching tool. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” in each child a certain stock of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. Information technologies, in combination with properly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of training and education.

So, the use of information technology will make the process of learning and development of children quite simple and effective, free them 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 in educational, educational and correctional processes. Recently, information and communication technologies (ICT) have become a good assistant for teachers in organizing educational and correctional work.

Unlike conventional technical means of education, information and communication technologies make it possible 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 what is very important in preschool childhood - the ability to independently acquire new knowledge.

The use of information technologies in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.

List of used literature:

1. Kalinina T.V. DOW management. “New information technologies in preschool childhood.” M, Sphere, 2008

2. Management of innovation processes in preschool educational institutions. – M., Sfera, 2008

3.Ksenzova G.Yu. Promising school technologies: educational and methodological manual. - M.: Pedagogical Society of Russia, 2000.

4.Motorin V. “Educational possibilities of computer games.” Preschool education, 2000, No. 11.

5. Novoselova S.L. Computer world of a preschooler. M.: New School, 1997.

6. Gorvits Yu., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education, 1991, No. 5.

Areas of application of ICT for the development of preschool children

Tatiana Udovik

Areas of application of ICT for the development of preschool children

Areas of application of ICT for the development of preschool children.

Modern education is difficult to imagine without Internet resources. The Internet has enormous potential for educational services. E-mail, search engines, and electronic conferences are becoming an integral part of modern education. On the Internet you can find information on the problems of early learning and development , about innovative schools and kindergartens, foreign early development , and establish contacts with leading experts in the field of education .

Therefore, in recent years there has been a massive introduction of the Internet not only into school, but also preschool education . The number of information resources in all areas of children's education and development .

The Internet is truly becoming available for use in the educational process. The opportunities provided by network electronic resources make it possible to solve a number of problems that are relevant for specialists working in the preschool education .

Firstly, this is additional information that for some reason is not in the printed publication.

Secondly, it is a variety of illustrative material, both static and dynamic (animations, video materials)

.

Thirdly, in the information society, networked electronic resources are the most democratic way to disseminate new methodological ideas and new teaching aids, available to methodologists and teachers regardless of their place of residence and income level.

The use of Internet resources makes it possible to make the educational process for older preschoolers information-intensive , entertaining, and comfortable. Information and methodological support in the form of electronic resources can be used when preparing a teacher for classes, for example , to study new techniques or when selecting visual aids for classes.

Electronic teaching aids are designed specifically for preschool . They will help you learn how to write letters and learn to read. These developments fully take into account the mental, cultural and social characteristics of children’s comprehension of such cultural phenomena as words and word composition.

Internet search engines provide teachers with the opportunity to find almost any material on development and learning issues and any photographs and illustrations for classes.

Using a computer to keep records.

A computer can provide an invaluable service to educators and “advanced” parents in drawing up all sorts of action plans with the help of organizing programs, keeping an individual child’s diary, recording various data about him, test results, building graphs, and generally monitoring the dynamics of the child’s development . This can be done manually, but the time costs are not comparable.

An important aspect of using a computer is maintaining a database of books. Today, a very large number of books have appeared on the upbringing and development of children , many books reflect integrated approaches to teaching, others reflect the development of a certain quality, differentiating age categories, etc. Without a database, it is difficult to navigate the literature.

Use of educational computer programs.

The capabilities of the computer make it possible to increase the volume of material offered for familiarization. A bright glowing screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, and as a result, tension is relieved. But today, unfortunately, there is an insufficient number of good computer programs that are intended for children of this age.

Experts identify a number of requirements that developmental programs for children :

• research nature,

• ease for a child to study independently,

• development of a wide range of skills and understandings,

• high technical level,

• age suitability,

• entertaining.

Educational programs existing on the market for this age can be classified as follows:

1. Games for developing memory , imagination, thinking, etc.

2. “Talking” dictionaries of foreign languages ​​with good animation.

3. ART studios, simple graphic editors with libraries of drawings.

4. Travel games, “action games”.

5. The simplest programs for teaching reading, mathematics, etc.

The use of such programs allows not only to enrich knowledge, to use the 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 a monitor screen helps optimize the transition from visual-figurative to abstract thinking; the use of creative and director's 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.

Use of multimedia presentations.

Multimedia presentations make it possible to present educational and developmental material as a system of vivid supporting images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to embed information not only in factual, but also in associative form in the memory of children.

The purpose of this presentation of developmental and educational information is to form a system of mental images in children. Presenting material in the form of a multimedia presentation reduces learning time and frees up children's health resources.

The use of multimedia presentations in the classroom makes it possible to build the educational process on the basis of psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of learning and pedagogical interactions, reconstruction of the learning and development 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. Forms and place of use of the presentation (or even its individual slide)

in a lesson depend, of course, 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 material;

– the ability to demonstrate various objects using a multimedia projector and projection screen in a greatly enlarged form;

– combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receive from educational literature;

– the ability to demonstrate objects that are more accessible to the intact sensory system;

– activation of visual functions, visual abilities of the child;

– computer presentation slide films are convenient to use for displaying information in the form of printouts in large font on a printer as handouts for classes with preschoolers .

The use of multimedia presentations allows you to make classes emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good results of the lesson. Thus, the use of multimedia presentations in classes in mathematics, music, familiarization with the outside world ensures the activity of children when examining, examining and visually identifying the signs and properties of objects; methods of visual perception, examination, and identifying qualitative, quantitative and spatio-temporal elements in the objective world are formed. signs and properties, visual attention and visual memory develop

With the help of multimedia presentations, children learn complexes of visual gymnastics and exercises to relieve visual fatigue. Pictures appear on the monitor screen - symbols of various exercises. Children love both exercise and multimedia. They perform “Stars”, “Fish”, “Winter Forest” and other exercises while looking at the screen. Children's eye movements correspond to the movements of objects on the screen. However, I would like to note that the use of computer tasks does not replace the usual correctional methods and technologies of work, but is an additional, rational and convenient source of information, clarity, creates a positive emotional mood, motivates both the child and his mentor; thereby speeding up the process of achieving positive results at work.

Thus, the use of computer technology makes it possible to optimize the correctional pedagogical process, individualize the education of children with developmental and significantly increase the efficiency of any activity.

In addition, in the process of conceiving and creating new tasks for correctional and developmental classes using a computer and a multimedia projector, are developed and improved, and the level of his professional competence grows. The desire of an adult to diversify children’s activities, to make classes even more interesting and educational, brings them to a new level of communication and mutual understanding, develops children’s personal qualities, and contributes to excellent automation of the skills acquired in classes at a new communicative stage of pedagogical and correctional influence. Thus, informatization of education opens up new ways and means of pedagogical work for educators and teachers.

Computer, multimedia tools are tools for processing information that can become a powerful technical tool for teaching, correction, and a means of communication necessary for the joint activities of teachers, parents and preschoolers .

Bibliography

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“The use of ICT in the educational process of preschool educational institutions, taking into account the Federal State Educational Standards for Preschool Education.”

THE PROBLEM
OF USING ICT IN A PRE-School Institution
Let us note that in the educational process, when introducing ICT, taking into account the Federal State Educational Standard, into a pre-school institution, a number of problems arise. Researchers highlight the following:

• When introducing ICT as a gaming technology, questions arise related to the emergence of negative manifestations of the use of these tools (the impact of the game on the mental and physical health of the child, refusal to communicate, the emergence of early computer addiction);

• When introducing computer teaching technologies in kindergartens, economic difficulties arise (technical support)

;

• The problem of professional competence of teachers, not only the use of modern technology, but also the ability to create their own educational resources.

Please note that in the periodical press there has recently been a discussion on the problem of the development and implementation of information and communication technologies in preschool educational institutions. Leading scientists and specialists in the field of preschool education express their position from various methodological approaches.

The negative consequences of the introduction of ICT in the educational process of preschool educational institutions include:

• the impact of computers on children’s health (immobility, blurred vision, headaches, etc.)

;

• child’s fixation on a computer game (escaping reality, immersion in the virtual world, etc.)

;

However, there are also positive consequences of the measured use of ICT in kindergartens:

• the use of educational games contributes to the development of children;

• collective participation in the game helps to avoid addiction;

• children get used to assessing the situation without completely immersing themselves in the virtual world.

Researchers note that the use of ICT should be aimed at the developmental component of the educational process. It is advisable to use information technology in the development of cognitive abilities of preschool children. Proper use of technical information tools allows you to expand the possibilities of the educational process.

Today it is necessary to solve the problem of developing ICT in a preschool educational institution, taking into account the Federal State Educational Standard. Making about

educational complexes as a means of teaching and as a component of the educational system of preschool educational institutions in accordance with the Federal State Educational Standard, must include means for the education, upbringing and development of children.

Thus, the ICT complex is available to all teachers and can be used to improve the quality of the educational process.

BIBLIOGRAPHY

Alferova, I.V. The use of information and communication technologies in preschool educational institutions [Electronic resource] / I.V. Alferova. – M.: Maam.ru, 2014

MAGAZINE Preschooler.RF

The world in which a modern child develops is fundamentally different from the world in which his parents grew up. This places qualitatively new demands on preschool education as the first link of lifelong education: education using modern information technologies (computer, interactive whiteboard, tablet, etc.).

Informatization of society poses tasks for preschool teachers:

• to keep up with the times,
• become a guide for a child to the world of new technologies,
• mentor in choosing computer programs,
• to form the basis of the information culture of his personality,
• improve the professional level of teachers and the competence of parents.

Solving these problems is not possible without updating and revising all areas of the kindergarten’s work in the context of informatization.

Requirements for computer programs of preschool educational institutions:

• Research character
• Easy for children to practice independently
• Developing a wide range of skills and understandings
• Age appropriate
• Entertaining.

Classification of programs:

• Development of imagination, thinking, memory
• Talking dictionaries of foreign languages
• The simplest graphic editors
• Travel games
• Teaching reading, mathematics
• Using multimedia presentations

Computer advantages:

• presenting information on a computer screen in a playful way arouses great interest among children;
• carries a figurative type of information that is understandable to preschoolers;
• movements, sound, animation attract the child’s attention for a long time;
• has a stimulus for children's cognitive activity;
• provides the opportunity to individualize training;
• in the process of working at the computer, the preschooler gains self-confidence;
• allows you to simulate life situations that cannot be seen in everyday life.

Mistakes when using information and communication technologies:

• Insufficient methodological preparedness of the teacher
• Incorrect definition of the didactic role and place of ICT in the classroom
• Unplanned, random use of ICT
• Overload of demonstration classes.

ICT in the work of a modern teacher:

1. Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentation).
2. Selection of additional educational material for classes, familiarization with scenarios for holidays and other events.
3. Exchange of experience, acquaintance with periodicals, the developments of other teachers in Russia and abroad.
4. Preparation of group documentation and reports. The computer will allow you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes.
5. Creating presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents during parent-teacher meetings

"Interactive technologies in preschool education"

The introduction of interactive pedagogical technologies into the educational process is aimed at developing the integrative qualities of preschoolers, mastering constructive ways and means of interaction with people around them in accordance with the tasks set by modern Federal educational state standards.

What is interactive learning technology?

The definition itself is related to the concept of “interactive” . Interactivity means the ability to interact or be in a conversation mode, dialogue with something (for example, a computer) or someone (a person).

Interactive, according to B.Ts. Badmaev, is such training, which is based on the psychology of human relationships and interactions.

Interactive learning is a special form of organizing cognitive

activities.

The essence of interactive learning is that almost all children are involved in the learning process.

Interactive technology is aimed at developing new qualities and skills in preschoolers:

• the individual intellectual activity of each preschooler is activated;
• Interpersonal relationships develop, children learn to overcome communication barriers (stiffness, uncertainty), a situation of success is created;
• conditions are created for self-education and self-development of the personality of each child

The introduction of interactive technologies into work with children is carried out gradually, taking into account the age characteristics of preschoolers.

• II junior group - work in pairs, round dance;
• middle group - work in pairs, round dance, chain, carousel;
• senior group - work in pairs, round dance, chain, carousel, interview, work in small groups (triples), aquarium;
• preparatory group for school – work in pairs, round dance, chain, carousel, interview, work in small groups (threes),

aquarium, large circle, tree of knowledge.

Let us give a description of each technology.

"Work in pairs"

Children learn to interact with each other, pairing up at will. Working in pairs, children improve their ability to negotiate, consistently, and perform work together. Interactive learning in pairs helps develop cooperation skills in a private communication situation.

"Round dance"

At the initial stage, the adult is the leader, because Children cannot complete the task one by one on their own. The teacher, with the help of an object, teaches children to complete a task one by one, thereby developing in them such qualities as the ability to listen to answers and not interrupt each other.

The interactive technology “Round Dance” promotes the formation of initial skills of voluntary behavior in preschool children.

"Chain"

The interactive technology “Chain” helps preschool children begin to develop the ability to work in a team.

The basis of this technology is the consistent solution of one problem by each participant. Having a common goal, one common result creates an atmosphere of empathy and mutual assistance, forces you to communicate with each other, and offer options for solving the task.

"Carousel"

This technology is being introduced to organize work in pairs. It is the dynamic couple that has great communicative potential, and this

stimulates communication between children.

The interactive technology “Carousel” develops in a child such moral and volitional qualities as mutual assistance and cooperation skills.

"Interview"

At the stage of consolidating or generalizing knowledge, summing up the results of the work, interactive technology “Interview” .

Thanks to the use of this technology, children actively develop dialogic speech, which encourages them to interact “adult-

child", "child-child" .

“Work in small groups” (threes)

In the interactive learning mode, preference is given to groups of preschoolers of three people. The use of group work technology “in threes” makes it possible for all children to work in class.

The guys learn to evaluate their work, the work of a friend, communicate, and help each other. The principle of cooperation in the learning process becomes the leading one.

"Aquarium"

“Aquarium” is a form of dialogue when children are asked to discuss a problem “in front of the public . The interactive technology "Aquarium" is that several children act out a situation in a circle, and the rest observe and analyze.

What benefits does this technique give to preschoolers?

The opportunity to see your peers from the outside, to see how they communicate, how they react to someone else’s thought, how they resolve an emerging conflict, how they argue for their thoughts.

"Big Circle"

Big Circle technology is a technology that allows everyone

the child can speak out and develop communication skills, establish cause-and-effect relationships, draw conclusions from the information received and solve the problem.

"Tree of Knowledge"

For the child’s successful mastery of communicative activities, the “Tree of Knowledge” . It develops communication skills, the ability to negotiate, and solve common problems. Leaflets –

The teacher draws up pictures or diagrams and hangs them on the tree in advance.

Children come to an agreement, unite in small groups, complete the task, and one child talks about how they completed the task, the children listen, analyze and give an assessment.

Case technologies

Case technologies include:

• method of situational analysis (method of analysis of specific situations, situational tasks and exercises; case stages; case illustrations; photo cases);
• incident method;
• method of situational role-playing games;
• method of parsing business correspondence;
• game design;
• discussion method.

The essence of case technology is the analysis of a problem situation. Analysis, as a logical operation of thinking, contributes to the child’s speech development, “since speech is a form of existence of thinking, there is unity between speech and thinking” (S. L. Rubinstein).

In the process of mastering case technologies, children:

• learn to obtain the necessary information in communication;
• the ability to relate one’s aspirations to the interests of others;
• learn to prove their point of view, argue an answer, formulate a question, participate in a discussion;
• learn to defend their point of view;
• ability to accept help.

Case technologies form the skills of communicative influence of children:

• children develop teamwork skills;
• ability to conduct dialogue with adults and peers;
• develops the ability to respond adequately in emerging conflict situations;
• interaction with the child’s life and play is ensured;
• learn to apply independently, without the help of an adult, the acquired knowledge in real life without difficulty.

In conclusion, we can say that interactive technologies make it possible to successfully solve the problems of the educational field “Communication” , namely:

• develop free communication with adults and children;
• develop all components of children’s oral speech;
• contribute to the practical mastery of speech norms by pupils.

The use of interactive technologies in continuous educational activities relieves the nervous load of preschoolers, makes it possible to change their forms of activity, and switch attention to the issues of the lesson topic.

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