Use of ICT by kindergarten teachers. The use of ICT in the work of a preschool teacher

Lena Maslova
Use of ICT in preschool educational institutions.

The modern age is called the age of information technology.

To keep up with the times, you need to acquire skills in using computer technology in various areas of life.

The President of the Russian Federation has set a task for each institution: to have its own electronic representation on the Internet. The Government of the Russian Federation adopted a number of documents: Strategy for the Development of the Information Society, Concept of the Socio-Economic Development of the Country until 2020. Based on government documents, the Concept for the development of the preschool and general education system of Russian Railways JSC was developed and approved. One of its main directions is solving the problem of improving the quality of preschool education through the introduction into the educational process of effective technologies for developing imagination, literacy and other basic abilities of preschool children; as well as the introduction of programs to ensure continuity of preschool and primary general education.

The rapid growth of information flow, the development of new information technologies, their capabilities - all this places its demands on the younger generation. The current experience of informatization of the educational environment indicates that it makes it possible to increase the efficiency of the educational process.

Based on this, one of the most important directions of the priority national project “Education” aims the system at ensuring the accessibility and quality of education and the formation of a competitive graduate. In the conditions of modernization of education at the present stage, this goal cannot be achieved without relying on information and communication technologies (ICT).

ICT is a tool for improving the quality of educational services and a necessary condition for solving the problems of forming a general culture of the individual, adapting the individual to life in society.

Currently, the use of ICT in the practice of preschool educational institutions is as follows:

selection of illustrative and additional material for educational activities, design of stands, groups, offices, booklets; experience exchange;

use of digital photographic equipment and photo editing programs;

using a computer in the office work of a preschool educational institution, creating various databases;

creating email, maintaining a website;

creating presentations in Power Point.

Such specialists in the field of preschool education as: Komarova T. S., Dukhanina L. N., Volosovets T. V., Veraksa N. E., Dorofeeva E. M., Alieva T. I., Komarova I. I. , Belaya K. Yu. express their position “for” and “against” the use of ICT in working with preschoolers.

Opponents of ICT cite data on computer addiction, the negative impact of prolonged sitting at the computer on the health of children, etc. as an argument. It is dangerous for a child to become obsessed with a computer game. And this is understandable. The following questions arise here: how much time the child spends at the computer, the impact of the game on mental and physical health, and refusal of communicative relationships.

In addition, when implementing ICT in the educational process of preschool educational institutions, a number of other problems arise. Unfortunately, when introducing computer teaching technologies in kindergartens, economic difficulties arise: there are not enough funds for the technical equipment of the premises, the provision of the necessary technical support, the acquisition of licensed software and application software. ICT in kindergarten is a pressing problem of modern preschool education. The rapid development of ICT has led to the fact that a computer in kindergarten has become necessary.

But no matter how we approach the problem, “the informatization of society poses the task of preschool teachers to become a guide for the child to the world of new technologies, a mentor in the choice of computer games and to form the foundations of the information culture of the child’s personality.”

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. Combining information and communication technologies and projecting them onto educational practice, it should be noted that the main task facing their implementation is the adaptation of a person to life in the information society.

Main directions of ICT development:

1. Using a computer to introduce children to modern technical means of transmitting and storing information, which is carried out in various gaming technologies. These are various computer games – “toys”: entertaining, educational, developmental, diagnostic, network games. When working with preschoolers, teachers use mainly developmental games, less often educational and diagnostic games. The choice of computer gaming tools plays an important role for the use of ICT in the educational process. Currently, the choice of computer gaming software for preschoolers is quite wide. But, unfortunately, most of these games are not designed to implement software tasks, so they can be used only partially, mainly for the purpose of developing mental processes: attention, memory, thinking.

2. ICT as a means of interactive learning, which allows you to stimulate children’s cognitive activity and participate in the acquisition of new knowledge. We are talking about games created by teachers that meet program requirements. These games are intended for use in classrooms with children. Interactive gaming tools can be created using the PowerPoint program.

3. Development of technology with the inclusion of ICT which is based on complex (integrated) activities (leisure). The technology is being developed in any educational field (music, fiction, cognition).

4. ICT as a means of automated control systems. This technology is being implemented in an institution with the aim of implementing the idea of network management, organizing the pedagogical process, and methodological services. This technology provides planning, control, monitoring, coordination of the work of teachers, specialists, and doctors. In this case, the use of ICT helps to optimize the activities of a preschool educational institution, increase its effectiveness in the conditions of inclusive education and upbringing of preschool children, and expand the boundaries of the educational space through the active inclusion of parents and children who do not attend kindergarten.

We must understand that ICT is not only and not so much computers and their software. This means the use of a computer, the Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

The main areas of use of ICT should be subject to the following goals: introducing children to modern technical means of transmitting and storing information, which is carried out in various gaming technologies. That is, ICT as a means of interactive learning should make it possible to stimulate children’s cognitive activity and participate in the acquisition of new knowledge. We are talking about games created by teachers that meet program requirements. These games are intended for use in classrooms with children. Interactive gaming tools can be created using the Power Point program.

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 the use of 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.

Project objectives:

Creation of a unified information space of the preschool educational institution, in which all participants in the educational process would be involved: the administration of the preschool educational institution, teachers, students and their parents.

Generalization of knowledge of the requirements of the Federal State Educational Standard regulating professional teaching activities in ICT conditions.

Development of technologies for multimedia support of the educational process.

Creation of a common network multimedia database, a bank of computer training programs, didactic and methodological materials that preschool teachers could use in their practice.

The use of multimedia presentations in working with preschoolers allows the educational process to be made more vivid, emotional, using large illustrative material, using sound effects and video recordings. Thus, we can highlight two main advantages of presentations - interactivity, that is, the ability to perform certain actions in response to the child’s actions, and multimedia (from the English “multimedia” - a multi-component environment, that is, the ability to “present” both texts and images (in including moving ones, as well as play sound and music. Multimedia facilitates the process of memorization, makes educational activities more interesting and dynamic, “immerses” the child in a certain environment, creates the illusion of co-presence, empathy, and promotes the formation of three-dimensional and vivid ideas. However, it is important. Do not forget that the computer should only complement the teacher, and not replace him. You cannot use multimedia technologies too often, since with frequent use of ICT, children lose special interest in such activities.

Significance of the project:

The material should reveal to teachers the advantages of using ICT in their educational activities to ensure the child’s full transition to the next level of the lifelong education system. Namely, raising an inquisitive, active, emotionally responsive child who has mastered the means of communication and ways of interacting with adults and peers.

The issue of organizing the subject-development environment (SDE) of a preschool educational institution is the most relevant today, since an important criterion for assessing the activities of a preschool organization according to the Federal State Educational Standard is the created subject-spatial environment. PRS should be varied and rich in content, that is, equipped with training and education tools - technical, sports, and gaming equipment. Therefore, the main task of a preschool educational institution is to combine traditional games, toys with bright and visual materials and modern technologies in a single developmental space. This should be the starting point for work on a whole area - the creation of an interactive educational environment.

A significant aspect of the interactive educational environment of preschool educational institutions is the use of ICT by teachers as a tool for developing motivation in the educational process. ICT, thereby, helps to shift the burden from verbal methods of education to methods of search and creative activity of educators and students. In this regard, the teacher, to a greater extent, becomes an accomplice, an assistant. The use of computer technology helps:

Involve passive children in active activities;

Make GCD more visual and intense;

Activate cognitive interest;

Activate thought processes (analysis, synthesis, etc.);

Implement student-oriented, differentiated approaches in educational activities.

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, classrooms.

Creating presentations in the Microsoft Power Point program in various educational areas: “Socio-communicative development”, “Speech development”, “Cognitive development”, etc. I have created a series of presentations for classes, holidays, pedagogical councils, parent meetings. To make the presentation more effective, I structure it taking into account the kindergarten program and the age characteristics of preschoolers; I include entertaining questions, animated pictures, games, and watching educational cartoons. The presentation helps to combine a huge amount of demonstration material, freeing from a large volume of paper visual aids, tables, reproductions, audio and video equipment.

Using a video camera and video editing programs. Students especially like this direction: viewing information material with an overlay of well-known audio, creating simple clips, adding voice to video, etc.

Using an interactive whiteboard. The interactive board allows the child to see himself from the outside and observe the actions of his playing partners. Children get used to assessing the situation without completely immersing themselves in the virtual world alone with the computer.

Creation of media libraries that are of interest to both teachers and parents.

Creating an email, maintaining a preschool educational institution website with links to groups.

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.

The use of ICT in preschool educational institutions is fully justified and brings great benefits in the development of all areas of a preschooler’s personality, interaction with parents of pupils, organization of teacher activities, and significantly contributes to improving the quality of the educational process.

ICT tools in the education system:

Hardware:

Computer- universal information processing device

Printer- allows you to record on paper information found and created by students or a teacher for students. For many school applications, a color printer is necessary or desirable.

Projector- radically increases:

level of visibility in the teacher’s work,

opportunity for students to present their work to the whole class.

Telecommunications block(for rural schools - primarily satellite communications) - gives access to Russian and world information resources, allows for dictation training, and correspondence with other schools.

Devices for entering text information and manipulating screen objects - a keyboard and a mouse (and various devices for similar purposes, as well as handwriting input devices. The corresponding devices play a special role for students with motor problems, for example, with cerebral palsy.

Recording devices(input) visual and audio information (scanner, camera, video camera, audio and video recorder) - make it possible to directly include information images of the surrounding world into the educational process.

Data logging devices (sensors with interfaces)- significantly expand the class of physical, chemical, biological, environmental processes included in education while reducing educational time spent on routine data processing.

Computer controlled devices- provide an opportunity for students of various ability levels to master the principles and technologies of automatic control

Audio-video means provide an effective communication environment for educational work and public events.

Internet, including those specialized for educational applications.

Virtual constructors- allow you to create visual and symbolic models of mathematical and physical reality and conduct experiments with these models.

Exercise equipment- allow you to practice automatic skills in working with information objects - entering text, operating with graphic objects on the screen, etc., written and oral communication in a language environment.

They allow the design and use of automated tests in which the student receives a task completely or partially through a computer and the result of completing the task is also fully or partially assessed by the computer.

Complex educational packages (electronic textbooks) - combinations of software tools of the types listed above - most automate the educational process in its traditional forms, are the most labor-intensive to create (while achieving a reasonable quality and level of usefulness, and most limit the independence of the teacher and student.

Management information systems - ensure the passage of information flows between all participants in the educational process - students, teachers, administration, parents, and the public.

- Adoption of the Federal State Educational Standard (FSES) (2013);

Today ICT allows:

Computer.
Multimedia projector.
A printer.
VCR, DVD player.
TV.
Record player.
Camera.
Camcorder.
Electronic board.

1.Records management.

· implementation of projects,

In our country over the past few years, a number of events have occurred that determine the accelerated development of Internet technologies in preschool institutions:

- Adoption at the state level of the Strategy for the Development of the Information Society (2008);

- Adoption of the Concept of socio-economic development of the country until 2020 (2008);

- Implementation of the “Electronic Russia” program (2010);

- Connection of schools and kindergartens to the Internet within the framework of the national project “Education” (2005);

- Adoption of the Law “On Education” (2012);

- Adoption of the Federal State Educational Standard (FSES) (2013);

- Adoption of a professional teacher standard (2013).

In accordance with the Law “On Education in the Russian Federation,” preschool education is one of the levels of general education. Therefore, informatization of kindergarten has become a necessary reality of modern society. “Computer technologies are currently intended to become not an additional “makeweight” in training and education, but an integral part of the holistic educational process, significantly increasing its quality” (From the “Concept of long-term socio-economic development of the Russian Federation for the period until 2020”).

Information educational technologies are all technologies in the field of education that use special technical means (PC, multimedia) to achieve pedagogical goals.

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

Today ICT 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 - play.

. Attract children's attention with movement, sound, animation.

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

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

. Encourage children to solve problematic problems and overcome difficulties.

Along with new technologies, new concepts enter our lives, and one of them is multimedia. Everyone uses this technology, but few people actually know what multimedia is. This is a combination of several effects. Specifically, multimedia consists of audio, text, images, animation, interactivity, and video. This entire combination of effects is controlled by interactive software. In addition, multimedia are storage media on which very large amounts of information can be stored and quickly accessed. For example, the first multimedia device was a CD, which could simultaneously contain diverse information: video, music, text, images, etc. Types of multimedia: nonlinear and linear. Linear multimedia is when the user has no influence on the recorded data. For example, when watching a movie, a person cannot influence the plot in any way. But computer games are a striking example of nonlinear multimedia. In such games, a person directly interacts with information, and each step he takes changes the information in the game. Multimedia exists in other areas of human life: in photographs, music, cinema, cartoons and computer presentations, etc.

Regulatory documents impose certain requirements for staffing. One of the main requirements is the teacher’s knowledge of information and communication technologies and the ability to use them in the educational process. A teacher’s communicative competence presupposes the ability to build communications in various formats: oral, written, discussion, visual, computer, electronic. A teacher must not only be able to use a computer and modern multimedia equipment, but also create his own educational resources and widely use them in his teaching activities. Therefore, the primary task at present is to improve the computer literacy of teachers, 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 .

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

In his work, a teacher can use the following means of information and communication technologies:

Computer.
Multimedia projector.
A printer.
VCR, DVD player.
TV.
Record player.
Camera.
Camcorder.
Electronic board.

Areas of application of ICT by preschool teachers

1.Records management.

In the process of educational activities, the teacher draws up and draws up calendar and long-term plans, prepares material for the design of the parent corner, minutes of parent meetings, conducts diagnostics and documents the results both in printed and electronic form. An important aspect of the use of ICT is the preparation of teachers for certification. Here you can consider both the preparation of documentation and the preparation of an electronic portfolio.

2. Methodological work, teacher training.

In the information society, networked electronic resources are the fastest and most modern way of distributing new teaching aids, available to teachers regardless of their place of residence. Information and methodological support in the form of electronic resources can be used when preparing a teacher for classes to learn new techniques. Online communities of teachers allow not only to find and use the necessary methodological developments, but also to post their materials and share their pedagogical experience in preparing and conducting events.

A teacher needs to regularly improve his qualifications. Distance training courses allow you to choose a direction that interests the teacher and study without interrupting your main job. An important aspect of a teacher’s work is participation in various pedagogical projects, quizzes, olympiads and competitions, 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.

3.Educational process.

The educational process includes:

· organization of direct educational activities for students,

· organization of joint developmental activities of teachers and children,

· implementation of projects,

· creation of a developmental environment (games, manuals, teaching materials).

The use of a variety of illustrative material, both static and dynamic, allows preschool teachers to quickly achieve their intended goal during direct educational and joint activities with children. The use of ICT makes the educational process spectacular and information-rich.

To summarize, I note that in a kindergarten it is possible, necessary and advisable to use ICT in various types of educational activities. The use of ICT helps us, preschool teachers, to make the educational process more emotional and vibrant, interesting and rich. 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.

List of used literature

1. Polat E.S. New pedagogical technologies. - M., 2000

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

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

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

5. Motorin V. "Educational possibilities of computer games." Preschool education, 2000, No. 11.

Socio-economic changes in Russia have led to the need to modernize many social institutions, and primarily the education system. New tasks set for education today are formulated and presented in the law “On Education” Russian Federation” and the educational standard of the new generation.

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

the possibility of organizing a cognition process that supports an activity-based approach to the educational process;
individualization of the educational process while maintaining its integrity;
creation of an effective management system for information and methodological support of education.

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

1. Organizational:

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

2. Pedagogical:

increasing the ICT competence of preschool teachers;
introduction of ICT into the educational space.

In accordance with the Law “On Education in the Russian Federation,” preschool education is one of the levels of general education. Therefore, informatization of kindergarten has become a necessary reality of modern society. Computerization of school education has a fairly long history (about 20 years), but such a widespread use of computers in kindergarten has not yet been observed. At the same time, it is impossible to imagine the work of a teacher (including a preschool teacher) without the use of information resources. The use of ICT makes it possible to enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.

What is ICT?

Information educational technologies are all technologies in the field of education that use special technical means (PC, multimedia) to achieve pedagogical goals.

Information and communication technologies in education (ICT) is a complex of educational and methodological materials, technical and instrumental means of computer technology in the educational process, forms and methods of their application to improve the activities of specialists in educational institutions (administration, educators, specialists), as well as for education (development, diagnosis, correction) of children.

Areas of application of ICT by preschool teachers

1. Maintaining documentation.

In the process of educational activities, the teacher draws up and draws up calendar and long-term plans, prepares material for the design of the parent corner, conducts diagnostics and presents the results both in printed and electronic form. Diagnostics should be considered not as a one-time carrying out of the necessary research, but also as maintaining an individual diary of the child, in which various data about the child, test results are recorded, charts are drawn up, and the dynamics of the child’s development are generally monitored. Of course, this can be done without the use of computer technology, but the quality of design and time costs are not comparable.

An important aspect of the use of ICT is the preparation of teachers for certification. Here you can consider both the preparation of documentation and the preparation of an electronic portfolio.

2. Methodological work, teacher training.

In the information society, networked electronic resources are the most convenient, fastest and most modern way to disseminate new methodological ideas and teaching aids, available to methodologists and teachers regardless of their place of residence. Information and methodological support in the form of electronic resources can be used when preparing a teacher for classes, to study new techniques, and when selecting visual aids for classes.

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

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

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

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

3. Educational process.

The educational process includes:

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

In preschool children, visual-figurative thinking predominates. The main principle when organizing the activities of children of this age is the principle of clarity. The use of a variety of illustrative material, both static and dynamic, allows preschool teachers to quickly achieve their intended goal during direct educational activities and joint activities with children. The use of Internet resources makes it possible to make the educational process information-intensive, entertaining and comfortable.

There are 3 types of activities using ICT.

1. Lesson with multimedia support.

In such a lesson, only one computer is used as an “electronic board”. At the preparation stage, electronic and information resources are analyzed and the necessary material for the lesson is selected. Sometimes it can be very difficult to find the necessary materials to explain the topic of a lesson, so presentation materials are created using PowerPoint or other multimedia programs.

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

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

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

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

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

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

The basis of any modern presentation is to facilitate the process of visual perception and memorization of information with the help of vivid images. The forms and place of use of a presentation in a lesson depend on the content of this lesson and the goal set by the teacher.

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

Implementation of polysensory perception of material;
The ability to demonstrate various objects using a multimedia projector and projection screen in a many times enlarged form;
Combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receive from educational literature;
The ability to demonstrate objects that are more accessible to the intact sensory system;
Activation of visual functions and eye abilities of the child;
Computer presentation slide films are convenient to use for displaying information in the form of printouts in large font on a printer as handouts for classes with preschoolers.

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

2. Lesson with computer support

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

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

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

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

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

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

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

2. "Talking" dictionaries of foreign languages with good animation.

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

4. Travel games, “action games”.

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

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

When organizing classes of this type, it is necessary to have a stationary or mobile computer class that complies with SANPiN standards and licensed software.

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

methods of using ICT in the educational process of preschool educational institutions;
systematization of computer development programs;
unified program and methodological requirements for computer classes.

Today, this is the only type of activity that is not regulated by a special educational program. Teachers have to independently study the approach and implement it in their activities.

The use of ICT does not provide for teaching children the basics of computer science and computer technology.

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

1. Diagnostic lesson.

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

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

The use of computers in educational and extracurricular activities looks very natural from the child’s point of view and is one of the effective ways to increase motivation and individualize learning, develop creative abilities and create a favorable emotional background. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Kholodnoy, S.A. Shapkina et al. indicate the possibility of mastering a computer by children aged 3-6 years. As is known, this period coincides with the moment of intensive development of the child’s thinking, preparing the transition from visual-figurative to abstract-logical thinking.

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

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

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

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

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

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

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

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

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

1. Material base of the preschool educational institution.

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

2. Protecting the child's health.

Recognizing that the computer is a new powerful tool for the development of children, it is necessary to remember the commandment “DO NO HARM!” The use of ICT in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole in accordance with the age of the children and the requirements of the Sanitary Rules.

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

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

3. Insufficient ICT – teacher competence.

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

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

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

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

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

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

Informatization of education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice aimed at intensifying and implementing innovative ideas in educational, educational and correctional processes. Recently, information and communication technologies (ICT) have become a good assistant for teachers in organizing educational and correctional work.

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

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

List of used literature

Management of innovation processes in preschool educational institutions. – M., Sfera, 2008.
Horwitz Y., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education, 1991, No. 5.
Kalinina T.V. DOW management. “New information technologies in preschool childhood.” M, Sfera, 2008.
Ksenzova G.Yu. Promising school technologies: educational and methodological manual. - M.: Pedagogical Society of Russia, 2000.
Motorin V. "Educational capabilities of computer games." Preschool education, 2000, no. 11.
Novoselova S.L. Computer world of a preschooler. M.: New School, 1997.

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

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, diagnostics of development, planning, monitoring of 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 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 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:

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.
Provides clarity that promotes perception and better memorization of the material. In this case, three types of memory are included: visual, auditory, motor;
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;
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.);
The use of information technology encourages children to engage in exploratory research activities, including searching the Internet independently or together with their parents;
ICT is an additional opportunity to work with children with disabilities.

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

An educated person is one who knows where to find what he doesn’t know.”
Georg Simmel

The use of information and communication technologies in kindergarten is a pressing problem of modern preschool education. The importance and necessity of introducing such technologies into the educational process was noted by international experts in the “World Report on Communication and Information” prepared by UNESCO. In our country, over the past 5 years, a number of events have occurred that determine the accelerated development of Internet technologies in preschool institutions. The prerequisites for the formation of a system of electronic resources for preschool education are presented on the slide.

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 information and communication technologies is one of the priorities of education. Informatization of the education system places new demands on the teacher and his professional competence. A teacher’s communicative competence presupposes the ability to build communications in various formats: oral, written, discussion, visual, computer, electronic. A teacher must not only be able to use a computer and modern multimedia equipment, but also create his own educational resources and widely use them in his teaching activities.

Computers in school classrooms today are no longer perceived as something rare and exotic, but in kindergarten they have not yet become a well-mastered tool for teachers. But every year modern information technologies enter our lives more and more closely. Therefore, a preschool educational institution, as a carrier of culture and knowledge, also cannot remain on the sidelines.

Information technology is not only and not so much computers and their software. Information and communication technologies mean the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication. The use of computer technology helps:

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.)

In his work, a teacher can use the following means of information and communication technologies:

Computer
Multimedia projector
Printer
Video recorder, DVD player
TV
Record player
Camera
Camcorder
Electronic boards

The following types of interactive materials can also be distinguished:

Photos;
Videos;
Video clips (films, fairy tales, cartoons);
Presentations (e-books, electronic exhibitions);
Children's educational computer games;
It is possible to create collections of digital photographs and cartoons.

Let us dwell on the advantages of using interactive materials.

These materials:

allow you to increase the perception of the material by increasing the amount of illustrative material;
allow you to make adjustments during educational activities, carry out joint work of children in interaction, and carry out an interactive relationship between child and teacher;
the use of multimedia presentations provides clarity, which contributes to the perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children;
graphic, textual, audiovisual information is used simultaneously;
when using animation and inserting video fragments, it is possible to show dynamic processes;
using a computer, you can simulate life situations that are impossible or difficult to demonstrate during educational activities or to see in everyday life (for example, reproducing animal sounds; the operation of transport, etc.);
the use of new methods of explanation and reinforcement, especially in a playful form, increases children’s involuntary attention and helps develop voluntary attention;
Direct educational activities using information and communication technologies encourage children to search and cognitive activity, including searching the Internet independently or together with their parents;
the high dynamics of direct educational activities contribute to the effective assimilation of material, the development of memory, imagination, and creativity of children.
Selection of illustrative material for GCD and for the design of stands, albums, groups, offices (scanning, Internet; printer, presentation).
Creation of educational games.
Selection of additional educational material for GCD, familiarization with scenarios for holidays and other events.
Exchange of experience, acquaintance with periodicals, the developments of other teachers in Russia and abroad.
Preparation of group documentation and reports. The computer will allow you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes.
Creating presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents. There are the following types of presentations:
- To indicate a topic or as an accompaniment to the teacher’s explanation;
- To accompany small theatrical skits or performances of fairy tales by children;
- To accompany a holiday for children or to test knowledge, etc.
- To accompany the concert
- For parent meetings

Working with parents occupies a special place when using ICT:

1. Minimizing the time of access to information of communication subjects;

2. Possibility to demonstrate any documents, photographic materials;

3. Providing an individual approach to the subject of communication;

4. Optimal combination of individual work and group work;

5. Growth in the volume of information;

6. Provides dialogue between communication subjects (e-mail, forum);

7. Prompt receipt of information;

8. Expansion of information flows;

9. Use of ICT in parent-teacher meetings.

Despite all the advantages of using information and communication technologies, there are a number of problems when using them. And above all, this is a real health threat that arises when children are taught to use a computer early.

When using these technologies, the teacher, first of all, must be guided by the Sanitary and Epidemiological Requirements for the design, content and operating hours of preschool institutions (SanPin 2.4.1.2660-10):“12.21. 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 using a computer should be reduced: for children 5 years old - to 7 minutes, for children 6 years old - to 10 minutes.

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. A child wearing glasses should work at the computer while wearing them. 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 (methodologist).”

All sites are divided into several groups.

The first group of sites is electronic periodicals and electronic publications. This group includes websites of periodicals and publishing houses dedicated to the topic of preschool education. These sites are well developed and filled with materials. Here are examples of such sites:

1. Firstly, this is the newspaper “Preschool Education”

http://dob.1 september. ru / the site contains the full contents of the issues of the newspaper "Preschool Education". And this is a wide range of educational, educational and developmental materials for parents and educators.

2. “Fairy Tales for Children” is a section of the electronic version of the magazine “Koster” dedicated to fairy tales. The site contains a complete collection of children's fairy tales: Russian folk, Swedish, classic fairy tales by Russian and foreign authors.

http://www. kostyor. ru /

The second group of sites are sites directly dedicated to the work of a teacher and contain a lot of useful information and useful developments that a teacher can use in his work:

1. The “Teacher Portal” website in the Preschool Education tab contains a large collection of ready-made presentations for Kindergarten teachers in various areas, notes on educational activities, holiday scenarios and much more.

www.uchportal.ru

2. Website "Preschooler". This site is very informative. These include ready-made presentations, a collection of poems, a collection of games, recommendations for handicrafts with preschoolers and much more.

http://doshkolnik.ru

3. Website "Mom" www. maaam. ru

4. Another site directly for kindergarten teachers is the site “Preschoolers” section Site elements: GCD notes, Consultations, Holidays, quizzes, entertainment , working with parents , Physical education in kindergarten, Master classes, Reports, teacher councils, methodological associations in preschool educational institutions , Club work in kindergarten , Experimental activities in preschool educational institutions and many many others.

5. "Chelyabinsk preschool portal" http://www.forchel.ru/ The site contains a unique collection of materials. Here are just some sections of the site menu:Preschool library, Music for children, Presentations, Methodical office, Graphics, design, consultations and much more.

6. Website “Education of preschool children in kindergarten and family” http://doshvozrast.ru/ website sections: Working with parents, Health work, Legal education,Game activity,For parents of preschoolers, Books on preschool education and etc.

7. Website "Pochemuchka" http://pochemu4ka.ru/ contains poems, stories, fairy tales for children, nursery rhymes, finger games, coloring pages, audio stories, online games for children and more.

8. Website "DEDSADN" http://detsad-kitty.ru/ Website for children and adults. Contains a large number of folders, templates, pictures, coloring pages, cartoons, teaching aids, holiday scripts, music for children and much more.

9. On the website “Festival of Pedagogical Ideas Open Lesson” http://festival.1september.ru/ The section “Working with preschoolers” contains a large selection of practical materials that will help the teacher in practical activities.

10. Children's portal "Sun" http://www.solnet.ee/ contains a large selection of materials for working with children. These include all kinds of crafts, coloring books, children's magazines, etc.

The third group of sites are electronic albums.

Let me give you an example of the most complete electronic album. "The life and work of great artists." Here you can find reproductions of any paintings by any authors. Full story about this painting and biography of the author.

http://www.bibliotekar.ru/al/

I would like to dwell separately on the website “Professional competitions for preschool teachers” http://www.profi-konkurs.ru/competitions-for-educators/ the site is designed for a wide audience and is designed to unite teachers of preschool educational institutions on the territory of the Russian Federation into a single information network and competitive movement. The site has competitions for preschool teachers, educational psychologists, music directors, physical education teachers, methodologists, and even for children.

There are a lot of websites for kindergarten teachers and they are all designed to help in organizing the educational process. With their help, a teacher can diversify his activities, increase his competence, and make the life of children in kindergarten more vibrant and memorable.