Methodological capabilities of ICT in the educational process of preschool children. Use of ICT in preschool education. ICT in preschool education

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INFORMATION AND COMMUNICATION TECHNOLOGIES IN WORKING WITH PRESCHOOL CHILDREN

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Information and communication technologies in preschool education are a complex of educational and methodological materials, technical and instrumental means computer technology V educational process, forms and methods of their application to improve the activities of institution specialists, as well as for the education, development, diagnosis and correction of children.

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ICT includes: computer and Internet TV VCR video camera and camera DVD and CD radio game consoles mobile phones multimedia tape recorders and interactive whiteboard.

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The goal of ICT in preschool education: improving the quality of education through active implementation in educational process information technology in accordance with the Federal State Educational Standard of DO. Objectives of ICT in preschool education: ensuring the quality of the educational process; ensuring interaction with the family; ensuring openness of the work of the preschool educational institution for parents and for higher organizations; increasing the level of child safety (video surveillance); facilitating the implementation of educational activities; facilitating methodological work (electronic methodological libraries); ensuring communication, correspondence (e-mail); the possibility of self-realization; opportunity for self-education.

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Areas of application of ICT by teachers in preschool educational institutions: Selection of illustrative material for classes and for the design of stands, groups; Exchange of experience, acquaintance with the developments and ideas of other teachers in Russia and other countries; Preparation of group documentation and reports; Creating presentations to improve the effectiveness of educational activities with children; Using ICT to conduct parent meetings or specialist consultations for parents; Using a video camera and related programs; Usage email, maintaining the preschool educational institution website; Creation of media libraries that are of interest not only to teachers, but also to parents.

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Benefits of using ICT in educational process: Helps to attract passive listeners to active activities; Helps shape information culture in children; Presentation of information on the screen in game form arouses great interest among children; Contains a figurative type of information that is understandable to preschoolers; makes educational activities more visual and intensive; Movement, sound, animation attracts the child’s attention for a long time and helps to increase their interest in the material being studied; Allows you to simulate life situations that cannot be seen in everyday life or are difficult to demonstrate in class (rocket flight, flood, water cycle in nature, etc.); Helps to activate thought processes (analysis, synthesis, comparison, etc.); ICT is additional features working with children with limited opportunities; The computer is very “patient”, never scolds the child for mistakes, but waits for him to correct them himself; With the help of ICT, conditions are created for the professional self-development of teachers.

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Problems in introducing ICT into the educational process: Insufficient teacher competence; Material base of the preschool educational institution; Protecting the health of the child; Lack of methods for using ICT in the educational process of preschool educational institutions; Lack of systematization of computer development programs; Lack of uniform program and methodological requirements for computer classes. Teachers have to independently study technology and implement it in their activities.

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USE OF TECHNICAL TOOLS IN TRAINING ORGANIZATION. TVs: screen size diagonally 59 - 69 cm; installation height - 1 - 1.3 m; the distance is no closer than 2-3 m and no further than 5-5.5 m from the screen; viewing duration - no more than 20 minutes (younger, middle group), no more than 30 minutes. (senior, preparatory group). Computers: with children 5-7 years old, OOD should be carried out no more than once a day and no more than three times a week, on days of highest performance: Tuesday, Wednesday and Thursday. The duration of work with a computer in the form of educational games for children 5 years old should not exceed 10 minutes and for children 6 - 7 years old - 15 minutes. The video monitor screen should be at eye level or slightly lower, at a distance of no closer than 50 cm. A child wearing glasses should work at the computer while wearing them. Educational activities with children using computers are carried out in the presence of a teacher or educator (methodologist). Interactive whiteboards: When using an interactive whiteboard and a projection screen, ensure that it is illuminated evenly and that there are no bright spots of light. The decoration of the room should not contain polymer materials, as they increase the intensity of the electrostatic field when the interactive equipment is turned on. The floor must have an antistatic coating, and the use of carpets and rugs is not permitted.

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Hygiene standards and recommendations when organizing classes using ICT: For children 6 years old, 1-2 health groups: 15 minutes a day. For children 6 years old, 3 health groups: 10 minutes a day. For children 5 years old 1 – 2 health groups: 10 minutes a day. For children 5 years old, 3 health groups: 7 minutes a day. For children 6 years old who are at risk for vision conditions: 10 minutes a day. For children 5 years old who are at risk for vision conditions: 7 minutes a day. Only one lesson using a computer is allowed per day.

Using ICT as a means of increasing motivation among older preschoolers with SEN

Literature
1. L.A. Leonova, L.V. Makarova "How to prepare a child to communicate with a computer", M. "Ventana-Graf", 2004
2. L.R. Lizunova “Computer technology for correcting general speech underdevelopment in children of senior preschool age” Perm, 2005
3. M. Nikitina “Child at the Computer” M., Eksmo, 2006
4. Hygienic requirements for PCs and work organization. According to SanPin standards 2.2.2\2.4.1340-03, approved. Chief State Sanitary Doctor of the Russian Federation on May 30, 2003 (as amended on April 25, 2007 No. 22) Annex 7 and SanPin 2.4.1.1249-03, (approved on March 25, 2003) subclause 2.12.10.

The use of information and communication technologies in working with children of senior preschool age.

Informatization of education opens up new opportunities for teachers to widely introduce new methodological developments into teaching practice aimed at intensifying and implementing innovative ideas in educational, correctional and upbringing processes.

IN lately information and communication technologies (ICT) – good helper teachers in the organization of educational and correctional work.

ICT is usually understood as electronic media information and technical means for processing it. What is it? Computer and computer programs, printer for printing, scanner for copying materials from paper, multimedia projector, etc.

Unlike usual technical means educational information and communication technologies make it possible not only to saturate preschoolers a large number ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in older preschool age is the ability to independently acquire new knowledge.

How can ICT help a teacher work with children of senior preschool age?I would like to answer this question based on own experience and the experience of teachers at our institution.

1. Selection of illustrative material for classes and for the design of information and poster material for parents (scanning, Internet; printer, presentation). Selection of additional educational material for classes (Internet), familiarization with class notes, holidays, competitions and entertainment.

2. Exchange of experience, acquaintance with periodicals, developments of teachers, scientists from Russia and abroad. The use of Internet resources makes it possible to make the educational and correctional processes for preschoolers information-intensive, entertaining, and comfortable. Of interest to teachers are electronic version magazine "Primary School"http://nsc.1september.ru/index.php, a selection of materials from the Festival of Pedagogical Ideas held by the First of September Publishing House - http://festival.1september.ru, free school portal"ProShkolu.ru"http://www.proshkolu.ru/. Our institution has its own websitehttp://malysh-shkola3.ru/, which contains a variety of information.

3. Preparation of survey cards and documentation. The computer allows you not to constantly write survey maps, but rather just type the diagram once and then only make the necessary changes. Helps in drawing up all kinds of plans, keeping an individual diary of the student, and generally monitoring the dynamics of the child’s development. This can be done manually, but the time costs are not comparable.

4. Creating presentations in the Power Point program to increase the effectiveness of classes. The introduction of new information technologies into the educational process has radically affected the implementation of the principle of visibility - one of the basic principles of pedagogy.

The active introduction of computer technologies expands children’s opportunities to obtain information, but still to a greater extent creates conditions for verbalization of learning, since multimedia technologies use visual and auditory channels for receiving information and are able to form an adequate visual image and become effective means visibility in the teaching and educational process.

Compared to traditional forms of education, computer technologies have a number of advantages:

Presenting information on a computer screen in a playful manner arouses great interest in children;

Contains a figurative type of information that is understandable to preschoolers;

Movement, sound, animation attracts the child’s attention for a long time;

Problematic tasks and encouraging the child to solve them correctly with the computer itself are a stimulus for children’s cognitive activity;

Provides the opportunity to individualize training;

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

In the process of his activities at the computer, the child gains self-confidence, that he can do a lot;

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

The computer allows you to correct errors yourself.

When using computer technologies and forming adequate ideas about objects and processes in older preschoolers, it is necessaryconsider the following factors:

1. Composition and structure of impaired functions in children.

2. Target settings on the perception and subsequent reproduction of objects and processes.

3. Characteristic features of objects and processes that are accessible to perception using an intact sensory system.

4. Completeness of initial perception, depth of analysis and synthesis of signs and properties of taught objects, their changes and transformations.

5. Frequency of perception and reproduction of studied objects and processes during cognitive activity pupils.

The complex structure of disorders in functional vision disorders determines the need for systematic systematic correction work based on preserved types of perception.

The computer provides ample opportunities for using various analyzing systems in the process of performing and monitoring activities. In particular, visualization of objects in the form of images accessible to the child makes it possible to activate compensatory mechanisms based on visual perception. Preschoolers have well-developed involuntary attention and material presented in a bright, interesting and accessible form for the child arouses interest and attracts attention. This not only speeds up the memorization of content, but also makes it meaningful and long-lasting.

Computer technologies are used to correct violations and general development children. Computer exercises allow you to simulate various communication situations. Children learn to overcome difficulties, control their activities, and evaluate results.

The use of computer teaching aids helps to develop in schoolchildren independence, composure, concentration, perseverance, and introduces empathy.

Computer classes have great value for the development of voluntary motor skills of the fingers. In the process of performing computer tasks, they need, in accordance with the assigned tasks, to learn how to press certain keys with their fingers and use the mouse. Besides, important point Preparing children to master writing is the formation and development of joint coordinated activity of the visual and motor analyzers, which is successfully achieved in classes using a computer.

According to hygienic requirements to the organization of training sessions using new information technologies, the duration of work with a computer depends on the individual age characteristics of the students. For children 5-7 years old, the norm should not exceed 10 minutes. The frequency of classes is 2 times a week.

One of the convenient and effective ways presenting information using computer programs - multimedia presentations. They combine dynamics, sound and image, i.e. those factors that hold the child’s attention for the longest time. The basis of any modern presentation is to facilitate the process of visual perception and memorization of information with the help of vivid images. The forms and place of use of a presentation (or even a separate slide) in a lesson depend, of course, on the content of this lesson and the goal set by the teacher.

The use of computer slide presentations in the process of teaching children has the following advantages:

– implementation of polysensory perception of material;

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

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

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

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

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

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

With the help of multimedia presentations, children learn complexes of visual gymnastics, exercises to relieve visual fatigue, and musical physical exercises. Pictures appear on the monitor screen - symbols of various exercises. Children love both exercise and multimedia. “Dance of the ducklings”, “Bazarny simulator”, “Winter forest” and other exercises they perform while looking at the screen. Children's eye movements correspond to the movements of objects on the screen. Students also receive CDs with presentations for doing exercises at home. In the “Recommendations” we place texts describing the exercises performed, addressed to parents and grandparents for carrying out exercises for the purpose of preventing and correcting visual impairments at home. However, I would like to note that the use of computer tasks does not replace the usual correctional methods and technologies of work, but is an additional, rational and convenient source of information, clarity, creates a positive emotional mood, motivates both the child and his mentor; thereby speeding up the process of achieving positive results at work.

Thus, the use of computer technology makes it possible to optimize the correctional pedagogical process of teaching primary schoolchildren with developmental disorders and significantly increase the effectiveness of any activity.

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

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

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 us 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.

Introduction of information technologies into the education and training program in kindergarten is one powerful factor in enriching the intellectual, moral, 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 technology 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 from preschool age. That is why the processes of informatization in Russian schools begin with preschool education, which today is of particular importance.

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 the cognitive activity of preschool children and enhance the assimilation of material.

Direct educational activities of children using computer technologies 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 preschool institutions requires careful organization in accordance with the age of children and the requirements of Sanitary rules and regulations.

To maintain a stable level of performance and preserve health, the conditions in which direct educational activities take place are of great importance.

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:

1. No computer in home use many preschoolers.
2. Educators do not have enough time to prepare for conducting direct educational activities using ICT.
3. There is not enough computer time for everyone.
4. Availability of preschool educational institutions modern means ICT.
5. 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 on the introduction 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 they developed theoretical foundations application of scientific information technologies in the educational work of preschool educational institutions, 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 an effective means of developing creative abilities, personality formation, and enriching 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.

He who comprehends the new while cherishing the old can be a teacher.
Confucius.
Wise words. You can agree with them, or you can disagree. But no matter how much we would sometimes like to avoid any new trends in our work, for various reasons we fail, since life itself, our ordinary and extraordinary children, make adjustments to it, “push” us, teachers, to solve a number of problems in different ways, one of which is the use of new technologies.
Modern society is rightly called information society.
A modern child lives in a world of electronic culture. Computers surround young children from birth: at home, in kindergartens, and at the doctor’s office. A powerful flow of new information, advertising, the use of computer technology on television and cinema, distribution game consoles, electronic toys have a great influence on the upbringing of a preschooler and his perception of the world around him. A 5-6 year old child already communicates freely with personal computer. The nature of his favorite activity – games – also changes significantly. Today's child assimilates only the information that interests him the most, the closest, most familiar to him, the information that evokes pleasant and comfortable feelings. Therefore, one of the means that has a unique opportunity to increase motivation and improve the learning of a modern preschooler, develop his creative abilities and create a positive emotional background of educational activities is the computer. Pedagogical discussions about the introduction of ICT in the educational process have been going on for quite a long time. But in modern world It’s difficult to stand still, therefore, whether we like it or not, ICT is firmly integrated into the educational process of preschool institutions.
The computer has become a necessary and important attribute not only in the life of adults, but also as a means of teaching children.
Computer technology is a special direction in working with a child, which can help his development. Now it is not yet sufficiently developed in our country. If the school is actively moving forward, introducing more and more new technologies and methods of using computers, almost every school has computer classes and interactive whiteboards, then in preschool institutions this work is just beginning and, as a rule, at the level of the teacher’s personal interest.
I am a supporter of the use of ICT in working with children, because I believe that in order to communicate with a child in the same language, a teacher must be armed with modern techniques and new educational technologies. Even hyperactive children, whose attention is quite difficult to maintain for a long time, receive the information presented on the page with great interest. big screen, and even accompanied by various games and music. Penetration modern technologies opens up new opportunities in educational practice.
The goals of using information technology in the direct educational activities of a teacher are:
make education modern (in terms of the use of technical means);
bring educational activities closer to the worldview of the modern child, since he watches and listens more than reads and speaks; prefers to use information obtained using technical means;
establish relationships of mutual understanding and mutual assistance between teacher and student;
help the teacher to present the material emotionally and figuratively.
save time for both the teacher and the child, increase the density of educational activities, enrich it with new content.
The use of ICT allows you to reproduce information simultaneously in the form of:
text;
graphic image;
sound;
speeches;
video.
All this allows the teacher to create fundamentally new means of child development for children. Practice has shown that when using ICT, children's interest in classes increases significantly and the level of cognitive abilities increases. The presentation helps to combine a huge amount of demonstration material, freeing you from a large amount of paperwork. visual aids, tables, reproductions, audio and video equipment.
Modern education is difficult to imagine without Internet resources. Internet search engines provide teachers with the opportunity to find almost any material on development and learning issues and any photographs and illustrations for classes.
Also, using the Internet, you can select musical composition, corresponding to the topic of educational activities. These can be classical or modern works, songs from children's cartoons.
The use of information technology in preschool educational institutions makes it possible to overcome the intellectual passivity of children and makes it possible to increase the effectiveness of the educational activities of preschool educational institutions teachers.
Thus, the use of ICT in working with children opens up new didactic opportunities related to the visualization of material, its “revival,” the ability to visualize those phenomena and processes that cannot be demonstrated in other ways. Both the quality of visibility and its content are improved. In particular, systematization and structuring of educational material creates excellent opportunities. There is an opportunity to concentrate large volumes of demonstration material from various sources presented in different forms, optimally selected and arranged by the teacher depending on the needs of the children and the features of the program.
The presence of a good material, technical and resource base of a preschool educational institution is not enough for the process of informatization of education to truly have positive results. It is very important that teachers are able and, most importantly, have the opportunity and desire to use ICT in their work.

Development of Prototype in the Uncategorized section and published on October 11th, 2015
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