• Using ic with preschool children. The use of information and communication technologies in the process of development and education of preschool children

    USING ICT IN WORKING WITH PRESCHOOL CHILDREN.

    In the modern world, the use of ICT has become an almost integral part of a teacher’s work. Educational institutions have multimedia projectors, interactive whiteboards and tables, and laptops. Our preschool educational institution was no exception. Meetings and seminars are held at preschool educational institutions where teachers share their experience in using ICT in professional activities.

    I am a supporter of the use of information computer technology. Modern society has many demands on the younger generation. Currently it is impossible to imagine a world without information resources and technology. And in order for a child to go into modern society prepared, he must learn to use a computer and modern technologies With preschool age.

    As is known, the main activity of preschool children is play, and any continuous educational activity takes place in game form. During the game, with the use of computer technology, the child learns to think independently, reason and make decisions, develop attention, memory, motor skills, and some interactive tasks allow the development of speech. GCDs involving ICT arouse great interest in children and their concentration and concentration increases. Such activities are also interesting for inactive children. They also enjoy completing tasks. For example, how can you talk to children about the most beautiful time of the year - autumn and not introduce them to the wonderful paintings of I.I. Levitan and V.D. Polenov. Do not introduce children to the music of A. Vivaldi and P. I. Tchaikovsky. And modern ones help me with this information Technology.

    Our preschool educational institution has interactive equipment, which we use in compliance with sanitary standards. To get acquainted with new topic or consolidating the material covered by the Federal State Educational Standard, children are given a presentation on the interactive board on a topic corresponding to the educational plan. There are also quizzes where children are given a series of tasks or questions. which they must decide for themselves. Assignments are given in the form of images, sound, speech or video. This allows you to quickly and efficiently accept, assimilate and remember information. GCDs, with the involvement of ICT, are interesting, colorful, and modern.

    I have developed presentations on the following topics: “Road Rules”, “Military Professions”, “Inhabitants of the Seas and Oceans”, “Space”, “My Mommy”, etc. The presentations are always colorful, there is a lot of educational material, which allows you to attract child's attention.

    We have already grown up and, starting from senior preschool age, we began to go beyond the territorial limitations of the kindergarten. We made excursions to the children's library, the editorial office of the regional newspaper“Hĕrlĕ Yalav”, we got acquainted with some of the sights of the village. But how our capabilities have expanded, thanks to multimedia equipment and the ability to make virtual trips to different corners of our favorite village. And how interesting it became to consolidate the knowledge already acquired by completing tasks using electronic resources.

    My pedagogical experience shows that ICT helps to better and faster assimilate the acquired knowledge, the learning process is facilitated, becomes more effective, interesting, children’s abilities are widely revealed, and reflection is formed in the preschooler.

    Inna Sudakova
    Using ICT in working with children of senior preschool age

    State budgetary institution Amur region

    "Tyndinsky social shelter for children"

    Report on the topic: « Using ICT in working with children of senior preschool age»

    Prepared: junior teacher preschool group

    Sudakova Inna Viktorovna

    May 2009 -2010 academic year

    Modern technologies for transmitting information open up completely new opportunities for us in the field of children's education. preschool age. Developed a sufficient number of educational and methodological kits that allow you to present in an accessible, interesting form preschoolers information in frontal, subgroup and individual classes. But, unfortunately, the situation is preschool education today has a number of problems:

    An analysis of modern comprehensive general education programs has shown that obtaining information is provided mainly through the sensory (empirical) knowledge of the world, which significantly complicates the qualitative assimilation of such material, which is impossible "feel" due to certain reasons: ethnic, territorial, material, etc.

    Learning from experience preschool work institutions states that used methods and means in teaching preschoolers Preschool educational institutions do not realize all the possibilities of the modern educational space (child’s interaction with interactive equipment).

    Thus, there is a need to change the system work with information and build an educational space taking into account new approaches to organizing the educational process that promotes self-realization and self-development of the individual.

    Updating the scientific, methodological and material base of training and education through usage new information technologies (computer) is also emphasized in the information letter of the Ministry of Education Russian Federation dated May 25, 2001 "About informatization". The Ministry of Education of Russia draws attention to the fact that new information technologies, which are an important factor in enriching the intellectual and emotional development of a child, a catalyst for the development of his creative abilities, can be included in preschool education is on par with traditional means of development and upbringing of children, but in no case replaces them.

    Usage ICT is one of the effective ways increasing motivation and individualization of children's learning, developing their creative abilities and creating a favorable emotional background. It also allows you to move from an explanatory and illustrated method of teaching to an activity-based one, in which the child takes an active part in this activity. This promotes conscious assimilation of new knowledge.

    Learning becomes more attractive and exciting for children. IN work with an interactive whiteboard, children develop all mental processes: attention, thinking, memory; speech, as well as fine motor skills. U senior preschooler involuntary attention is better developed, which becomes more concentrated when it is interesting; the material being studied is clear, bright, and evokes positive emotions in the child.

    The interactive whiteboard brings a specific aspect to known teaching methods by enhancing research, information retrieval and analytical methods working with information. Therefore, it is obvious that the relevance of this topic is undeniable.

    Target: Improving the effectiveness of children's educational level preschool age the method by which they acquire skills use interactive equipment.

    Tasks:

    1) Create a stimulating learning environment that promotes children's social and cognitive development.

    2) Identification of conditions for comprehensive development children: mental, creative, development of children’s research abilities, joint skills work.

    3) Development of pupils’ thinking skills with the help use interactive whiteboard in the classroom.

    4) Raising the bar for preparing children for school and eliminating "digital divide".

    Usage information technologies in education and training preschoolers is a powerful means of stimulating cognitive interest, creative activity, and intellectual development of children. However, the introduction of modern computer programs into the holistic educational process will contribute to more effective development of the child only if the following are observed: conditions:

    1. Ensuring a balance between organized and freely chosen children

    types of activities;

    2. Ensuring a balance between socialization and individualization of education;

    3. Ensuring a protective regime for the child’s health during any interaction with interactive technology;

    4. Usage software support that meets the requirements of safety, emotional appeal for the child and developmental orientation, adequate to the mental and psychophysiological capabilities of the child.

    5. Because interaction "child-interactive whiteboard" does not have much developmental meaning without an intermediate link "teacher", then the latter must perfectly know the content of all computer programs and their operational characteristics.

    To a set of significant advantages use interactive whiteboard in teaching before traditional classes, it is necessary to include following:

    1. Information technologies significantly expand the possibilities of presenting educational information. The use of color, graphics, sound allows you to recreate a real object or phenomenon;

    2. Usage computers can significantly increase children’s motivation to learn;

    3. ICTs involve children in the educational process, contributing to the widest development of their abilities and the activation of mental activity.

    4. Learning using an interactive whiteboard promotes the formation of reflection in children.

    The use of interactive whiteboards in educational institutions allows: present information on the monitor screen in a playful way, which arouses great interest in children, as this corresponds to the main type of activity preschooler - game; bright, imaginative, accessible preschoolers present new material in a form that corresponds to children’s visual-figurative thinking preschool age; attract children's attention with movement, sound, animation; encourage children to solve problems, using the possibilities of the curriculum, which is an incentive for the development of their cognitive activity; develop preschoolers exploratory behavior; expand the creative capabilities of the teacher himself.

    An interactive whiteboard significantly expands the possibilities of presenting educational information and allows you to increase the child’s motivation.

    The following games can be distinguished used on interactive blackboard:

    The game will be educational if preschoolers By participating in it, they acquire new knowledge, skills and abilities or are forced to acquire them in the process of preparing for the game.

    The controlling game will be the didactic purpose of which is to repeat, consolidate, and test previously acquired knowledge.

    Generalization games require knowledge integration. They contribute to the establishment of interdisciplinary connections and are aimed at acquiring the ability to act in various situations.

    The main thing in organizing an interactive game with preschoolers- creating conditions for gaining experience that is meaningful to them social behavior. By interactive game we mean more than just interaction preschoolers with each other and the teacher, but jointly organized cognitive activities of a social orientation. In such a game, children not only learn new things, but also learn to understand themselves and others, and gain their own experience.

    Problems solved with work with interactive board:

    Development of children's cognitive and creative activity, curiosity, imagination, imaginative thinking;

    Formation of the child’s readiness for schooling;

    Introducing children to the possibilities of computer technology;

    Mastery of skills work with an interactive whiteboard;

    Formation of the foundations of a healthy lifestyle;

    Awakening humane feelings and a caring attitude towards the world.

    Using a computer, I have the opportunity to increase the amount of information offered for review. material: illustrations, presentations, and outside of class, with the help of computer games, to consolidate children’s knowledge.

    I believe that informatization of education opens up new opportunities for teachers to widely introduce new methodological methods into pedagogical practice. developments aimed at intensifying and implementing innovative ideas in educational and educational processes.

    Thanks to the multimedia method of presenting information, the following are achieved: results:

    The ability to navigate on a plane and in space emerges faster;

    Attention and memory are trained;

    Vocabulary is actively expanding;

    They learn to plan, build the logic of an element of specific events;

    Fine motor skills develop, the finest coordination of eye movements is formed;

    Purposefulness and concentration are fostered;

    Imagination and creative abilities develop;

    Elements of visual, figurative and theoretical thinking develop;

    The ability to predict the outcome of actions develops.

    In his at work I use:

    presentations for children on complex thematic planning;

    conducting integrated classes, virtual trips;

    - (demonstration of educational films;

    demonstrations of illustrations and paintings;

    music video, memorization (rhymes, songs, jokes);

    master classes on making folk-themed crafts;

    conducting didactic games.

    I, as a teacher, using ICT in my practice, trying take a creative approach to teaching children preschool age. And during classes trying to direct my children to independently search for ways and achieve the goals set in the game, I switch attention from the child’s behavior, his actions, emotional manifestations, speech, to the results obtained during the game.

    Job with an interactive whiteboard allowed me to do things in a new way use in educational activities, didactic games and exercises, communicative games, problem situations, creative tasks. Usage using an interactive whiteboard in a child’s joint and independent activities has become one of the effective ways to motivate and individualize learning, develop creative abilities and create a favorable emotional background.

    CONCLUSION

    I think that usage information technology increases children's learning motivation and leads to a number of positive consequences:

    Enriches preschoolers knowledge in its figurative-conceptual integrity and emotional coloring;

    Psychologically facilitates the process of learning the material children;

    Arouses keen interest in the subject of knowledge;

    Expands the general horizons of children;

    usage level increases visibility during directly organized activities;

    The productivity of the teacher and children in the classroom increases.

    So you can do the following conclusion:

    - usage information and communication technologies in preschool institution are an enriching and transformative factor in the developing subject environment;

    - usage Information and communication technologies are a new form of presenting information and provide the educational process with clarity and accessibility, thereby providing a complex impact on students and increasing motivation to learn new material.

    REFERENCES USED

    1. Information and communication technologies V preschool Education Analytical review UNESCO Institute for Information Technologies in Education. UNESCO, 2011

    2. Zaitseva, O. B. Formation of information competence of future teachers by means of innovative technologies: Author's abstract. dis.. cand. ped. Sci. / O. B. Zaitseva. - Bryansk, 2002

    3. Zelenskaya V. A. Computer for preschoolers. //Management of preschool educational institution. - 2008.- No. 6.- p. 74.

    4. Information letter of the Ministry of Education of the Russian Federation dated May 25, 2001 "About informatization preschool education in Russia» .

    5. Ivanova I. I. Methodological recommendations for use interactive whiteboard in the educational process / I. I. Ivanova; [ed. Ganicheva E. M. ]; Department of Education Vologda. region, Vologda. Institute for Educational Development. – Vologda: VIRO, 2012

    6. Makarova E. A. ICT as a means of developing cognitive activity older preschoolers. // Management of preschool educational institutions. - 2008.- No. 6.- p. 79.

    7. Nikitina S.V., Petrova N.G., Svirskaya L.V. Performance assessment and

    quality preschool education. Scientific and methodological recommendations and information materials. – M.: Linka-Press, 2008

    8. Timofeeva N.V. Technologies and principles of education in preschool educational institutions // Lesson in kindergarten - Volgograd: Teacher, 2013.

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    Introduction

    Relevance of the study:

    Informatization of education is a complex, multifaceted, resource-intensive process in which children, teachers, and the administration of preschool educational institutions participate.

    This includes the creation of a unified information educational space for preschool educational institutions, cities, regions, and countries; and the use of information technology in educational educational process preschool educational institution; and development of integrated activities; and project activities; And active use Internet in education.

    To create, develop and information and educational environment, it is necessary to fully utilize the scientific, methodological, information, technological, organizational and pedagogical potential accumulated by the education system.

    In a dynamically changing world, constant improvement and complication of technology, informatization of the education sector is acquiring fundamental importance. Thanks to the transformations, the role of information technology is becoming increasingly evident not only in the school system, but also in preschool education, which quite recently could only be observed as a point of experience.

    It is also becoming an axiom that the use of information and computer technologies (ICT) in various fields of activity has become part of the culture and a necessary norm. Proficiency in information and computer technologies helps a teacher feel comfortable in new socio-economic conditions, and helps an educational institution switch to a mode of functioning and development as an open educational system.

    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 in the educational process.

    The research problem is the process of optimizing the development of mathematical concepts in preschoolers through information technology.

    The relevance of the research problem is related to resolving contradictions between modern approaches, i.e. the use of information technology in the development of mathematical concepts and the insufficient level of their implementation in the work of a preschool institution.

    Based on the relevance of the problem, we determined the research topic: “The use of modern educational technologies in the mathematical development of preschool children: ICT (information and communication technologies).”

    Purpose of the study: to determine a set of pedagogical conditions that contribute to the optimal development of mathematical concepts in preschool children through information technology.

    Object of study: the process of development of mathematical concepts in preschoolers.

    Subject of research: a set of pedagogical conditions that ensure the effectiveness of the development of mathematical concepts in preschoolers through information technology.

    Research objectives:

    * Identify the essence of the concept of “information technology”;

    * Identify the level of development of mathematical concepts in preschool children;

    * Analysis of literature and practice on the research problem;

    * Develop and test a series of classes on the development of quantitative concepts in preschoolers through information technology, taking into account the conditions stated in the hypothesis.

    Research methods: theoretical research methods (analysis, comparison, generalization and systematization of material); methods of working with literature.

    Practical significance of the study: the methodological recommendations developed in the study can be used in the practical activities of educators to increase the efficiency of the process of developing mathematical concepts through information technology. educational preschool computer communication

    Structure of the work: consists of an introduction, three paragraphs, a conclusion, and a bibliography including 20 sources. The volume of work is 30 pages.

    1. Information and communication technologies (ICT) in preschool educational institutions and computer environments V cognitive development preschoolers

    The use of computers in education is no longer an unusual phenomenon. The characteristics and capabilities of modern personal computers and software are constantly improving.

    The ability of a computer to simultaneously reproduce information in the form of text, graphics, sound, speech, video, remember and process data at enormous speed allows specialists to create new means of activity for children that are fundamentally different from all existing games and toys.

    All this places qualitatively new demands on preschool education - the first link of lifelong 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 new information technologies into the system of preschool education and training.

    During play activity preschooler, enriched, by computer means mental new formations 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.

    The computer itself does not play any role without a general concept of its use in preschool education, corresponding to the tasks of development, education and training of the child, as well as his psychophysical capabilities. The success of introducing a preschooler to mastering information technology is possible when computer tools become the means of his everyday communication, play, feasible work, design, artistic and other activities.

    The main educational goal of introducing a computer into a child’s world is to develop the child’s motivational, intellectual and operational readiness to use computer tools in their activities.

    He masters a new way, simpler and faster, of obtaining and processing information, changes his attitude towards a new class of technology and, in general, towards a new world of objects.

    ICT tools in kindergarten:

    * Computer;

    * Multimedia projector;

    * Printer;

    * VCR;

    * TV;

    * Tape recorder;

    * Camera;

    * Video camera.

    Requirements for computer programs of preschool educational institutions:

    * Research nature;

    * Easy for children to practice independently;

    * Development of a wide range of skills and understanding;

    * Age appropriate;

    * Entertaining.

    Classification of programs:

    * Development of imagination, thinking, memory;

    * Speaking dictionaries of foreign languages;

    * Protozoa graphic editors;

    * Travel games;

    * Teaching reading, mathematics;

    * Use of multimedia presentations.

    Mistakes when using ICT:

    * 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.

    The widespread use of PCs became possible with the advent of modern multimedia computers, which work with the following types of information: number; text (letters, words, sentences); sound (sounds, speech, music); graphics and video (drawings, drawings, pictures, videos).

    The most important goals of informatization of the preschool level of education in Russia can be considered:

    * increasing the effectiveness of raising a harmoniously developed personality of a preschooler using information technology;

    * determination of ergonomic and medical-biological requirements for the organization and use of computer systems in kindergarten;

    * creation of a system of educational computer games for preschoolers;

    * development of methods for using gaming computer programs for preschool educational institutions, their active implementation in practice.

    Several series of programs for preschoolers have already been created, which, depending on the pedagogical focus, can be divided into the following groups:

    * educational - have a substantive nature: these include elementary programs that teach certain types of academic disciplines(mathematics, native and foreign languages, music, etc.), the content and course of the games presented in them are clearly outlined;

    * developmental - encourage children to creative independent games and communicate with peers: children themselves look for ways to solve game problems, are free to choose plots and means for conveying them;

    * diagnostic - allow you to identify the level of certain skills, abilities, and interests of the child.

    In a certain sense, any computer program can be considered developmental if it helps improve perception, memory, imagination, and thinking.

    2. The influence of the computer on the physical and mental state of preschool children

    The computer, having enormous potential for gaming and learning opportunities, has a significant impact on the child, but, like any technology, it is not valuable in itself, and only through appropriately organized interaction between the teacher (educator), the child and the computer can a positive result be achieved. What goals the teacher sets for himself and how he achieves them determines the nature of the impact that the computer has on the child.

    In connection with the computerization of education, many problems have arisen, both general and specific, related to the characteristics of the interaction between the student’s body and the computer. Among them, the leading role belongs to the physiological and hygienic problem associated with protecting the health of computer users, preventing a decrease in their performance, and preventing overwork. This problem is being gradually solved, but still does not lose its relevance, since the age of computer users is steadily decreasing: computers have begun to be actively used not only in elementary school, but in the process of preschool education. They are increasingly being used at home.

    Medical restrictions on the interaction of a child with a computer are associated with a possible negative impact on vision, posture, general health, which reacts to certain types of radiation from the screen and the case, and the development of hypodynamic processes.

    Pedagogical limitations are associated with the selection of computer programs. Most programs are not age appropriate in form, volume, or quality of information provided.

    A very important and little-studied aspect of child-computer contacts is psychological. We must not forget that the computer was created by adults. A child, fragile and inexperienced, plunges into an adult, often hostile and incomprehensible world. Any discrepancies in this regard may lead to unwanted psychological effects.

    Another important factor is nervous-emotional stress. It's no secret that communicating with a computer, especially with gaming programs, is accompanied by strong nervous tension, since it requires a quick response. Even a short-term concentration of nervous processes causes obvious fatigue in the child. Working at a computer, he experiences a kind of emotional stress.

    In order to prevent overfatigue, you should limit the amount of time your child works at the computer, do eye exercises, and properly arrange workplace, use only quality programs, appropriate for the child's age.

    This is very important: as studies have shown, anxiety, absent-mindedness, and fatigue begin to appear already in the 14th minute of a child’s work on the computer, and after 20 minutes, “failures” were recorded in 25% of children, both from the central nervous system and from sides of the visual apparatus.

    Preschoolers are more sensitive to the effects of various environmental factors, since their body is in a state of intensive development. It is at the age of 5-6 years that the normal refraction of the eye is formed, the transition from physiological far-sighted refraction to normal - or myopic, if there are genetic prerequisites for this or the conditions of visual work do not meet hygienic requirements (low level of illumination, intense long-term visual work at close range, illegibly printed text and drawings, awkward posture, etc.).

    The musculoskeletal system intensively develops, the work of internal organs and the cerebral cortex improves, voluntary attention and many other functions that determine the overall development of the child are formed. Therefore, it is very important that exercise does not have adverse effects on health.

    Thus: a computer in kindergarten is an element of a developing subject environment. It is with this understanding of the problem that the introduction of new information technologies acquires a humanitarian developmental character.

    The computer can be used in working with children of senior preschool age, subject to unconditional compliance with physiological, hygienic, ergonomic and psychological and pedagogical restrictive and permissive norms and recommendations.

    It is necessary to introduce modern information technologies into the kindergarten didactics system, that is, to strive for an organic combination of traditional and computer means of developing the child’s personality.

    And most importantly! There is no need to force the child; computer activities should be carried out in the form of a game.

    3. The use of modern educational technologies in the mathematical development of preschool children

    A well-thought-out design of the program, bright colors, familiar objects, and an assessment system arouse children’s interest and desire to work. It is difficult for kids at this age to think abstractly, so visual representation of tasks makes it easy for everyone to cope with them.

    In mathematics classes, performing arithmetic calculations at first causes many difficulties for children. At “computer science lessons”, children can consolidate the knowledge acquired during mathematics lessons using game computer material.

    Many problems arise for preschoolers when consolidating their knowledge of the composition of numbers, while solving examples for various actions. Children often have difficulty counting, and the number of examples completed determines the quality of their learning. And this is where the computer comes to the rescue. Several training programs allow students to improve their computing skills. These programs take into account the age and psychological characteristics of the students, have different levels of complexity, and contain game techniques that increase the motivational activity of children.

    PC graphics tools help introduce children to various geometric concepts. The children learn to draw straight and inclined lines on the monitor screen and reinforce the concept of “segment, ray.” In kindergarten and 1st grade, children construct objects from geometric shapes on the screen according to the teacher’s instructions and create their own shapes, memorizing them, identifying similarities and differences.

    Computer equipment used in a preschool educational institution must have a hygienic certificate (certificate) confirming its safety for children.

    The main goal of the teacher is not to learn this or that computer program with children, but to use its game content to develop memory, thinking, imagination, and speech in a particular child. And this can be achieved if the baby himself carries out the entire program with pleasure. Each computer mathematical game is carried out taking into account the main components of the complex method. How to unobtrusively and imperceptibly “revive”, expand, and consolidate the experience gained by children depends on pedagogical skill. Game problem situations related to the content of game problems can be created through minor changes in the content of mathematical games.

    The Association “Computer and Childhood” in collaboration with scientists from many institutes, since 1986, and studies conducted in France have shown that thanks to the multimedia method of presenting information, the following results are achieved:

    * children more easily grasp the concepts of shape, color and size;

    * the concepts of number and set are comprehended more deeply;

    * the ability to navigate on a plane and in space emerges faster

    * trains selectivity of attention and memory;

    * master reading and writing earlier;

    * vocabulary is actively replenished;

    * fine motor skills develop, the finest coordination of eye movements is formed.

    * the time of both simple reaction and choice reaction decreases;

    * fosters dedication and concentration;

    * imagination and creativity develops;

    * elements of visual-figurative and theoretical thinking develop.

    By playing computer games, a child learns to plan, build the logic of elements of specific events and ideas, and develops the ability to predict the outcome of actions. He begins to think before he acts. Objectively, all this means the beginning of mastering the fundamentals of theoretical thinking, which is important point condition for preparing children for school. In our opinion, one of the most important characteristics computer games have an educational function. Computer games are structured in such a way that a child can get not just a single concept or a specific learning situation, but will receive a generalized idea of ​​all similar objects or situations.

    The use of computer games develops “cognitive flexibility” - the child’s ability to find the largest number of fundamentally various solutions tasks. Anticipation abilities also develop. The formation of elementary mathematical concepts occurs on the basis of the construction and use of visual models by children. During the lesson, children learn to construct object models using one-to-one correspondence of substituents. This model makes it possible to visualize quantitative relationships: the substitution of objects occurs through the imposition or application of substituents, which helps to understand the meaning of substitution.

    Computer mathematical games, helping to consolidate and clarify specific mathematical content, contribute to the improvement of visual-effective thinking, translating it into a visual-figurative plan, form elementary forms of logical thinking, teach to analyze, compare, generalize objects, require the ability to concentrate on a learning task, remember conditions , do them correctly. Computer math games do not impose a pace of play on children; they take into account children’s answers when creating new tasks, thereby providing an individual approach to learning.

    Computer math programs and didactic tasks developed by teachers for children of senior preschool age are based on the principle of self-control. The plot of the program itself tells children whether it is true or not. wrong decision they accepted. In preschool age, methods of external encouragement are widely used: when game problems are solved correctly, the child hears cheerful music, or sees a sad face if the problem is solved incorrectly. Children wait for the assessment and react emotionally to its character. They have a strong emotional positive attitude towards classes and the computer.

    The use of interactive equipment when teaching mathematics to older preschoolers helps to consolidate and clarify specific mathematical content, helps improve visual-effective thinking, transfers it into a visual-figurative plan, and forms elementary forms of logical thinking.

    It should be noted that in kindergartens teachers develop projects, series of classes, and multimedia presentations. The developed materials on the use of computers in teaching older preschoolers can be used in the practice of teachers of preschool institutions.

    The development of mathematical concepts through information technology is carried out using various methods. Translated from Greek, “method” means a path to something, a way to achieve a goal. The choice of method depends, first of all, on the purpose and content of the upcoming lesson.

    The main method of developing mathematical concepts through a computer is the complex method of developing games.

    An integrated method of guiding the game assumes a natural connection between different types of children’s activities, encourages them to be cognitively active, creatively formulate and perform game tasks in increasingly complex ways and includes four interrelated components:

    2. Educational game on the computer.

    3. Problematic communication with each student during the game.

    4. Implementation of newly acquired (after playing on the computer) impressions in children’s independent play in the playroom, as well as in kindergarten and family settings different types games: independent, creative, plot-role-playing, didactic, etc.; in different types of children’s activities - in communication with adults and peers, visual, constructive, labor.

    The leading teaching method is the method of showing and explaining. The demonstration method is one of the most important in teaching preschoolers. Demonstration and explanation are used to ensure that children understand how to work with a program or game.

    Verbal methods and techniques are also used (conversation, explanation, questions, encouragement, artistic expression).

    Game techniques occupy a special place in guiding the development of preschoolers through a computer. The game permeates the entire activity. Each lesson has a storyline that smoothly transitions from one component to another during the lesson.

    In the process of teaching children using a computer in the classroom, the following are used: individual and subgroup forms of organizing training. - an individual form of educational organization includes many positive factors; the teacher has the opportunity to determine the task, content, methods and means of teaching in accordance with the level of development of the child. - subgroup form of training organization, involves no more than six people. The basis for recruitment may be the personal sympathies of children, the commonality of their interests, but in no case a coincidence in levels of development.

    The most important condition is the individual characteristics of children.

    All children have different levels of intellectual activity, so some children may find it difficult to solve computer game problems. In this case, the teacher of the computer gaming complex needs to assist the child in overcoming difficulties by selecting required type help:

    * stimulating assistance (impact from an adult aimed at activating the child’s own capabilities to overcome difficulties;

    * emotional-regulatory assistance (evaluative judgments of an adult);

    * guiding assistance (the performing part of mental activity is carried out by the child, and planning and control is carried out by an adult, and planning and control on the part of an adult only indicate the sequence of actions, and the content of each stage of work and assessment of the correctness of execution is carried out by the child himself);

    * educational assistance (i.e. teaching a child a new method of action, showing or directly indicating what and how to do).

    Research shows that computers can help develop the mathematical concepts of even very young children -- provided teachers are able to select environments and tools appropriate for learning mathematical concepts and relationships, and use them in ways that support and develop young children's thinking. , especially their metacognitive skills.

    For example, such products and their uses should:

    * allow children to create, modify, save and discover ideas;

    * stimulate reflection and motivation;

    * show how to compare concepts from different areas, such as mathematics and art;

    * create situations with a clearly defined, changeable and measurable structure, as well as provide feedback,

    * the results of which students can interpret independently.

    So, the tools and ways of using them should allow children to seriously engage with ideas, think about them, play with them, in some cases even with limited adult participation. Although the educational benefits of including children in problem-solving activities are well known, effectively organizing such activities often poses challenges for educators, including:

    * for solving problems to be a serious matter, they must be quite difficult, so children often need very significant help from a qualified teacher;

    * children’s approaches to solving a problem naturally differ, and the wide variety of directions and necessary actions is very difficult to manage and it is difficult to provide them with resources;

    * solving open problems is difficult to fit into a clear time frame; the time children need to complete specific tasks can fluctuate unpredictably;

    * solving a problem often requires testing ideas in practice; due to lack of experience, children can sometimes insist for a long time on the implementation of an initial, non-working idea, and then experience acute disappointment;

    * solving problems requires children to work hard and be interested in this matter, therefore, in order for the solving process to be effective, problems must occupy the imagination of children; As a result, simple problems with obvious solutions often fail when faced with spontaneous “real” problems, which, in turn, require great organizational and creative efforts from teachers.

    ICTs create a much broader and richer context for children to solve open mathematical problems, working on projects that integrate math skills and experimentation. New technologies are also useful for expanding school mathematics, going beyond arithmetic and simple geometry towards mathematical thinking, communication, and the mathematics that is used in computer disciplines. Such mathematics can be taught to children in visual and tangible forms, using the capabilities of objects shown on the screen, manipulations with them, processes and microworlds. In general, ICTs significantly expand preschoolers' opportunities to learn modern mathematics by offering them learning activities in visual mathematical microworlds.

    Thus, all of the above conditions for the development of mathematical concepts through information technology are effective not on their own, but in conjunction. Any teacher can easily create them. Elements computer literacy are acquired more easily by children if play becomes the leading motive of their activity. This causes greater emotional and intellectual activity in children.

    Conclusion

    The formation of information culture in preschool education occurs, first of all, with the help and mediation of ICT tools. As practice shows, it is no longer possible to imagine anything without new information technologies. It is obvious that in the coming decades the role of personal computers will increase, and in accordance with this, the requirements for computer literacy of entry-level students will increase. The use of ICT in FEMP classes enhances:

    Positive motivation for learning

    Activates children's cognitive activity.

    The use of ICT allows you to conduct classes:

    At a high aesthetic and emotional level (animation, music) it provides clarity;

    Attracts large number didactic material;

    Increases the amount of work performed in class by 1.5 - 2 times;

    Provides a high degree of differentiation of learning (an individual approach to the child, using multi-level tasks).

    Application of ICT:

    Expands the possibility of independent activity;

    Forms research skills;

    Make the lesson emotionally rich and meaningful, the most visual;

    Reducing the time for monitoring and testing children’s knowledge;

    Students learn control and self-control skills.

    Provides access to various help systems, electronic libraries, other information resources;

    But in general, IT CONTRIBUTS TO INCREASING THE QUALITY OF EDUCATION.

    Preschoolers are characterized by psychophysiological age characteristics, an individual (visual, auditory) perception system, a low degree of development of cognitive abilities, and characteristics of educational motivation.

    Classes using information technology not only enliven the learning process (which is especially important if we take into account the psychological characteristics of younger children, in particular the long-term predominance of visual-figurative thinking over abstract-logical thinking), but also increase the motivation of learning. In classes on FEMP with the help of a computer, it is possible to solve the problem of a lack of mobile visualization, when children, under the guidance of a teacher, compare geometric shapes using the method of superimposition on the monitor screen, analyze the relationships of sets, and solve movement problems demonstrated using PowerPoint.

    When developing classes using ICT, special attention is paid to the health of students. Classes include physical and dynamic breaks, eye exercises, and the use of elements of health-saving technologies. The use of ICT allows one to expand the scope of books (textbooks). Thus, the work spent on managing cognitive activity with the help of ICT tools is justified in all respects: it improves the quality of knowledge and promotes the child in general development Helps overcome difficulties Brings joy into a child’s life Allows learning to take place in the zone of proximal development Creates favorable conditions for better mutual understanding between the teacher and children and their cooperation in the educational process.

    So, to summarize, we can draw the following conclusions:

    1. In pedagogical theory, the problem of optimizing the development of mathematical concepts through information technology in the conditions of a modern preschool educational institution, despite the successes achieved, still remains insufficiently resolved.

    2. Create pedagogical conditions in children's institutions: taking into account age characteristics when selecting a computer game; use different forms and methods; develop interest in children; take into account the individual characteristics of children.

    3. Based on a theoretical analysis of the literature on the problem of optimizing the development of mathematical concepts in children of senior preschool age through information technology, solve the following problems:

    Identify the essence of the concept of “new information technologies”;

    To study the features of the formation of elementary mathematical concepts in children five to seven years old;

    Theoretically substantiate and reveal the pedagogical conditions for the development of mathematical concepts through information technology.

    References

    1. Berezina R.L. [and others] Formation of elementary mathematical concepts in preschoolers: textbook. aid for students textbook establishments. - Moscow: “Prosveshchenie”, 1988. - 303 p.

    2. Beloshistaya A.V. Modern programs mathematics education preschoolers. - “phoenix”, 2005. - 256 p.

    3. Beloshistaya A.V. Formation and development of mathematical abilities of preschool children: issues of theory and practice. - M.: Humanit. ed. center Vlados, 2003. - 400 p.

    4. Introduction to psychodiagnostics: textbook. aid for students textbook establishments./Akimova M.K. [etc.]; ed. Gurevich K.M., Borisova E.M. - 2nd edition, stereotype. - Moscow: Publishing Center "Academy", 1998. - 192 p.

    5. Glushkova E., Leonova L. Computer in kindergarten / Glushkova E., Leonova L.// Preschool education. - 1990. - No. 10. - With. 44-49.

    6. Gorvits Yu.M. [etc.] New information technologies in preschool education. - M.: Linka-press, 1998. - 328 p.

    7. Grigorovich L.A. pedagogy and psychology: study. manual for universities. - M: Gardariki, 2001.

    8. Gorvits Yu.M. Computer and children / Gorvits Yu.M. // Help yourself. - 1996. - No. 9. - With. 2.

    9. Gorvits Yu.M. Computer... it's very simple/ Horwitz Yu.M. // Hearth. - 1995. - No. 3. - With. 80-81.

    10. Danilova V.V. [etc.] Teaching mathematics in kindergarten: practical, seminar and laboratory classes. - 3rd edition, stereotype. - M.:.: Publishing Center "Academy", 1998. -160 p.

    11. Zhitnikova L.M. Teach children to remember: a manual for kindergarten teachers. - 2nd edition, expanded. - M.: “Enlightenment”, 1978. - 96 s

    12. Zvorygina E.V. Psychological and pedagogical foundations of using the program-pedagogical system “kid/baby” / Zvorygina E.V. // Computer science and education. - 1996. - No. 2. - With. 43-51.

    13. Kaptelinin V.N. Psychological problems in the formation of computer literacy / Kaptelinin V.N. // Questions of psychology. - 1986. - No. 5.- P.54 - 65.

    14. Kozlova S.A., Kulikova T.A. Preschool pedagogy: textbook. aid for students textbook establishments. - ed. Center "Academy", 1998. - 432 p.

    15. Metlina L.S. Mathematics in kindergarten. - Moscow: Education, 1984. - 231 p.

    16. Novoselova S.L. Problems of informatization of preschool education / Novoselova S.L. // computer science and education. - 1990. No. 2. - With. 91-92.

    17. Pluzhnikova L. The use of computers in the educational process / Pluzhnikova L. // preschool education. - 2000. - No. 4. P.16.

    18. Solovyova E. planning lessons in mathematics / Solovyova E. // preschool education. - 1999. - No. 3. - With. 14.

    19. Uruntaeva G.A. Preschool psychology: textbook. aid for students textbook establishments. - 3rd edition, stereotype. - M.: Publishing Center "Academy", 1998. - 336 p.

    20. Shatrov A., Tsevenkov Yu. Problems of informatization of education./ Shatrov A., Tsevenkov B.// Informatics and education. - 1986. - No. 5. - With. 5.

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    Speech at the pedagogical council on the topic:

    “Use of ICT in working with preschoolers

    Additional education teacher, methodologist

    Shirinbekova Olga Nikolaevna

    Tell me and I will forget, show me and I will remember,
    let me act on my own - I will learn.
    Ancient Chinese wisdom

    Self-education topic: “Use of ICT in working with preschoolers

    V additional education».

    Due to the intensive use of information technologies in various spheres of human activity, their introduction into the field of education naturally occurs, since there is a need for a generation that can work with advanced technologies.

    The modern world is characterized by dynamic development in all socially significant areas, and the child is at the center of this development. The basis for educational activities Literacy constitutes a child and many areas of human life in society. Modern literacy, which has grown from the traditional “read, write, count,” changes the emphasis, priorities and the very content of this triad and includes elements of information technology and information culture.The use of computer technology is not the influence of fashion, but a necessity dictated by today’s level of educational development. A modern lesson cannot be taught without using visual aids; problems often arise: where to find the necessary material and how best to demonstrate it? Computer technology came to the rescue.

    As a teacher, I am faced with the task of teaching children in such a way that they can quickly respond to changing conditions, be able to discover new problems and tasks, and find ways to solve them. Reach good result This task can be accomplished under the conditions of implementing an innovative approach to teaching, ensuring a transition to a productive and creative level. This can be achieved using information and communication technologies.

    Practice has shown undeniablebenefits of information and communication technologies (ICT) for preschoolers:

    Attractiveness factor: movement, sound, color helps convey information in an understandable and attractive form; - the novelty of the work arouses increased interest and enhances the motivation to study (E. I. Mashbits); - the level of cognitive capabilities increases; - individual training is implemented; - practical manipulation facilitates the process of cognition and memorization (S. Larsen); - the computer acts as a means of independent activity for the child.

    Compared to traditional forms of teaching preschoolers, the multimedia method of presenting information has a number of advantages:

    Presenting information on a computer screen in a playful way makes children want to engage in activities with it; - the computer carries a figurative type of information that is understandable to preschoolers who do not yet know how to read and write; movements, sound, animation hold the child’s attention for a long time; - problematic tasks and encouragement of the child when they are correctly solved by the computer itself (fairy-tale characters) are a stimulus for children’s cognitive activity; - the computer allows you to simulate situations that cannot be seen in everyday life (satellite flight, plant growth, other unusual effects- in the process of his activities at the computer, the preschooler gains self-confidence;
    · allows you to simulate life situations that cannot be seen in everyday life.

    Goals and objectives of using ICT:

    Maintarget application of computer technology consists ofimproving the quality of education . The quality of teaching is what I work for. With the help of computer technology I solve the followingtasks :

      Constant self-education and improvement of teaching skills, as I am in constant search.

      Formation of “new literacy”, which assumes high independence of students in working with information.

      Changing the forms and methods of educational activities.

      Integration of classroom and extracurricular activities.

      Organization of educational activities at a higher information level.

    Practical application:

    To solve the above problems I use the following directions:

      creating slide presentations for classes;

      preparation of individual cards for training;

      preparation of additional material;

      use of ready-made electronic educational materials.

    The use of multimedia presentations provides clarity, which contributes to the perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children;
    · presenting information on a computer screen in a playful way arouses great interest in 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;
    · The use of ICT in the classroom enhances positive motivation for learning and activates the cognitive activity of students.

    Classes using ICT can defuse high emotional tension and revitalize the learning process (which is especially important if we take into account the psychological characteristics of primary school age, in particular the long-term predominance of visual-figurative thinking over abstract-logical thinking), but also increase the motivation of learning.

    The computer is also a powerful stimulus for children's creativity. The screen attracts attention, which we sometimes cannot achieve when working with the class from the front. On-screen transformations can be quickly performed on misshapen text, turning disparate sentences into coherent text.

    I use information technology at all stages of the lesson: when explaining new material, consolidating, repeating, monitoring.
    ICT didactic material is varied in content and form. I often use videos, photographs (reproductions) of the electronic encyclopedia, various tests, and developmental tasks.

    When developing a lesson using ICT, I pay special attention to the health of children. Be sure to include physical and dynamic breaks, eye exercises, and changing positions.

    Lessons using information technology not only expand and consolidate acquired knowledge, but also significantly increase the creative and intellectual potential of students. I am confident that the use of information technology can transform the teaching of traditional academic subjects, rationalizing child labor, optimizing the processes of understanding and memorizing educational material, and most importantly, increasing the high level children's interest in learning.

    Thus, the work spent on managing cognitive activity using ICT tools is justified in all respects:

      improves the quality of knowledge

      promotes the child in overall development

      helps overcome difficulties

      brings joy to a child's life

      allows for learning in the zone of proximal development

      creates favorable conditions for better mutual understanding between teachers and students and their cooperation in the educational process.

    In addition, fragments of lessons in which presentations are used reflect one of the main principles of creating a modern lesson - the principle of attractiveness. Thanks to the presentations, children who were usually not very active in the classroom began to actively express their opinions and reason.

    The introduction of information technologies has advantages over traditional means of teaching:

    1. ICT enables increased use electronic means learning because they convey 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 contributes to the perception and better memorization of material, which is very important, given the visual and imaginative 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 surrounding 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. ICT is additional features working with children with disabilities

    I work with preschoolers aged 5-7 years. I use it in my classesuniversal electronic manuals:

    On the development of mathematical concepts:“Lessons from Aunt Owl. Arithmetic Baby."In mathematics lessons, with the help of a computer, the problem of a lack of mobile visualization is solved, when children, under my guidance, compare geometric shapes using the method of superimposing on the monitor screen, repeat the multiplication table, and solve problems involving movement. The lesson includes all types of gaming activities: games to develop mathematical abilities, games to develop attention and thinking, outdoor games, games that combine speech and movement, games to develop hand motor skills.

    For the development of phonemic awareness and teaching reading and literacy “Lessons from Aunt Owl. ABC - Baby."

    To develop interest in classes on speech development, I offer students creative tasks, which can be expressed in: solving a crossword puzzle, a rebus on a topic. But first, a problematic situation is created in front of the children. The use of presentations allows you to diversify the types of vocabulary work and clearly demonstrate the division into groups of words according to various criteria. I include audio media in the content of literary reading classes (speech development), offering recordings of exemplary reading of short literary works. This teaches expressive reading, the ability to feel the mood, and determine the character of the characters. Reading poetry accompanied by a well-chosen soundtrack evokes a storm of emotions in the souls of little listeners, a desire to try to evoke the same feelings in others. Increase the creative and intellectual potential of students, expand and consolidate acquired knowledge (lessons - fairy tale quizzes)

    Another multimedia textbook that I use in my lessons is “Lessons from Wildlife. The world around us."

    With its help, I help children not only get acquainted with the world around them, but also introduce them to the rules of safe interaction with it. The educational material is presented in a playful form that is most suitable for children's perception. Numerous tasks that the student completes while communicating with the animated character allow him not only to easily and firmly grasp the program material, but also to develop attention and logical thinking.

    Children not only get to know wild animals, but also help them in various problem situations; in return, the animals play various educational games with the children.

    These manuals help me to activate the cognitive activity of students, provide a high degree of visualization of the educational process, which, in turn, allows me to conduct lessons in the form of interactive learning.

    The basis of the lesson is a presentation of new material, illustrated with drawings, simple and animated diagrams, animation and video films.

    Younger schoolchildren have little life experience and therefore many images of the surrounding world studied in the program are unfamiliar to them. And with the help of ICT, we have the opportunity to select rich illustrative material as a supplement to the textbook.

    I believe that if teachers use ICT in their work, it means that they are not indifferent to the level of their professional competence, they are concerned about how well they, a teacher in a modern Russian school, meet the requirements of the current time. Also, the use of new information technologies in traditional primary education makes it possible to differentiate the learning process for younger schoolchildren, taking into account their individual characteristics, allows a creatively working teacher to expand the range of ways to present educational information, allows for flexible management of the educational process, which is socially significant and relevant in our time.

    Microsoft program PowerPoint from the Microsoft Office package is a convenient and effective way of presenting information, combining dynamics, sound and image, i.e. those factors that hold a child’s attention for the longest time. The simultaneous impact on the two most important organs of perception (hearing and vision) makes it possible to achieve a much greater effect than with the traditional offering of educational material. Showing a presentation can be compared to showing a beautiful children's book, where all the pages have a large bright picture with a caption.

    K. D. Ushinsky noted: “Children’s nature requires clarity.”

    Having independently mastered working on a computer, I apply my skills in working with preschoolers, parents and colleagues.
    In my work I use the following forms of information and communication technologies:
    Selection of illustrative material for classes (Internet; printer, presentation);


    Preparation 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 rather just type the diagram once and then only make the necessary changes.


    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.

    Moreover, the presentation can become a kind of plan for a lesson or event, its logical structure, i.e. can be used at any stage of the lesson. I have created a series of presentations for classes, holidays, and parent-teacher meetings.


    The use of the Internet in pedagogical activities, for the purpose of informational and scientific-methodological support of the educational process in additional education of children


    Exchange of experience, getting acquainted with periodicals, the work of other teachers, posting your methodological developments and materials on educational portals:

    1. International educational portal 2. - Social network of educators



    Preparation of materials in various areas of activity;

    Creation of a personal website: Network of educational sites “Teacher Site” of the “Infourok” project

    I widely use ICT in preparing and conducting methodological associations, since I am the head of a socio-pedagogical educational organization.

    “The ability to learn new facts is inversely proportional to age” (Glen Doman)

    The importance of using ICT in the development of preschool children

    In the conditions of modern development of society and production, it is impossible to imagine a world without information resources that are no less significant than material, energy and labor. A priori, the modern information space requires computer skills not only in elementary school, but also in preschool childhood.

    Today, information technologies significantly expand the capabilities of parents, teachers and specialists in the field of early education. The possibilities of using a modern computer allow most fully and successfully realize the development of the child’s abilities.

    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 and creative abilities, and which is very important in early childhood - the ability to independently acquire new knowledge.

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

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

    Practice has shown that this significantly increases children's interest in activities and increases the level of cognitive capabilities.

    The use of new unusual methods of explanation and reinforcement, especially in a playful form, increases children’s involuntary attention and helps develop voluntary attention. Information technology provides a person-centered approach. The capabilities of the computer make it possible to increase the volume of material offered for familiarization. In addition, preschoolers must repeat the same program material many times, and the variety of presentation forms is of great importance.

    Outside of class, computer games help 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 independence and develop self-control skills. Young children require more help when completing 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. Game is one of the forms of practical thinking. In the game, the child operates with his knowledge, experience, impressions, displayed in the social form of game methods 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 value in the semantic field of the game. It is this ability that is the most important psychological basis for introducing a computer into play for a preschooler as a gaming tool.

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

    Compared to traditional forms of teaching preschoolers, the computer has a number of advantages:

    • presenting information on a computer screen in a playful way causes enormous interest;
    • carries within itself 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 with the computer itself is an incentive cognitive activity children;
    • provides an opportunity individualization training;

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

    • In the course of his activities at the computer, a preschooler acquires self confidence, is 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 does not scold the child for mistakes, but waits for him to correct them himself.

    Areas of application of ICT for the development of preschool children

    Using a computer for the learning and development of young children can be conditionally divided into direct and indirect.

    1. Indirect learning and development

    a)Use of the global Internet

    Modern education is difficult to imagine without Internet resources. The Internet has enormous potential for educational services. E-mail, search engines, 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 institutes, 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 is increasing.

    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 system.

    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, when selecting visual aids to class.

    The electronic version of the magazine may be of interest to educators "Preschool education" - http://dob.1september.ru/ . Here you can find articles on creative, sensory, speech and other types of development of young children. Among the sections on the site are interesting: children's world; parental consultation; workshop; game library; be healthy, grow big; bookshelf; nature school; psychological school, etc.

    A useful resource is the collection of materials Festival of Pedagogical Ideas, conducted by the Publishing House "First of September" - http://festival.1september.ru/, where educators and teachers from all over Russia share their pedagogical finds. This year, materials for all previous years are posted on one website, which makes searching easier and faster. True, inside the “Preschool Education” page the material is not arranged by headings, which would speed up the search, but in alphabetical order.

    The website http://bukvar.edu.ru can serve as an assistant for the development of preschoolers

    Here you can find an illustrated dictionary for the development of speech for children of senior preschool age and story albums.

    An illustrated dictionary for speech development is a resource addressed both to teachers preparing children of senior preschool age for school, and to preschoolers themselves. It is mainly designed to increase children's vocabulary; it can be used as didactic materials when teaching children to read.

    An illustrated dictionary can provide the teacher with the following opportunities:

    • selection of illustrations for a given topic,
    • selection of illustrations for words containing a specific letter at the beginning, middle or end of the word,
    • viewing selected illustrations and downloading them to a personal computer.

    Story albums for speech development are designed to develop children's coherent speech.

    Electronic albums provide the teacher with the following opportunities:

    • selection of illustrations for downloading (for printing),
    • viewing the selected
    • typing and saving texts of stories compiled from pictures.

    Electronic teaching aids are designed specifically for preschool children. 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 early development and learning, as well as any photographs and illustrations for classes.

    b) Using a computer for record keeping.

    A computer can provide an invaluable service to educators and “advanced” parents in drawing up all kinds of action plans with the help of organizing programs, keeping an individual child’s diary, recording various data about him, test results, building graphs, in general monitor 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. from books. Today, a very large number of books on the upbringing and development of children have appeared, 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.

    2. Direct training.

    a) Use of educational computer programs

    The capabilities of the computer allow you to increase the amount of information offered for

    familiarization with the material. A bright luminous 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.

    American 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.

    For the development of preschoolers, you can use the “Frivolous Lessons” series of programs produced by the “New Disc” company.

    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.

    b) 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 in children mental images. 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.

    3. Preserving the health of children when working with a computer.

    When talking about the use of computers by young children, the question of preserving health and vision arises. It is reasonable to set time limits on PC activities, but children of this age have very little involuntary attention (10-15 minutes), so, as a rule, children cannot stay at the computer for a long time. A normally developing child at this age moves 70-80% of the time he is awake, so for now the question of “staying” at the computer is not relevant.

    Conclusion

    So, the use of information technology tools will make the process of learning and development of a young child quite simple and effective, free him from routine manual work, and open up new opportunities for early education.

    Literature

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    6. Karalashvili: E. “Exercises for the health of children 6-7 years old.” Preschool education. 2002, No. 6, pp. 39 - 41.
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