The use of ICT in the work of a preschool teacher

The use of ICT in preschool education allows children to develop their ability to navigate information flows the surrounding world, master in practical ways work with information, develop skills that allow you to exchange information using modern technical means. The use of ICT in direct educational activities allows you to move from an explanatory and illustrated method of teaching to an activity-based one, in which the child becomes an active subject, and not a passive object of pedagogical influence. This promotes conscious learning by preschoolers.

The introduction of information technology into the education and training program in kindergarten is one powerful factor in enriching the intellectual, moral, and aesthetic development of a child, and therefore introducing him to the world of information culture.

The use of ICT in preschool education should be dynamic in nature, which is actually due to their properties, which make it possible to display and analyze huge amounts of information. A feature of these technologies at the modern level is working with images of objects. This corresponds to the physiologically determined, for older preschool children, transition from a visual-objective to a visual-figurative form of thinking.

The present time is characterized by the introduction of information technologies into all spheres of human life and activity, a change in the role and place of personal computers in modern society.

The child’s psychological readiness for life in information society should be formed with preschool age. That is why the processes of informatization in Russian schools begin with preschool education, which is of particular importance today.

The computer significantly expands the possibilities of presenting visual information and makes it possible to enhance the child’s motivation. Game components included in computer programs activate cognitive activity preschoolers and enhance the assimilation of material.

Direct educational activities of children using computer technology include four interrelated components:

Children's active knowledge of the world around them.
Gradually mastering increasingly complex gaming methods and means of solving gaming problems.
Changing the subject-sign environment on the monitor screen.
Activating the child’s communication with adults and other children.

The computer is also a tool for teaching important aspects of communication necessary for collaborative activities. It is known that the main motives of older preschoolers include establishing and maintaining positive relationships with adults and peers.

The use of ICT in educational activities causes an emotional uplift in children; even lagging children enjoy working with the computer, and the failure of the game prompts some of them to seek help from a teacher or independently achieve knowledge in the game.

According to the psychological aspects of the theory of personality development, depending on the dominant mechanism of thinking (right and left hemispheres), information technologies help create conditions for the simultaneous work of both hemispheres, which leads to the development of coordination, artistic and figurative development, balance, and effective development of mental operations in a child , his physical qualities.

The use of computer development programs during direct educational activities not only increases the speed of information transfer to students and increases the level of its understanding, but also contributes to the development of such important qualities as imaginative thinking. The developmental effect depends on the design of the program, a simple and understandable interface, and the correspondence of tasks to the child’s development level. Educational computer programs allow you to set and help your child solve cognitive and creative problems based on clarity (mediation) and the leading activity for this age - play.

When choosing computer development programs, it is necessary to take into account not only pedagogical, technological, but also psychological aspects of the child’s development. Because software products, undergo a comprehensive examination of the teacher and preschool psychologist. The software products used are aimed at developing:

coordination of movement, eye, skills in using a mouse manipulator;
panoramic attention;
basic mental functions;
logical thinking;
information culture.

Recognizing that the computer is a new powerful tool for the development of mental operations in preschool children, it must be remembered that its use for educational purposes in preschool institutions requires careful organization in accordance with the age of the children and the requirements of the Sanitary Rules and Standards.

To maintain a sustainable level of performance and health great value have the conditions in which direct educational activities take place.

Direct educational activities using ICT can only be carried out in the presence of a teacher or teacher who is responsible for the safety of the child. To conduct this type of educational activity, a special office is required. The total duration of direct educational activities using ICT with children of senior preschool age should be 25–30 minutes. Of these, children can be at the computer for 5–7 minutes.

Information and communication technologies are firmly entrenched in all areas of human life. Accordingly, the education system makes new demands on the upbringing and training of the younger generation, the introduction of new approaches that should contribute not to replacing traditional methods, but to expanding their capabilities.

But, along with the advantages, various problems arise both in preparation for direct educational activities and during their implementation:

Many preschoolers do not have a computer at home.
Educators do not have enough time to prepare for conducting direct educational activities using ICT.
There is not enough computer time for everyone.
Availability of preschool educational institutions modern means ICT.
There is a possibility that, having become interested in the use of ICT in direct educational activities, the teacher will move from developmental teaching to visual and illustrative methods.

Leading scientists and specialists in the field of preschool education (Dukhanina L.N., Volosovets T.V., Veraksa N.E., Dorofeeva E.M., Alieva T.I., Belaya K.Yu., etc.) express their position "for" and "against" ICT. Opponents of ICT cite data about negative impact prolonged sitting at the computer on the health of children. But experience shows that measured use of ICT does not affect the psychophysiological health of children.

The feasibility of using information technologies in the development of mental operations of older preschoolers is confirmed by the work of foreign and domestic researchers (S. Papert, B. Hunter, E.N. Ivanova, N.P. Chudova, etc.). Scientific work The implementation of ICT in preschool education has been carried out in our country since 1987 on the basis of the center named after. A.V. Zaporozhets researchers under the leadership
L.A. Paramonova, L.S. Novoselova, L.D. Chainova. In 2008, the theoretical foundations for the use of scientific information technologies in educational work of the preschool educational institution, computer programs for preschoolers began to be actively created. Teachers who study the use of user environments in preschool educational institutions for the purpose of mathematical development (G.A. Repina, L.A. Paramonova) express the opinion that they are a factor in preserving the mental health of children due to the possibility of solving the following problems:

development of psychophysiological functions that ensure readiness for learning (fine motor skills, optical-spatial orientation, hand-eye coordination);
enrichment of horizons;
providing assistance in mastering a social role;
formation of educational motivation;
development of personal components of cognitive activity (cognitive activity, independence, arbitrariness);
formation of age-appropriate general intellectual skills (seriation, classification).

The use of a computer in preschool education is necessary, as it helps to increase interest in learning, its effectiveness, and is a new way of transferring knowledge that corresponds to a qualitatively new content of learning and the comprehensive development of a preschooler. Educational computer programs involve children in developmental activities and form culturally significant knowledge and skills. Children familiar with educational games prefer them to shooters and adventure games.

Thus, we can conclude that the use of modern information technologies is effective means development of creative abilities, personality formation, enrichment of the intellectual sphere of older preschoolers. With the proper use of technical means, with the correct organization of the educational process using computer development programs for preschoolers, they can be widely used in practice without risk to children's health.

"Information and communication technologies

in the pedagogical activities of the teacher kindergarten»

Ermakova Lyudmila Alekseevna, teacher of MBDOU d/s “Zhuravlik”

Today, ICTs are beginning to occupy their niche in the educational space of preschool educational institutions. This allows you to:

present information on the TV screen in game form, which arouses great interest among children, since it corresponds to the main activity of a preschooler - play.

present new material brightly, figuratively, in a form accessible to preschoolers, which corresponds to the visual-figurative thinking of preschool children;

attract children's attention with movement, sound, animation;

encourage children to solve a problem problem, using the possibilities of presentation and gaming complex, which is an incentive for the development of their cognitive activity;

develop exploratory behavior in preschoolers;

expand the creative capabilities of the teacher himself.

And here it is very important that teachers are able and, most importantly, have the opportunity and desire to use ICT in their work. One of the most important conditions for the success of informatization of educational and educational processes– teachers’ mastery of new forms of work.

In my work, I try to actively involve the capabilities of modern information and communication technologies (hereinafter referred to as ICT). Since the use of ICT allows the use of multimedia, in the most accessible and attractive, playful form, to achieve a new quality of children’s knowledge, parental awareness, and teacher’s professional skills.

One of the areas of my work on the use of ICT is the preparation of basic documentation in electronic form. On own experience I made sure that maintaining basic documentation in electronic format significantly reduces the time required to fill it out, makes it possible to quickly make changes and additions, and facilitates storage and access to information. These are documents such as: lists of children, information about parents (movement notebook), long-term and calendar plans for all areas of work in the group, card indexes, catalogs.

The computer allows you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes.

In addition, the use of ICT allows you to select and design illustrative material for educational activities, parent corners, groups, information material for the design of stands, mobile folders, (scanning, Internet; printer, presentation).

At the same time, this is an exchange of experience, familiarity with periodicals, and the work of other teachers.

I use a computer to create various databases, create email, maintaining the preschool educational institution website, your personal website.

The Internet provides an opportunity to improve your teaching skills through participation in webinars, Internet conferences, and competitions.

Areas of work with teachers: organizing workshops in preschool educational institutions on the following topics: “Learning Microsoft office”, “Creating slides in Power Point”, “Learning Photoshop”, “Using ICT in planning educational activities”, etc.; organization of work on searching and selecting photos and video materials, natural history illustrations on the Internet, etc.

A series of training sessions and master classes on creating electronic products were held for teachers. Some have mastered some computer programs such as Microsoft Office Word, Adobe Photoshop, PowerPoint, Excel, FineReader. Now the preschool educational institution has a system of accompaniment and support for teachers who use and want to use ICT in their work.

I developed a website for a kindergarten and am its administrator. Now this allows not only me, but also kindergarten teachers to post their information for parents and introduce them to kindergarten events.

An integral part of a teacher’s work is working with parents. The use of ICT, in my opinion, has significantly reduced the time required to prepare and conduct parent-teacher meetings and has helped encourage parents to communicate more easily. Parents are given the opportunity to observe first-hand the development of children in preschool educational institutions. This form of work has become a worthy alternative to oral reports and written reports at meetings.

When working with parents, I use presentations at parent meetings (in getting to know new topic- a selection of recommendations for working with children at home was given, didactic material on the topic was offered), as well as information about how they lived this topic children in the group, what they achieved and what happened (accompanying the display with video and photo materials). I publish information booklets for parents (taking into account parents’ busy schedules), which detail the children’s activities in the group by educational area.

The next direction in my work was the use of ICT as a means to improve the mastery of the studied material by preschoolers. It is important for a teacher to remember that each child is an individual and his abilities develop in the activities in which he is engaged in at will and with interest. I believe that information and communication technologies are such a tool, as they open up limitless opportunities for educators for effective creative work.

This is exactly what I created helps me with electronic library, which includes presentations on various topics, various physical education lessons, didactic, handouts for children, card files of games, observations, walks, plot pictures for composing stories on speech development, ready-made coloring pages (based on the model), labyrinths for the development of fine motor skills. This media library takes up very little space. I use flash cards to transfer information.

A multimedia presentation system is one of the components of using ICT in GCD. The multimedia form of expressing educational information is most relevant today in connection with the computerization of the education process. The most accessible tool for creating your own computer educational products is the Power Point program - the presentation creation wizard.

IN in this case You don’t even need to have a multimedia projector in each group and carry a computer from group to group. However, each group has a TV and DVD player. Each presentation is saved in such a way that it can be controlled from the DVD control panel.

It is no secret that didactic demonstration materials are expensive, kindergartens almost never buy them, and buying everything yourself is an unrealistic task. The material available in the groups is of various formats; some illustrations have become old and unaesthetic. This is where a scanner, computer, printer and Adobe programs Photoshop, PowerPoint, FineReader, which will allow you to process this material and present it to children in in the best possible way.

The use of computer technology is not the influence of fashion, but a necessity dictated by today's level of educational development. The advantages of using ICT can be reduced to two groups: technical and didactic. Technical advantages are speed, maneuverability, efficiency, the ability to view and listen to fragments and other multimedia functions. The didactic advantages of interactive classes are the creation of an effect of presence; students develop a sense of authenticity, the reality of events, and interest.

I compiled a number of interesting presentations “Cosmonautics Day”, “Defender of the Fatherland Day”, “Russian National Costume”, “Spring in the works of Russian artists” for older preschoolers, “Pets”, “Wild Animals”, “Winter has come”, “Spring” -krasa” and others for younger and middle ages, etc. They allow you to introduce children to the world of new and interesting things without going beyond the group room.

Some of the presentations were selected from ready-made ones, but each of them was reviewed and adapted for preschool children, for a specific group.

Presentations using game elements have also been compiled. For example: “Our Motherland is Russia”, “Artistic crafts of Russia”, “Travel through fairy tales”, “What figure is next”, “Travel through the country of Mathematics”.

From the proposed illustrations that appear on the screen, children must choose the illustration that corresponds to the correct answer. Such didactic tasks using animation elements make it possible to consolidate the content of a thematic presentation, develop logical thinking and speech, cultivate such important qualities for a preschooler as the ability to listen to the answers of friends, and form readiness for learning at school.

Now I have a bank of electronic didactic and methodological materials, which includes methodological developments, notes on activities, leisure and entertainment with children, collections of projects, presentations, illustrations, consultations for parents. Any teacher can use these materials at any time.

The most common form of using activities in the educational process of an educational institution is an educational excursion.

"Virtual Tour" - another one additional method visit inaccessible places, offering a unique journey.

These excursions are especially valuable for the development and education of those children who cannot, for various reasons, visit any sites.

Classes on familiarization with works of fine art, decorative and applied art are based on visual, musical, and literary material.

With the help of ICT (Presentation and TV), I introduce students in the classroom to the works of artists, sculptors, and architects. We review the material covered outside of class.

I use films and presentations during conversations, travel and help to interest children in educational activities.

To create visual materials, I use the capabilities of spreadsheets and presentation programs.

The advantages of using computer technology in introducing preschoolers to the fine arts are obvious:

ICTs make it possible to optimally combine methods, forms and techniques of work;

introduction to any topic can be accompanied by showing video clips, photographs, slide presentations;

widely use the display of reproductions of paintings by artists;

“visit” major museums;

listen to recordings of musical compositions;

intensify the educational process.

From all of the above, we can conclude that my use of ICT in the educational process:

It helped improve my professional level as a teacher, encouraged me to search for new non-traditional forms and methods of teaching, and gave me an incentive to demonstrate my creative abilities.

Increased children's interest in learning, intensified cognitive activity, and improved the quality of learning program material children.

It raised the level of parents’ pedagogical competence, their awareness of the life of the group and the results of each individual child, and increased interest in events in kindergarten.

Thus, the use of computer technologies in a preschool institution is necessary to create a cognitive environment, actualize educational and educational activities, and increase children’s interest in acquiring new knowledge.

As a result of the use of the listed means of information and communication technologies in educational activities, it was possible to achieve some results - video classes, travel classes, excursion classes, and game classes appeared.

Thus, we can draw the following conclusion: the use of information and communication technologies in a preschool institution is an enriching and transformative factor in the developmental subject environment, improving the quality of educational work with preschoolers.

Using ICT with preschool children

Currently, the question is increasingly being asked whether to use ICT in working with preschool children.

Now I will try to consider the advantages of using information technology in working with children. IN lately computer technologies are actively entering our lives, becoming a necessary and important attribute not only in the life of adults, but also as a means of teaching children. Today, information technologies significantly expand the capabilities of teachers in the field of early education.

The possibilities of using a modern computer make it possible to most fully and successfully realize the development of a child’s abilities. Unlike conventional teaching aids, information and communication technologies allow not only to saturate the child a large number ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood is the ability to independently acquire new knowledge. My practice, although not extensive, has shown that when using ICT, children’s interest in classes increases significantly and the level of cognitive capabilities increases. I started using ICT in a group activity to introduce children to the world of mathematics. All the work to familiarize children with information technology takes place in the form of a game. After all, play 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 assign neutral (up to a certain level) object with game 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.

Well, we will introduce the preschooler to information technologies, but what are the advantages of using ICT?:

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;
problematic tasks, encouraging the child to solve them correctly with the computer itself are a stimulus for the cognitive activity of children;
provides the opportunity to individualize training;
in the process of his activities at the computer, the preschooler gains self-confidence in the fact that he can do a lot;
allows you to simulate life situations that cannot be seen in everyday life.

But the most important thing I want to say is that computer technology, of course, has huge advantages in working with children, but we must remember that a computer cannot replace emotional human communication, which is so necessary in preschool age. He only complements the teacher, and does not replace him.

USING ICT IN WORKING WITH PRESCHOOL CHILDREN.

IN 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, 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 and computer technologies. 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 from preschool age.

As you know, the main activity of preschool children is play, and any continuous educational activity takes place in a playful 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 using ICT arouse great interest in children and their attention 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 information technologies help me with this.

Our preschool educational institution has interactive equipment, which we use in compliance with sanitary standards. To familiarize yourself with a new topic or consolidate the material covered in the Federal State Educational Standard, children are given a presentation on interactive whiteboard 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 for following topics: "Rules traffic”, “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 the attention of the child.

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.

The use of modern information and communication technologies in the educational process in a preschool educational institution is one of the newest and current problems in modern preschool pedagogy.
The experience of mass kindergartens has shown that a computer not only helps to consolidate and clarify knowledge, but also increases the cognitive activity of preschool children.
In a kindergarten setting, it is possible, necessary and advisable to use ICT in various types of educational activities.
For a preschool child, play is a leading activity in which the child’s personality is not only manifested, but, above all, formed and developed. And here the computer has ample opportunities, because educational multimedia presentations can be used both for group work, as well as individually.
The use of a computer for teaching preschoolers with speech impairments is a large area of manifestation of creative abilities for everyone who wants and knows how to work, can understand today's children, their needs and interests, who loves children and gives themselves to them. But when using a computer in class, we must not forget that we are called upon not only to teach the child, but also to preserve his health.
One of the main means of expanding children's ideas are presentations, slide shows, and multimedia photo albums. This is clarity, allowing the teacher to build an explanation in the classroom logically, scientifically, using video fragments. With this organization of material, three types of children’s memory are included: visual, auditory, motor. The presentation makes it possible to consider complex material step by step, to address not only the current material, but also to repeat the previous topic. You can also go into more detail on issues that cause difficulties. The use of animation effects helps to increase children's interest in the material being studied.
Classes in kindergarten have their own specifics; they should be emotional, bright, using a lot of illustrative material, using sound and video recordings. All this can be provided to us by computer technology with its multimedia capabilities. In this case, the computer should only complement the teacher, and not replace him.
The use of computer technology makes it possible to make the activity attractive and truly modern, to solve cognitive and creative problems based on clarity.
In classes with children, ICT is more often used as part of the lesson, but in final or general lessons it can be used throughout the entire lesson, in accordance with the age of the children and the requirements of the Sanitary Rules.

Currently, many educators, specialized specialists, and methodologists of preschool educational institutions actively use various multimedia tools in their work. Some of these tools are slides, presentations, and video presentations. Multimedia technologies allow you to combine text, sound, video, graphic image and animation (animation). This allows you to expand the possibilities of traditional education and training:
- makes it possible to simulate various situations and environments;
- activates the attention of preschoolers due to the possibility of demonstrating phenomena and objects in dynamics;
- promotes better assimilation of the material, since all channels of perception of children are included in this process - visual, mechanical, auditory and emotional;
- the acquired knowledge remains in memory for a longer period and is easier to restore for application in practice after a short repetition;
- classes and presentations arouse great interest among the children and attract attention for a long time.
Presentations for kindergarten are created in Microsoft PowerPoint which is part of Microsoft Office. You can create a presentation based on your own drawings, photographs, videos, or on Internet resources. Parents and children can be involved in creating presentations, especially for classes, events and holidays. Their involvement in the search for the necessary material will willingly bring pictures from home on given topics, creating an atmosphere of cooperation and interaction between the teacher, parents and children.
When showing finished material Each child recognizes his own picture, which, of course, causes a storm of emotions. Next time the child will select pictures and illustrations with a vengeance, turning to as many sources as possible. So much for cognitive activity and, as a result, visual variability.
In the form of an educational game, you can conduct any classes with preschool children: mathematics, traveling around the city, speech development, literacy, design, drawing, etc.
Also, video fragments, interactive diagrams and models act as multimedia resources. The purpose of various kinds of slide shows and video clips is to show children those moments from the world around them, the observation of which directly causes difficulties. The purpose of diagrams and models is to visually represent processes in inanimate nature, such as the change of seasons, the water cycle, etc.
Another possibility for using ICT in the educational activities of preschool teachers is the electronic type of materials for preparing assignments for independent work preschoolers. The teacher can, at almost any time, select exactly those tasks that correspond to the topic and objectives of the lesson, arrange them in the desired sequence, adjust something in their content, design, correct errors, print in the required quantity and save in electronic form to return to him if necessary.
That is why a child’s interaction with a computer and interactive equipment should be ensured by preschool education. The sooner we start this, the faster our society will develop, since modern society requires computer knowledge.
We like to master the latest achievements of pedagogical science and practice, learn and discover something new, so we actively use developments in this area. Using ready-made computer programs in correctional work, we saw how computers make it possible to interest a child by applying the principle of clarity, which helps to activate involuntary attention, through which educational information is memorized.
The teacher’s competence in information and computer technologies allows him to create his own teaching aids in the form computer presentations with technical execution (graphics, text, sound, video) according to the methods of correctional preschool education. It's no secret that the material that is interesting to the child is well absorbed.
The role of information innovations in working with preschoolers is great. ICTs help to interest and activate children not only cognitively, but also verbally, which is very important for our children. Computer technologies do not replace traditional games and activities, but complement them, enriching the pedagogical process with new opportunities.
Exercises using multimedia technologies are carried out using a laptop, projector and screen in a group room or music room in compliance with age standards, sanitary and hygienic rules.
During classes as part of the main program, presentations are used on such lexical topics as: “Utensils”, “Animals”, “Edible - inedible”, “Berries” and others.
In direct educational activities on the formation of mathematical concepts, children have the opportunity in the classroom to work not only with handouts, but also through ICT to get acquainted with numbers. The presentation combines dynamics, sound, and colorful images, which significantly improves the perception of information. This is a kind of clarity that allows the teacher to build an explanation in the classroom logically, scientifically, using video fragments, illustrations, audio recordings, etc.
In the section on getting to know the world around you with the help of a presentation, the child learns to compare pictures and sounds into one whole. The use of audio-video technologies in classes on familiarization with the surrounding world helps to better classify the surrounding world. Children's motivation to study increases. By viewing the presentation several times, the child remembers the information better, an adequate, that is, conscious, assessment of the child’s actions during classes is formed. computer program.
The use of ICT in individual work with children allows them to develop not only intellectual abilities, but also develops strong-willed qualities, the ability to consider complex material step by step, to address not only the current material, but also to repeat the previous topic. You can also go into more detail on issues that cause difficulty.
Using multimedia presentations, you can conduct complexes of visual gymnastics and exercises to relieve visual fatigue with children (see links to these presentations below). Pictures appear on the monitor screen - symbols of various exercises. The exercises are performed while looking at the screen. Children's eye movements correspond to the movements of objects on the screen.
You can use physical education minutes almost throughout the working day. Children are very attracted to such presentations, since animation and cheerful music are mainly used to create them. The movements that cartoon characters perform are simple and accessible to every child.
Attention!
When using computer technology, all computer tasks are selected taking into account the age capabilities and characteristics of the child’s development. Taken into account continuous operation with a computer for no more than 10 minutes in accordance with San Pin standards.