ICT methodology in the educational process of preschool education. “The use of information and communication technologies in the educational process. Possibilities of using ICT in the educational process

Municipal budget preschool educational

institution "Kindergarten" 59 "Yagodka" of the city of Tambov

Usage

information and communication technologies in preschool educational institutions

Methodological development

Biryukova Ekaterina Yurievna,

MBDOU teacher

"Kindergarten" No. 59 "Berry"

Tambov 2018

Explanatory note

The presented methodological development is recommended to help preschool teachers and students of pedagogical educational institutions.

This work highlights the issues of using information and communication technologies in preschool educational institutions when organizing educational activities taking into account the age of pupils, provides recommendations for organizing the educational process using information technologies, suggests topics for presentations, recommendations for creating virtual excursions, describes practical experience in the use of ICT in pedagogical activity of the teacher. This development will help improve the professional competence of teachers and practical experience.

INTRODUCTION

The concept of modernization of modern domestic education places special emphasis on the use of ICT. Information competence is identified as one of the main components of the quality of the educational process.

Currently, our country is implementing the Information Society Development Strategy, which is related to the availability of information for all categories of citizens and the organization of access to this information. Therefore, the use of ICT (information and communication technologies) is one of the priorities of education. And the means of information and communication technologies help the teacher to diversify the forms of support for the educational process, improve the quality of work with parents of students, and also popularize the activities of the group teacher and kindergarten as a whole.

The introduction of computer technology today is a new stage in the educational process. Preschool educational institutions not only did not stand aside, but also actively participated in the process of widespread use of ICT in their practice.

The use of information and communication technologies in kindergarten is a pressing problem of modern preschool education. Gradually, computer technologies are entering the preschool education system as one of the effective ways to transfer knowledge. This modern method develops interest in learning, fosters independence, develops intellectual activity, allows development in the spirit of modernity, and makes it possible to qualitatively update the educational process in preschool educational institutions and increase its efficiency.

Relevance the use of information technologies in modern preschool education is dictated by the rapid development of the information society, the widespread dissemination of multimedia technologies, electronic information resources, network technologies as a means of teaching and education.

The theoretical justification for the need to use information technology for the development and education of children has been continued in the research of domestic scientists. A.V. Zaporozhets, in his work “Problems of preschool play and its management for educational purposes,” gave detailed examples of the use of a computer as a means of cognitive development of a child. S.L. Novoselova in her book “Problems of informatization of preschool education” argued that the introduction of a computer into the system of didactic means of a kindergarten can become a powerful factor in enriching the intellectual, aesthetic, moral and physical development of a child. D.B. Bogoyavlenskaya showed that children who work with computer game programs using a specially built system have a high potential for intellectual and creative development.

Target my methodological development:

introduction of information and communication technologies to create a unified information space of an educational institution, a system in which all participants in educational relations are involved and connected at the information level forimproving the quality of the educational process

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

II . Use of ICT in preschool educational institutions

1. Theoretical justification for the need for ICT knowledge.

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

"Information technology - a set of methods, methods and means that ensure storage, processing, transmission and display of information and are aimed at increasing the efficiency and productivity of labor.” At the present stage, methods, methods and means are directly related to the computer (computer technology).

Communication technologies determine the methods, methods and means of human interaction with the external environment (the reverse process is also important). The computer takes its place in these communications. It provides comfortable, individual, diverse, highly intelligent interaction of communication objects.

When using ICT in work, the work experience of teachers and education are not important, but the desire and desire to master ICT is important.

1.1. ICT capabilities

The use of computer technology helps teachers in their work:

attract passive listeners to active activities;

make educational activities more visual and intensive;

to form an information culture among children;

activate cognitive interest;

implement student-centered and differentiated approaches to learning;

to discipline the teacher himself, to form his interest in work;

activate thought processes (analysis, synthesis, comparison, etc.);

ICT will enable any teacher to directly access the information space, both by seeking methodological assistance from various service departments and by broadcasting their work experience.

ICT will allow the teacher to communicate more widely at various teaching events, for example, video master classes, webinars, etc.

work with paper media is significantly reduced, since almost all text information is compiled and stored in electronic form;

Less effort and time is spent preparing visual and didactic support for GCD.

with the help of ICT, conditions are created for professional self-development: electronic textbooks and articles are used; On the Internet you can get acquainted with periodicals and exchange information with colleagues via e-mail.

Communication with parents of pupils using ICT is another reality.

ICT is primarily:

transformation of the developing subject-spatial environment,

creation of new means for the development of children,

use of new visibility,

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

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

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

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

Selection of illustrative material for joint organized activities between the teacher and children and for the design of stands and groups.

Selection of additional educational material.

Exchange of experience, acquaintance with periodicals, the developments of other teachers.

Preparation of group documentation and reports.

Creating presentations in the Power Point program to increase the effectiveness of joint organized activities with children and the pedagogical competence of parents in the process of holding parent-teacher meetings.

By creating a unified database of methodological and demonstration materials, the teacher has more free time. Proper use of modern information technologies can significantly increase children's motivation to learn, recreate real objects or phenomena in color, movement and sound, which contributes to the widest development of their abilities and activation of mental activity.

TodayICT allows:

Show information on the screen in a playful way, which arouses great interest among children, since this corresponds to the main activity of a preschooler - playing.

In an accessible form, brightly, figuratively, present the material to preschoolers, which corresponds to the visual-figurative thinking of preschool children.

Attract children's attention with movement, sound, animation, but do not overload the material with them.

To promote the development of preschoolers' research abilities, cognitive activity, skills and talents.

Encourage children to solve problematic problems and overcome difficulties.

The use of information and communication technologies in preschool education allows one to expand the creative capabilities of the teacher and has a positive impact on various aspects of the mental development of preschool children. Developmental activities using it become much brighter and more dynamic. The use of computer technology makes it possible to make GCD attractive and truly modern, to solve cognitive and creative problems based on clarity.

During the play activities of a preschooler, using computer tools, he develops: theoretical thinking, developed imagination, the ability to predict the outcome of an action, design thinking qualities, etc., which lead to a sharp increase in children’s creative abilities.

1.2. Advantages of a computer

Compared to traditional forms of teaching preschoolersThe computer has a number of advantages:

Movement, sound, and 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.

Provides clarity, which promotes perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children.

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

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.);

Presenting information on a computer screen in a playful way arouses great interest in children. It carries a figurative type of information that is understandable to preschoolers.

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

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

In the process of working at the computer, a preschooler gains self-confidence and the belief 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 is very “patient”; it never scolds the child for mistakes, but waits for him to correct them himself.

The use of information technology encourages children to engage in exploratory research activities, including searching the Internet independently or together with their parents.

The range of use of ICT in the educational process is quite wide. One of the most successful forms of preparing and presenting educational material for joint organized activities in kindergarten is the creation of multimedia presentations. It facilitates the process of perceiving and remembering information with the help of vivid images, because combines dynamics, sound and image, i.e. those factors that hold the child’s attention for the longest time. Simultaneous impact on the two most important organs of perception (hearing and vision) allows you to achieve a much greater effect. And the English proverb says: “I heard and forgot, I saw and remembered.”

1. Using a computer to keep records.

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, and generally monitoring the dynamics of the child’s development. This can be done manually, but the time costs are not comparable.

It follows from this that in modern education the computer does not solve all problems; it remains just a multifunctional technical teaching tool. The use of information technology tools will make the process of learning and development of children quite simple and effective. Multimedia will allow the most accessible and attractive, playful form to achieve a new quality of knowledge, develops the logical thinking of children, enhances the creative component of educational work, maximizing the improvement of the quality of education among preschoolers, frees them from routine manual work, and opens up new opportunities.

Currently, I work with documents electronically, using three products from the packageMSOffice – Word, ExcelAndPowerPoint.

In formatExcelI keep a list of children and an attendance register, formatWordI use it for calendar planning and questionnaires for parents.

In conclusion, I would like to note that in a kindergarten it is possible, necessary and advisableuse ICT in various types of educational activities. The joint organized activity of a teacher with children has its own specifics; it should be emotional, bright, involving a large amount of illustrative material, using sound and video recordings. All this can be provided to us by computer technology with its multimedia capabilities.

The use of information technology will make the process of learning and development of a child quite effective and will open up new educational opportunities not only for the child himself, but also for the teacher.

However, no matter how positive and enormous potential information and communication technologies have, they cannot and should not replace live communication between a teacher and a child.

1.4. Requirements for the use of ICT in working with preschool children

The use of ICT in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole in accordance with the age of the children and the requirements of the Sanitary Rules. When planning activities, you need to take into account the conditions and requirements for the use of information and communication technologies in the educational process and avoid the following mistakes:

Failure to comply with sanitary and epidemiological rules,

Incorrect definition of the didactic role and place of ICT in educational activities,

Unplanned, random use of ICT, often there is an oversaturation of animation, slides, drawings, inappropriate for the age of children.

Modern medical research shows that there are no negative effects on the health of preschool children when working with a computer if hygienic conditions are observed (high level of illumination, clear and contrasting image on the screen, optimal eye distance to the screen 55-65 cm, comfortable posture) and ergonomic (duration of gaming sessions should not exceed 10-15 minutes) requirements. To relieve muscle tension in children after working (games, classes) on the computer, it is necessary to perform finger and

oculomotor gymnastics. Direct educational activities using computers for children 5 - 7 years old should be carried out no more than once during the day and no more than three times a week on days of highest performance: Tuesday, Wednesday and Thursday. After working with the computer, children are given eye exercises. Continuous 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. For children with chronic pathology, who are often ill (more than 4 times a year), after suffering illnesses for 2 weeks, the duration of direct educational activities with 5 computer use should be reduced for children 5 years old to 7 minutes, for children 6 years old - to 10 min. To reduce the fatigue of children in the process of carrying out direct educational activities using computer technology, it is necessary to ensure a hygienically rational organization of the workplace: furniture that matches the child’s height, a sufficient level of illumination. The video monitor screen should be at eye level or slightly lower, at a distance of no closer than 50 cm.It is desirable that the monitor be LCD or plasma.

A child wearing glasses must use them while using the computer. It is unacceptable to use one computer for simultaneous activities of two or more children. Direct educational activities involving the use of computers by children are carried out in the presence of a teacher or educator.

To conduct frontal classes, you must use a multimedia projector, the distance from the screen to , on which children sit 2 - 2.5 meters. To maintain an optimal microclimate and prevent accumulationstaticand deterioration of the chemical and ionic composition of air, it is necessary: ​​ventilation or group room before and after classes and wet cleaning - wiping tables and display screens before and after classes, wiping floors after classes.

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

The combination of information computer technologies and innovative pedagogical methods increases the efficiency and quality of educational programs, enhances the adaptability of the education system to the levels and characteristics of students’ development. The Law of the Russian Federation “On Education” proclaims this direction as one of the main principles of state policy in the field of education.

2. The use of ICT in working with preschool children.

One of the main conditions for the introduction of information technology in preschool educational institutions is that children should be worked with by specialists who know the technical capabilities of a computer, have the skills to work with them, and clearly performand rules for using computers, mastering the methods of introducing preschoolers to new information technologies. Considering this,priorityis now becoming increasingteachers, their mastery of working with educational software systems, the resources of the global computer network Internet so that in the future each of them can use modern computer technologies to prepare and conduct classes with children at a qualitatively new level.

2.1. Classes with multimedia support.

The use of information technology in classes at preschool educational institutions allows one to overcome the intellectual passivity of children in the classroom and makes it possible to increaseeffectiveness of preschool teacher.

There are 2 types of activities using ICT.

1. Lesson with multimedia support.

In such a lesson, only one computer is used as an “electronic board”. At the preparation stage, they analyze and information resources, the necessary material for the lesson is selected.

Sometimes it is very difficult to select the necessary materials to explain the topic of the lesson, so presentation materials are created using Power Point or other multimedia programs.

To conduct such classes you need one personal computer (laptop), multimedia , speakers, screen.

The use of multimedia presentations allows you to make the lesson emotionally charged, interesting, they are an excellent visual aid and demonstration material, which contributes to the good results of the lesson.

Using multimedia presentations, I teach children complexes of visual gymnastics and exercises to relieve visual fatigue. Pictures appear on the monitor screen - symbols of various exercises. Children love both exercise and multimedia. They perform “Stars”, “Fish”, “Winter Forest” and other exercises while looking at the screen. Children's eye movements correspond to the movements of objects on the screen.

However, I would like to note that the use of computer tasks does not replace the usual correctional methods and technologies of work, but is an additional, rational and convenient source of information, clarity, creates a positive emotional mood, motivates both the child and his mentor; thereby speeding up the process of achieving positive results at work.

Multimedia presentations allow you to present educational and

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

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

· Implementation of polysensory perception of material;

· Possibility of demonstrating various objects using a multimedia projector and projection screen in a many times enlarged form;

· Combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receivefrom;

· Possibility of demonstrating objects more for perception of an intact sensory system;

· Activation of visual functions, visual abilities of the child;

· Computer presentation slide films are convenient to use for displaying information in the form of printouts in large font on a printer as handouts for classes with preschoolers. For example:

The use of multimedia presentations allows you to make classes emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good results of the lesson.

To familiarize 6-7 year old pupils with the natural world, I developed presentation topics:

Seasons.

The plant world: what is it like?

The earth is our common home.

Animals of the Tambov region.

Beavers.

What is a forest?

Underwater world.

Wildflowers.

Red Book.

Insects.

Invisible air.

Birds of our region.

Miracle trees.

We are responsible for our planet.

Travel to the country of Vitaminia

On the farm.

I use presentations both personally created and by my colleagues from the electronic bank of preschool educational institutions, I also use presentations from the Internet.

The use of an interactive whiteboard in kindergarten allows children to develop their ability to navigate the information flows of the world around them, master practical skills in working with information, develop versatile skills, which contributes to the conscious assimilation of knowledge by preschoolers and increases the child’s level of readiness for .

Working with an interactive whiteboard allows you to use didactic games and exercises, communicative games, problem situations, and creative tasks in a new way in educational activities. The use of an interactive whiteboard using multimedia technologies (graphics, color, sound, video materials) allows you to simulate various situations and environments in the classroom. Game components included in multimedia programs activate children’s cognitive activity and enhance the effectiveness of learning material. The technology of the board, based on the principle of a resistive matrix, is the most widespread in the world and the safest for health.

Another advantage of using an interactive whiteboard in kindergarten is the ability to make virtual trips and conduct integrated classes.

The use of ID in a child’s joint and independent activities is one of the effective ways to motivate and individualize learning, develop creative abilities and create a favorable emotional background.

Thus, classes with multimedia support increase the speed of information transfer to children, improve the level of its understanding, which contributes to the development of all forms of thinking.

2.2 . Computer-assisted classes .

Most often, such classes are conducted using game-based training programs. In this lesson, several computers and tablets are used, on which several students work simultaneously.

Working with an electronic textbook or tablet, the child independently studies the material, completes the necessary tasks and then passes a competency test on this topic.

The computer's capabilities make it possible to increase the volume of material offered for review. A bright glowing screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, and as a result, tension is relieved.

But today, unfortunately, there is an insufficient number of good computer programs that are intended for children of this age.

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

· research character,

· ease for a child to study independently,

· development of a wide range of skills and understandings,

· high technical level,

· age suitability,

· entertaining.

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

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

2. "Talking" dictionarieswith good animation.

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

4. Travel games, “action games”.

5. The simplest programsBy ,etc.

The use of such programs allows not only to enrich knowledge, to use the computer for a more complete acquaintance with objects and phenomena that are beyond 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.

Today, many kindergartens are equipped with computer classes. But still missing:

· methods of using ICT in the educational process of preschool educational institutions;

· systematization of computer development programs;

· unified program and methodological requirements for computer classes.

To date this is the only , not regulated by special . Teachers have to independently study the approach and implement it in their activities.

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

2.3. Practical use of ICT in the classroom

The use of ICT to implement the integration of educational areas ensures the activity of children when examining, examining and visually highlighting the signs and properties of objects.

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 educational activities using ICT, I pay special attention to children’s health. Be sure to include physical and dynamic breaks, eye exercises, and changing positions.

Classes using information technology not only expand and consolidate acquired knowledge, but also significantly increase the creative and intellectual potential of students.

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 classes 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.

I have accumulated experience in using ICT in the formation of mathematical concepts in preschool children. I include ICT in the organization of educational activities for the formation of mathematical concepts in preschool children. I use it to organize direct educational activities for children, joint developmental activities of the teacher and children, and create a developmental environment (games, manuals, teaching materials). When using ICT, I rely on the fact that in preschool children visual-figurative thinking predominates, so they actively use the principle of visualization in their work. To implement this principle, I use a variety of static and dynamic illustrative material. I also use Internet resources, which allows them to make the process of forming mathematical concepts of preschool children visual, information-rich and comfortable in the formation of mathematical concepts of preschool children. In practice, preschool educational institutions use the computer game program “Lessons from the Wise Owl” and “Learning with Logosha”

Their goal: to promote the solution of developmental problems for children of senior preschool age, namely: attention, thinking (classification, seriation), spatial concepts, speech development, vocabulary activation, consolidation of the concept of size (big, small, long, short, high, low), consolidation of the colors of the spectrum, geometric shapes, exercise in direct counting within 10 and the ability to correlate numbers with numbers, development of fine motor skills of the hand. Wise Owl and Logosha, in a fun and accessible way for children, help work on developing mathematical concepts in children, as well as tell them a lot of interesting and useful information. The peculiarity of these programs is brightness and accessibility, ease of control, and fun games and interesting tasks await children at each stage of work.

I prefer using PowerPoint to create illustrative material for screen display. Rationale: the need to use ICT in educational activities for the formation of mathematical concepts in preschool children due to the need to use a large amount of visual material, which does not always meet modern requirements.

I use a presentation as part of a lesson, for example, to conduct a didactic game, introduce new material, test knowledge, etc. But I see the main purpose of ICT in performing individual tasks, as well as in demonstrating illustrative material. In addition, GCDs using the PowerPoint program allow you to integrate audiovisual information in various forms (video, animation, slides, music), stimulate children's attention due to the ability to demonstrate phenomena and objects in dynamics.

ICT can be organically integrated into any stage of educational activities aimed at developing mathematical concepts in children. It all depends on the topic of the lesson, the goals and objectives set, as well as on the general level of the group of children being taught. So, children can be brought to the computer at the beginning of the lesson. This will generate interest in the topic. ICT elements can be used in the middle of a lesson, allowing for a change of activities. The use of ICT is possible and appropriate in the final part of classes at the stage of assessing children’s work, then the use of ICT acts as a reward for good work in the lesson.

In classes on the mathematical development of preschoolers, I use a computer to solve the problem of a lack of mobile visualization, when children, under my guidance, compare geometric shapes using the method of superimposition on the monitor screen, repeat forward and backward counting, number composition, and solve movement problems. 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. She has developed a series of didactic games for children of senior preschool age to develop logical thinking and attention: “Find the extra figure”, “Logical tasks”, “Games with Dyenesha blocks”, “Who lives where?”, They are in the electronic data bank of the preschool educational institution and are recommended for educators for working with children. To develop interest in classes on speech development, I offer students creative tasks that 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. When introducing preschoolers to fiction and folklore, I include audio media in the content of classes, 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. Presentations help to conduct quizzes and recognize a work by illustration.

Using the program"Learning to speak correctly» helped to develop in children the ability to listen and determine the desired sound, determine the number of syllables, and develop lexical and grammatical skills.

To teach preschoolers the basics of literacy, I developed a “Toy Library” using a differentiated approach to children’s tasks. The presentation helped eliminate the routine work of making cards.

In my work I implement the programs “Games for Tigers”, “Develop Games for Preschool Children”, “Learning with Logosha”.

Game computer program “Lessons of Living Nature. The world around us."

Using the gaming computer program “Lessons of Wildlife. The World around us” 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 a child completes while communicating with an 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 teaching aids help me activate the cognitive activity of students and provide a high degree of visualization of the educational process.

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

Preschoolers have little life experience and therefore many images of the world around them are unfamiliar to them. AWith the help of ICT we have the opportunity to select rich illustrative material. Familiarizing children with the world around them is precisely the area where the use of visual and audio effects creates the most complete picture for the perception and use of the presented material in life.
However, even a large number of visual aids and demonstration posters will not be able to cover to the same extent the entire amount of information available for multimedia technologies that combine text, sound,graphics, photos, videos in one digital representation, allowing children to create the most accurate understanding of the world around them.

By solving this issue under the control of interactive software, using modern hardware and software (television and video equipment), a diverse range of

and precise information about:

1. animals and plants;

2. natural phenomena.

The use of multimedia in classes in a preschool institution does not change the methods of work (use of visual and explanatory materials), but significantly deepens and expands the quality and volume of information presented to children. The use of modern technologies in the classroom allows students to demonstrate all the phenomena of nature, as well as all its inhabitants. It is possible to demonstrate not only images of a particular individual or phenomenon, but also video materials and listen to sounds, which undoubtedly increases interest in new information, creating clearer ideas.
How exactly can you build a lesson to study the world around you using multimedia? I propose to consider this using the example of studying such a representative of the animal world as the brown bear.

1. Show photo

Fig.1. Brown bear

Fig.2. Brown bear and its tracks

2. Display of video material demonstrating the behavior and habits of the studied object in natural conditions (Fig. 3);

Rice. 3. Video about brown bears

3. Listening to the real sound of a bear roar

4. Study of bear habitats

Rice. 4. Bear habitats

5. Use of printed coloring books, underdrawings, etc. in classes.

Rice. 5. Coloring book “Bears”

Tasks to consolidate knowledge:

1. Name the animal/phenomenon;

3. Guess whose footprints;

4. Who lives where, etc.

And, nevertheless, we should not forget that multimedia technologies, being the best means for presenting versatile and extensive information, are not capable of covering the entire spectrum of knowledge and giving a 100% picture of environmental objects. Thus, knowledge that cannot be transferred by multimedia technologies includes knowledge transmitted through the organs of touch, smell, taste and tactile sensations. The solution to this issue is seen in the use of various handouts during the lesson, as well as conducting classes in the natural location of the objects being studied (excursions and walking).

A well-constructed lesson on studying the surrounding world with preschoolers, using handouts, going out into nature and using multimedia technologies will not only delight children, but will also contribute to better memorization of information, and will also stimulate interest in studying the world around them.

To conduct an interesting educational lesson, I use a variety of demonstration materials so that children can clearly see natural objects that cannot be observed directly in the immediate environment, plant development cycles, diagrams, 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.

Communication with a computer helps to arouse keen interest in a preschooler, first as a game, and then as a learning activity. I use this interest as cognitive motivation for the development of voluntary memory and attention, since it is these qualities that ensure the child’s psychological readiness for school.

2.4. The practice of using ICT during routine moments when organizing joint activities with a child.

I use ICT when organizing additional education, during special moments when organizing joint activities between an adult and a child.

Children do not have the opportunity to attend the Opera and Ballet Theater. Video recordings of excerpts from performances transport the child into the world of a fairy tale, and stage effects give a feeling of magic.

Presentations become especially relevant when studying folk dances. Together with the choreographer, we introduce our students to the customs and traditions of various peoples. The whole variety of folk costumes is presented to children on the bright pages of presentations. We include elements of visibility in the educational process. Children get acquainted with great composers, choreographers and dancers.

My students study at the choreographic studio “Zadavaki”.

Using multimedia presentations, together with a choreographer, we learn dance movements with children. Pictures of various dance movements or a video showing movements and composition elements appear on the monitor screen, which allows children to perform the movements correctly.

We use video materials to introduce children to choreographic works and demonstrate concerts. Demonstration of concerts or individual concert numbers of state choreographic ensembles or other professional well-known dance groups raises the bar to which our students strive.

ICT is an integral element when conducting various types of events, to accompany theatrical skits, productions, fairy tales with children, and when interacting with the children themselves.

Using the global Internet.

The computer gives me the opportunity to actively use access to the global Internet, effectively search and process information, use Internet postal services, maintain contacts and carry out business communication.

For to obtain new professional information I use the Internet, search enginesYandex, Rambler, Google.

The use of modern technologies, in particular the Internet,allows you to increase work efficiency, get acquainted with new products ineducation, achievements and experience of colleagues.

The global computer network for the educational process is a powerful tool that fits seamlessly into the subjects of educational fields, with the help of which I organized the process of broadcasting my own teaching experience and self-education.

Using ICT in working with parents.

I use ICT in working with parents: for communication, consultation, I use my website, the website of a preschool institution, email, web page, and the electronic newspaper “Yagodka” for this purpose.I use digital photographic equipment and a video camera for presentations, virtual excursions, and also for exchanging photo and video files with parents.

A new form of work has also emerged. Parents record matinees and joint events on a video camera and, together with their child, look through the material and analyze it. Parents see everything for themselves. Assessment of a child’s activity is objective.

When holding parent meetings, we use presentations, which makes the information more aesthetically pleasing, interesting and visually tangible. We also use computer technology in the production of information leaflets, folders, information stands, in the design of parent corners, and booklets.

It should be noted that one of the innovative forms of working with parents is the use of the official website of the kindergarten, where parents can familiarize themselves with the conditions, dynamics and originality of educational work with children in kindergarten. The necessary information is brought to the attention of parents on issues of ensuring the protection of the child’s rights, his upbringing, preparation for school, and the development of his abilities.Information technology also helps to involve parents in the educational process. Using digital equipment and photo editing programs, we create collages, photo reports about past holidays, entertainment with children, posters,photo exhibitions on various topics and are placed in the information corner for parents.

From the pages of the site, parents receive information about methods of preserving the health of children, their safety, rules of child behavior in the family and in society, useful tips on teaching and raising preschoolers. Many parents are interested in reading the materials on the site.Using a video camera and related programs is a fundamentally new way to view, store and share all video material. We show the interesting stories we filmed to parents at parent-teacher meetings. We also create booklets for parents on routine issues and other topics. We create media libraries that are of interest not only to teachers, but also to parents.

By introducing various forms of communication and information technologies into practice, the degree of parental participation in the educational process has significantly increased.

IV . Recommendations for organizing virtual excursions

The use of ICT in the educational process, as an innovative approach in education, has expanded the possibilities for improving the educational process.

ICT plays an invaluable role when familiarizing with local history material through the use of virtual excursions.

A virtual excursion is an organizational form of educational activity that differs from a real excursion in the virtual display of real-life objects. The advantages are accessibility, the possibility of repeated viewing, clarity, and the presence of interactive tasks.

A virtual excursion when working with preschoolers allows you to obtain visual information about places that are inaccessible for real visits, saving time and money. The advantages of these excursions are that the teacher himself selects the material he needs, draws up the necessary route, and changes the content according to the goals and interests of the children.

As with the development of any project, the preparation of a virtual excursion is based on a certain algorithm of actions that allows you to achieve a successful result. The most important “steps” when creating a virtual tour are:

choosing a topic;

determining the purpose and objectives of the excursion;

selection of literature and compilation of bibliography;

identification of sources of excursion material;

selection and study of excursion objects;

scanning photographs or other illustrations necessary to present the project,

drawing up an excursion route based on video footage;

preparation of excursion text;

determining the technique of conducting a virtual excursion;

excursion show.

The topics of excursions are selected taking into account age characteristics, children’s interests, and calendar and thematic planning. We start by choosing a topic, defining the purpose and objectives of the excursion. Then we select literature and actively conduct preliminary work with parents. Next, based on the received material, we study excursion objects in detail, draw up an excursion route based on the video sequence, determine the technique for conducting a virtual excursion, and prepare a text (commentary) for the excursion. The accompanying commentary can be presented in text form or as an audio recording of the “tour guide’s” voice.

We immerse the child in the plot of organized educational activities by creating motivation through the creation of problematic playful cognitive situations;

We conduct a tour via the Skype computer program or watch a video tour with discussion.

Repeated viewing of video clips according to the wishes and interests of the children.

We end the virtual excursion with a final discussion, during which together with the children we summarize, systematize what we saw and heard, and share our impressions.

Conducting a virtual excursion can be carried out in a group or individual activity, the main thing is that the information satisfies the cognitive interests of children and contributes to the use of the mastered material in the practical activities of children (role-playing play, visual, modeling, musical, cognitive, research, motor activities).

Forms of virtual excursions

Multimedia presentations using PowerPoint (“Paintings by Russian artists”, “Folk toys”, “What a builder (dentist, ophthalmologist, cook) needs”, “History of watches”, “Road ABC”, etc.)

Video tours (Excursions “Cities of the Tambov Region”, “Architecture of Tambov: Past and Present”, “Antarctica”, “Chocolate Factory”, “Where is paper made?”, “How a book, a newspaper is created”, “Is it possible to live in the desert?”, “What’s inside a volcano?”, “Russian Museum”, etc.);

Interactive communication using Skype made it possible to expand the possibilities for the development and implementation of a series of activities that help enrich the play activities of older preschoolers in the process of getting to know professions. Children had the opportunity to take a virtual excursion to their parents’ workplace (project “I’m at Mom’s (Dad’s) Workplace”); introduce children to the life of children of the Far North (project “It’s great to live together!”), form ideas about the local history museum, etc.

The use of virtual excursions creates in children the need to obtain information using accessible means, increases motivation for learning, and forms an active personal position in the world around them.

During virtual excursions, the interaction of the teacher with the students changes: his activity gives way to the activity of the student, the adult’s task is to create conditions for their initiative. Pupils act as full participants; their experience is no less important than the experience of an adult; it encourages pupils to independently search and explore.

I have created a series of virtual excursions.

With the help of virtual excursions, preschoolers got acquainted with the architecture of old and modern Tambov, visited the homeland of S.V. Rachmaninov, traveled through the streets of their hometown. Teachers, preschool specialists, and parents can use virtual excursions in their work. The local history focus of virtual excursions contributed to the formation of moral and patriotic qualities in preschool children and the cultivation of love for their small homeland.

III . CONCLUSION

From all of the above, we can conclude that the use of the methodological development “Use of information and communication technologies in a preschool educational institution” will help improve the professional level of teachers, encourage them to look for new non-traditional forms and methods of teaching, and show creativity. It also helps to understand thatICT cannot be excluded from the process of teaching preschoolers, but on the contrary, it proves the need for the active inclusion of these technologies in the educational process.

Based on self-analysis of the results of my teaching activities on the use of ICT in working with preschoolers, we can conclude that the following happened:

Changes in the quality of students’ knowledge;

Changes in the level of education;

Changes in remembering content;

Changes in the development of interest in educational activities.

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

It is undeniable that in modern education the computer does not solve all problems; it remains just a multifunctional technical teaching tool. The use of information technology tools will make the process of learning and development of children quite simple and effective.

Thus, the use of ICT in working with preschoolers allows one to broaden the child’s horizons, enrich the pedagogical process, stimulate individual activity and the development of children’s cognitive processes, and educate a creative personality adapted to life in modern society.

IV . REFERENCES

1. Apatova N.V. Information technologies in preschool education. – M., 1999

2. Bezrukikh M.M., Paramonova L.A., Slobodchikov V.I. and others. Pre-school education: “pros” and “cons”//Primary education.-2006.-No.3.-P.9-11.

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

4. Gorvits Yu.M. Computer... it's very simple/ Horwitz Yu.M. // Hearth. - 2004. - No. 3. - With. 80-81.

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

6. Zakharova I. G. Information technologies in education: Textbook. aid for students higher ped. textbook establishments. – M., 2011

7. Zubov A. V. Information technologies in linguistics. – M., 2012

8.Use of modern information and communication technologies in the educational process: educational manual / Compiled by: D.P. Tevs, V. N. Podkovyrova, E. I. Apolskikh, M. V. Afonina. – Barnaul: BSPU, 2006

9. Korablev A. A. Information and telecommunication technologies in the educational process // School. – 2006. - No. 2. - With. 37-39

10. Novoselova S.L. Problems of informatization of preschool education / Novoselova S.L. // computer science and education. - 2010. No. 2. - With. 91-92.

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

12. Robert I.V. Modern information technologies in education: didactic problems, prospects for use. – M.: Shkola-Press, 2014.- 204 p.

13. Shaekhova R.K. Pre-school education: relevance, problems, development strategy / R.K.Shaekhova // Primary school plus before and after.-2006.-No.7.-P.54-57.

Scientific and technological progress at the present stage of social development has reached incredible heights. Technologies that were perceived as science fiction just a few decades ago have become everyday reality. If at the beginning of the 21st century computerization concerned enterprises, government agencies, etc., now it is hardly possible to find a family that does not have a computer, laptop or tablet, and a mobile phone has simply become a necessity.

Modern information technologies that surround a child from birth organically fit into everyday life. Children learn to use gadgets very quickly, and this makes it possible to use new technologies in teaching children, starting from kindergarten.

Educational programs of preschool educational institutions (PEIs) widely use the capabilities of modern information and communication technologies (ICT).

The use of ICT in preschool educational institutions according to the Federal State Educational Standard places increased demands on modern teachers in preschool institutions. Nowadays it is no longer enough to simply love children in order to work successfully in a kindergarten. Preschool education is a full-fledged link in the educational process, where training takes place using modern information technologies, and places new demands on the professional training of teachers.

To work in kindergartens, it is necessary to train preschool teachers who are able to combine traditional teaching methods and modern information technologies. To do this, they themselves must have good computer knowledge, be able to use multimedia equipment, and create their own educational programs.

We invite you to undergo distance learning at the School of Education Manager (school.menobr.ru) under the program “ICT in the work of a teacher.” The course will teach teachers to build the educational process using modern information technologies (electronic boards, Internet resources, etc.). You can see what is taught in the course.

ICT in kindergarten allows the teacher to diversify activities with children, increase their effectiveness, make them attractive to children, combining playful and educational moments.

The use of ICT in the educational process of preschool educational institutions opens up wide opportunities for teachers of preschool institutions to introduce new methods of work into practice and introduces innovative ideas in the educational process.

Directions for the use of information and communication technologies in the activities of preschool educational institutions

Information and communication technologies have firmly entered various areas of activity of preschool institutions, these are:

1. organization of educational educational process
2. interaction between teacher and parents
3. organization of methodological work with teaching staff.

Organization of educational and educational process in preschools using ICT

Usage ICT in the educational process of preschool educational institutions makes it possible to make classes in kindergarten more attractive for the child. Classes with preschool children have their own characteristics. Children 5-7 years old are inquisitive, so the use of ICT arouses interest and a storm of positive emotions in them. Children willingly learn to use PCs, interactive whiteboards, and tablets. While playing, they gradually move on to become familiar with educational programs.

Properly selected video materials help preschool teachers awaken children's interest in learning and develop the attention and perseverance of preschoolers. The learning process in preschool is very important for the subsequent adaptation of children at school. Kindergarten graduates enter first grade prepared for independent learning. The so-called home children, i.e. those children who for some reason did not attend preschool educational institutions, experience difficulties with socialization.

The use of information technology when working with children dictates its own rules:

• teachers in preschool educational institutions must be able to work with office equipment
• comply with sanitary standards and rules for the use of computers by preschoolers

Summarizing all of the above, it is necessary to emphasize that currently one of the most important tasks facing preschool institutions is to increase computer literacy of members of the teaching staff.

Application of information and communication technologies for interaction between preschool teachers and parents

Information and communication technologies are a new, but already well-proven tool in establishing productive cooperation between kindergarten teachers and parents.

Modern parents use social media a lot and willingly. networks, various mobile applications on smartphones, email, etc.

Very often it is easier and faster to resolve any issue with the child’s parents via the Internet than to wait for a personal meeting with him. The reality is that the busyness of parents leads to the fact that the child is taken from the kindergarten by a nanny, grandmother or older children, depending on the capabilities and status of the family.

Preschool institutions that actively use information technologies for dialogue with children’s parents become winners.

These can be the following tools:

• E-mail, which allows you to exchange large amounts of information online, this could be legislative materials on issues of preschool education. Parents may receive private information that is not intended for wide publicity, for example, information about the state of the child’s health or the situation at home, etc.
• creating groups on social networks. Parents actively use such groups to exchange photo and video materials from matinees, share links to current articles, etc. It is important for the educator to study the information presented there in order to understand the general mood of the parent community, their wishes and opinions about the development of the educational process.
• Mobile applications Viber or Whatsapp are an excellent opportunity to quickly contact the child’s parents in any emergency situation.

Receive a standard diploma

The training program “Organization and quality control of educational activities in preschool educational institutions” will help you learn more about the legal regulation of the educational activities of preschool educational institutions, the development of the basic educational program for preschool education and receive methodological recommendations from experts.

This is far from a complete list of the possibilities of information and communication technologies when working with parents of preschool children, but even studying the presented list speaks of the importance of ICT development in the preschool educational system.

Organization of methodological work using information and communication technologies

The use of information and communication technologies in preschool institutions opens up new prospects for the development and implementation of methodological developments and the implementation of innovative ideas, and allows them to take into account the experience of their colleagues in the workshop.

In their work, preschool teachers use information portals on the Internet dedicated to the upbringing and education of preschoolers. Based on information received from these sources, preschool teachers create their own presentations of classes, share their experiences and study the developments of other teachers.

Separately, it is worth mentioning the use ICT in the work of a senior preschool teacher. Distributing teaching materials via the Internet, collecting statistical data, storing and processing them electronically, allows the senior teacher of a child care institution to monitor and timely correct the work of the entire teaching staff.

Familiarization via the Internet with scenarios for holidays and other events in preschool organizations in other cities allows you to significantly expand the scope of the materials being studied.

Modern technologies for creating presentations in Power Point improve the quality of educational classes; the use of digital photographic equipment and Photoshop allows you to create original photographs, easily edit and demonstrate them.

The use of a video camera allows for a high-quality and comprehensive analysis of activities carried out in preschool institutions. This form of work is very important for transferring experience to young teachers who have just entered the profession.

A modern library of methodological literature is turning into a media library, and information on electronic media is much more convenient to store and use.

Preschool education today is unthinkable without the use of information and communication technologies. Federal State Educational Standards (FSES) directly pointing to the continuity of all types of education in modern Russia, they name the basic requirements for implementation educational programs, including personnel, financial, material and technical conditions.

In other words, teachers of preschool educational institutions must be trained in accordance with the requirements of the modern educational process, know and be able to apply knowledge of information and communication technologies in practice. Federal and regional government structures must, in accordance with the law, fully finance programs to provide preschool educational institutions with material and technical means for the development of information and communication technologies.

USING ICT IN KINDERGARTEN CLASSES

Can be successfully used in kindergarten ICT in the educational process.

ICT in a preschool educational institution can be classified:

1. ICT, with the help of which pedagogical problems are solved (electronic textbooks, electronic systems for teaching and monitoring knowledge)

2.Electronic systems for the practical application of knowledge (virtual designer, programs for modeling, simulator)

3.Interactive means (telecommunication conference, e-mail)

4.Search tools and programs (catalogs, search engines)

5.Electronic tools containing text information (electronic textbook)

6.Visual media (digital photo, etc.)

Unlike conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood - the ability to independently acquire new knowledge.

All over the world, the use of information and computer technologies in various fields of activity has become part of 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.

When working with children, we use information and computer technologies quite actively during classes and other activities. The use of computer technology makes it possible to make the lesson attractive and truly modern, expands the possibilities of presenting educational information, and allows you to increase the child’s motivation. The use of multimedia technologies (color, graphics, sound, modern video equipment) allows you to simulate various situations and scenes. Game components included in multimedia programs activate the cognitive activity of preschool children and enhance the assimilation of material. We believe that the use of a computer in a preschool educational institution is possible and necessary; it helps to increase interest in learning, its effectiveness, and also develops the child comprehensively.

Multimedia is a means or tool for learning in various classes. Multimedia contributes to the development of motivation, communication skills, acquisition of skills, accumulation of factual knowledge, and also contributes to the development of information literacy.

Multimedia such as a slide, presentation or video presentation has been available for a long time. The computer is now capable of manipulating sound and video to achieve special effects, synthesizing and playing sound and video, including animation, and integrating it all into a single multimedia presentation.

Reasonable use of visual teaching aids in the educational process plays an important role in the development of observation, attention, speech, and thinking in preschool children. In classes with children, teachers use multimedia presentations, which make it possible to optimize the pedagogical process, individualize the education of children with different levels of cognitive development, and significantly increase the effectiveness of teaching activities.

The use of multimedia presentations in the classroom in our preschool allows us to build the educational process on the basis of psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of learning and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.

The basis of any modern presentation is to facilitate the process of visual perception and memorization of information with the help of vivid images. The forms and place of use of a presentation (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 and eye abilities of the child;

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

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

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

Presenting information on the monitor screen in a playful way, which arouses great interest in children, since this corresponds to the main activity of a preschooler - play;

Present new material vividly, 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 capabilities of the curriculum, which is a stimulus for the development of their cognitive activity;

Develop exploratory behavior in preschoolers;

Expand the creative capabilities of the teacher himself.

Using ICT, it is necessary to carefully approach the criteria for selecting innovations, taking into account the interests and developmental needs of the children themselves, considering a wide variety of combinations of relationships, changes in the content of the educational process of the kindergarten.

Leading world experts identify a number of requirements that developmental programs for children must meet:

1. research nature,

2. ease for a child to study independently,

3. development of a wide range of skills and understandings,

4. high technical level,

5. age appropriate,

6. entertaining.

In addition, we, as teaching practitioners, must remember the sanitary rules and regulations for the use of ICT. According to SanPiN standards, a TV with a diagonal screen size of 59-69 cm must be used. Installation height is 1-1.3 m. When working, children are placed at a distance no closer than 2-3 m and no further than 5-5.5 m from the screen.

Classes using a computer for children 5-7 years old should be conducted no more than once during the day and no more than three times a week on days of highest performance: Tuesday, Wednesday and Thursday. After the lesson, the children are given eye exercises. The continuous duration of working with a computer in classes for children 5 years old should not exceed 10 minutes and for children 6-7 years old - 15 minutes.

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.

In the form of an educational game, you can conduct any classes with preschool children: mathematics, traveling around the country, city, speech development, literacy, design, drawing, etc.

Interactive graphics and animation systems allow, in the process of analyzing images, to control their content, shape, size, color and other parameters to achieve the greatest clarity.

One of the main means of expanding children's ideas are presentations, slide shows, and multimedia photo albums.This is illustrative, I grant-giving the teacher an opportunity to build aclarification in classes is logical, scientific, usingcalling video fragments. With such an or-material organization includes three typeschildren's memory: visual, auditory, motor. The presentation makes it possible tolook at complex material step by step,refer not only to the current material,but also to repeat the previous topic. Alsocan you go into more detail?focus on issues that cause difficultiesnia. Using Animetional effects helps to increase children’s interest in the material being studied.

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 tasks for independent work of 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.

The scanner will help children become full-fledged participants in creating a slide show. They always willingly bring their favorite books, drawings, pictures on given topics from home. Together with the teacher, this material is scanned and inserted into a slide show or clip. When the finished material is shown, 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.

So, by involving children directly in the creation of various kinds of multimedia resources, we turn them from an object of our pedagogical efforts into a subject of educational activity, this is especially true for children of senior preschool age, who can almost create their own presentation on their own or with the help of their parents.

For children of primary preschool age, the use of digital technologies in photography is relevant. The fact is that by including an object that is well known to the child in a slide show or presentation as a variable visual aid, several mental processes are triggered at once. Firstly, recognizing a “native” object from a child’s environment brings joy, and for kids this is important. Secondly, it contributes to the development of generalization operations (and my table is also a table).

Thirdly, the reverse process, when, having encountered an object in his environment that has already been talked about and seen on the screen, the child builds a chain of reproduction of the rest of the material associated with this object (associative memory develops).

I would like to note that if teachers of preschool institutions do not develop curiosity in children, the desire not only to learn something, but also to make efforts to independently obtain the necessary knowledge, then not a single school education institution equipped with the latest technology will be able to correct our mistakes.

Literature:

Mirimanova M.S., “Psychological safety of the preschool educational environment,” 2010.

Zhuravlev A.A., “What are educational technologies and how to use them?..”, 2007.

Kolodinskaya V.I., “Informatics and information technologies for preschool children,” 2008.

Information and communication technologies (ICT) are currently an integral part of modern preschool education.

The use of ICT is one of the priorities of education. According to the new requirements of the Federal State Educational Standard, the introduction of innovative technologies is intended, first of all, to improve the quality of education, increase the motivation of children to acquire new knowledge, and speed up the process of acquiring knowledge. One of the innovative areas is computer and multimedia technologies. The use of information and communication technologies in preschool education is becoming increasingly relevant, as it allows using multimedia, in the most accessible and attractive, playful form, to develop the logical thinking of children and strengthen the creative component of the educational process.

In this regard, we are faced with a problem - insufficient knowledge of information and communication technologies by teachers and the ability to apply these technologies in the educational process. This condition is one of the main requirements for staffing, which is regulated by the Federal State Educational Standard.

Where can ICT help a modern teacher in his work?

The main forms of using ICT in my practice are:

• preparation of group documentation (lists of children, development diagnostics, planning, monitoring program implementation, reporting).
• selection of educational and illustrative material for classes, joint educational activities, design of stands, groups
• creating presentations in Microsoft Power Point in various educational areas. I have created a series of presentations for classes, holidays, pedagogical councils, and parent-teacher meetings. She was a prize-winner and winner of the correspondence municipal competition “My Best Presentation” in the “Preschool Education” category. In addition to presentations, I use training programs.

There are a lot of online communities that allow you not only to find and use the necessary methodological developments, but also to post your materials, share your pedagogical experience in preparing and conducting events, and using various methods and technologies.

Modern life requires teachers to regularly improve their qualifications. Distance training courses allow you to choose the direction of interest to the teacher and study without interrupting your main educational activities.

An important aspect of a teacher’s work is participation in various pedagogical projects, distance competitions, and Olympiads, which increases the level of self-esteem of both the teacher and students. In-person participation in such events is often impossible due to the remoteness of the region, financial costs and other reasons. And remote participation is available to everyone. Some teachers of our preschool educational institution have not only taken part in such competitions, but have also become winners. Last academic year I participated in two such competitions: the republican environmental competition "Hamster-2016" and the folk culture festival "Red Sundress". Where the Batuev family became 1st degree diploma winners in the nomination “Our Friendly Family”

Diplomas and certificates from such competitions add to the teacher’s portfolio.

Various competitions are often held in kindergarten. Using the Photoshop program for awards, I designed diplomas and certificates. Also on the ground floor I have set up a stand “Additional education”

One of the criteria for assessing the professional activity of a teacher, in accordance with the Federal State Educational Standard, is a high degree of activity and involvement of parents in the educational process and the life of the kindergarten.

The use of interactive technologies also plays an important role in this direction.

How can ICT optimize the work of preschool educational institutions with parents of pupils?

Each preschool institution has an official website, which gives parents the opportunity to quickly obtain information about the life of the preschool educational institution. This is very important, since nowadays parents are in a hurry and do not always have time to read the information posted in the corner for parents. And at home, together with your child, it is interesting to look at the kindergarten’s website, look at new photos, learn about past events, and keep abreast of the events of the group and the kindergarten as a whole.

You can also read the newspaper for parents “We are together” on our website. (I have been the editor of this newspaper for 4 years now. I publish the newspaper in Microsoft Office Publisher format.) As a result, parents listen more carefully to the advice of teachers and participate more actively in group projects and activities.

I also created a closed community in VKontakte for the parents of my group “Cornflower”. Where parents can see photos and videos from the life of the group. Read consultations

Parents and teachers use digital photo and video equipment and editing programs. And at graduation parties, viewing a prepared multimedia presentation from old photographs evokes a response in the hearts of both children and adults.

When there are videos of our children’s performances at competitions, at various events, or simple moments of everyday life, then watching them arouses keen interest among children and parents.

Main directions of ICT in working with children

These are various computer games - "toys" : entertaining, educational, developmental, diagnostic, network games

Recognizing that the computer is a new powerful tool for the intellectual development of children, it must be remembered that its use for educational purposes in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole in accordance with the age of the children and the requirements of the Sanitary Rules. A typical session lasts from 20 to 30 minutes. In this case, screen use should be no more than 7-10 minutes. After finishing work at the computer, to prevent visual impairment and relieve eye strain, you need to perform simple eye exercises.

In conclusion, I would like to note that the use of ICT leads to a number of positive effects:

1. Movement, sound, and 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 the material. Even hyperactive children, whose attention is quite difficult to maintain for a long time, receive the information presented on the screen with great interest.
2. Provides clarity that promotes perception and better memorization of the material. In this case, three types of memory are included: visual, auditory, motor;
3. 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;
4. You can also simulate life situations that are impossible or difficult to show and see in everyday life. (for example, reproduction of sounds of nature; operation of transport, etc.);
5. The use of information technology encourages children to engage in exploratory research activities, including searching the Internet independently or together with their parents;
6. ICT is an additional opportunity to work with children with disabilities.

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

I would like to wish that the computer becomes your best assistant when working with children and parents.

Information and communication technologies in the conditions of a modern preschool educational institution

Report at a seminar-workshop for preschool teachers on the topic: “Information and educational technologies in preschool educational institutions”

Information and communication technologies in the conditions of a modern preschool educational institution

Organization of educational process
Interaction with parents
7 slide
- Documentation maintenance
I prepare group documentation (lists of children, diagnostics of the level of development, planning, drawing up reports). The computer allows you not to write reports and analysis of activities every time. It is enough to type the diagram once and then only make the necessary changes.
I design the group's stands.
8 slide
- Use of ICT for the creation and storage of educational and methodological complex
In my work I:
I develop, systematize and collect methodological developments and documentation (long-term plans, consultations for parents, notes, games, music selections, multimedia holiday decorations)
Slide 9
For example: For a theatrical production based on the fairy tale “Under the Mushroom” by V. Suteev, I developed a presentation, selected the sounds of nature (thunder, lightning, rain, wind), and the music to which the heroes of the fairy tale come out.
A media library has been created from the accumulated material.
I conduct diagnostics of the level of development of children twice a year (diagrams, graphs, tables).
10 slide
Every month on the website of the preschool educational institution and on the pedagogical websites “Pantry of Entertainment”, “Maam.ru” I post my methodological developments: notes, master classes, projects; I share my work experience with colleagues; I run my own blog.
For example:
11 slide– Master class “Water Lily for Mom” with step-by-step photos.
12, 13 slide– In the project activity for Victory Day “Tell children about the Second World War using TIKO-design.”
My students and I often participate in distance competitions and Olympiads.
Through pedagogical websites I have the opportunity to exchange experiences, teaching materials, and methodological developments with leading experts in the field of education.
I create presentations in the Power Point program to improve the effectiveness of educational sessions with children and the pedagogical competence of parents during parent-teacher meetings.
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- Use of ICT in organizing the educational process with children:
Classes in kindergarten have their own specifics; they should be emotional, bright, using large illustrated material, using sound and video recordings. Computer technology with its multimedia capabilities helps provide us with all this.
For my work I:
I select illustrative and educational material for classes.
I get acquainted with the scenarios of holidays and other events.
I create presentations in the Power Point program to increase the effectiveness of educational activities with children (including didactic games, KVN, quizzes, crosswords).
In educational activities I use a projector in a certain part of the lesson, for example:
15 slide- Educational OD dedicated to the Winter Olympic Games (introduction to a healthy lifestyle).
16 slide- Educational activities on the perception of fiction based on the works of N. Nosov (quiz based on the works of N. Nosov, children solve a crossword puzzle based on the fairy tale “Dunno in the Sunny City”).
Slide 17- Integrated OD (speech development, perception of fiction, mathematics) “Journey to the land of fairy tales” (Diploma game: “Name the hero of the fairy tale whose magic object is”).
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- use of ICT in the process of interaction between preschool educational institutions (teachers) and parents.
Slide 19
I cooperate with the families of students. I give recommendations on the use of ICT at home, especially the computer and computer games (How long can a child spend at the computer. How to protect a child from visiting unwanted sites - this includes using a password, and using the Kaspersky Kids program, which blocks unwanted sites, etc.) .
A group page has been created on the preschool educational institution’s website, and I update it constantly.
I create and post consultations for parents on the preschool educational institution website and maintain my own blog.
I show parents presentations on how to work with children.
I organize final exhibitions, photo exhibitions using slide shows of children's works.
I hold parent meetings with presentations.
20 slide Thus, the use of computer technology helps:
Involve passive listeners in active activities;
Make OA more visual and interesting;
To form an information culture among children;
Activate cognitive interest;
Implement a student-centered approach to learning;
To create interest in the teacher’s work;
Activate thought processes (analysis, synthesis, comparison, etc.).
21 slides Advantages of using ICT in preschool educational institutions
Priorities of ICT over the old material delivery system
Photos, cards, pictures become physically obsolete, their storage requires a lot of space, and searching takes a lot of time.
ICT pictures are easily restored, they are easy to move, and almost any illustration can be found on the Internet.
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Interactive excursions, for example, to the Hermitage, allow you to find yourself in another place without leaving the room.
Slide 23 Disadvantages of using ICT in preschool educational institutions
Problems in the use of ICT in the educational process:
Oversaturation of events with animation, slides, overload of drawings;
Insufficient provision of preschool educational institutions with technical equipment;
The teacher does not have sufficient qualifications to work with a computer.
24 slide Taking into account the requirements of sanitary and epidemiological rules and regulations
SanPiN 2.4.1.3049-13, when working with children, I adhere to the recommendations on the use of ICT in preschool educational institutions:
According to the requirements of SanPiN, educational activities using a computer require no more than 10 minutes for children 5 years old, and no more than 15 minutes for children 6-7 years old.
Educational activities using a computer for children 5-7 years old should be carried out no more than once a day and no more than three times a week.
At the end of the lesson, do gymnastics for the eyes.
Correctly determine the didactic role and place of ICT in educational activities.
Multimedia technologies cannot be used in every lesson. With frequent use of ICT, children lose special interest in such activities.
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The correct use of ICT leads to a number of positive aspects:
1. Enriches the activity with emotional coloring.
2. Psychologically facilitates the process of assimilation.
3. Arouses keen interest in the subject of knowledge.
4. Forms the skill of research activity.
5. Expands your general horizons.
6. The level of use of visual aids in the classroom is increasing.
7. Frees you from routine manual work.
8. Increases the productivity of the teacher and the child.
26 slide Conclusion
The use of ICT helps improve the quality of the educational process; it serves to develop the cognitive motivation of students, which leads to an increase in their achievements and key competencies.
Slide 27 Thank you for your attention.