Application of ICT in gaming activities. The use of ICT in organizing educational activities for preschool children Examples of the use of ICT tools in gaming activities

The computer can enter a child's life through play. Game is one of the forms of practical thinking. In the game, the child operates with his knowledge, experience, impressions, displayed in the social form of game methods of action, game signs that acquire meaning in the semantic field of games. The child discovers the ability to endow a neutral (up to a certain level) object with play value in the semantic field of the game. It is this ability that is the most important psychological basis for introducing a preschooler into a game - a computer as a gaming tool. 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. Compared to traditional forms of teaching preschoolers, the computer has a number of advantages:
 presenting information on a computer screen in a playful way arouses great interest among children;
 carries a figurative type of information that is understandable to preschoolers;
 movements, sound, animation attract the child’s attention for a long time;
 problematic tasks, encouraging the child to solve them correctly with the computer itself are a stimulus for the cognitive activity of children;
 provides the opportunity to individualize training;
 the child himself regulates the pace and number of game learning tasks to be solved;
 in the process of his activities at the computer, the preschooler gains self-confidence in the fact that he can do a lot;
 allows you to simulate life situations that cannot be seen in everyday life (rocket flight, flood, unexpected and unusual effects);
 the computer is very “patient”, never scolds the child for mistakes, but waits for him to correct them himself.
The computer, being the most modern tool for processing information, has served and continues to serve as a powerful technical tool for teaching and plays the role of an indispensable assistant in the education and general mental development of preschool children. A computer is as attractive to children as any new toy, which is how they look at it in most cases. Communication between preschool children and computers begins with computer games, carefully selected taking into account age and educational focus. The use of computers in educational and extracurricular activities looks very natural from a 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, M.A. Kholodnoy, S.A. Shapkina and others testify to the possibility of children aged 3-6 years mastering a computer. 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. At this stage, the computer acts as a special intellectual tool for solving problems of various types of activities. And the higher the intellectual level of activity, the more fully all aspects of the personality are enriched in it. As you know, play is one of the forms of practical thinking. In the game, the child operates with his knowledge, experience, impressions, displayed in the social form of game methods of action, game signs that acquire meaning in the semantic field of the game. Research by S.L. Novoselova indicates that the child discovers the ability to endow a neutral object with a play value in the semantic field of the game. It is this ability that is the psychological basis for introducing a computer into play for a preschooler as a gaming tool. The image that appears on the display can be endowed by the child with playful meaning in a situation where he himself builds the plot of the game, using the figurative and functional capabilities of a computer program. The ability of children to replace a real object in a game with a game object with the transfer of real meaning to it, a real action with a game action that replaces it, underlies the ability to meaningfully operate with symbols on a computer screen. From this it follows that computer games should be inextricably linked with ordinary games. One of the most important lines of mental development of a preschool child consists of a consistent transition from more elementary forms of thinking to more complex ones. Scientific research on the use of educational and educational computer games, organized and conducted by specialists from the Association “Computer and Childhood” in collaboration with scientists from many institutes since 1986, and studies conducted in France, have shown that thanks to the multimedia method of presenting information, the following results are achieved:
 children more easily grasp the concepts of shape, color and size;
 the concepts of number and set are comprehended more deeply;
 the ability to navigate on a plane and in space appears faster
 trains the efficiency of attention and memory;
 master reading and writing earlier;
 vocabulary is actively replenished;
 fine motor skills develop, the finest coordination of eye movements is formed.
 the time of both simple reaction and choice reaction decreases;
 dedication and concentration are fostered;
 imagination and creativity develops;
 elements of visual-figurative and theoretical thinking develop.
By playing computer games, a child learns to plan, build the logic of elements of specific events and ideas, and develops the ability to predict the outcome of actions. He begins to think before he acts. Objectively, all this means the beginning of mastering the basics of theoretical thinking, which is an important point in preparing children for school. One of the most important characteristics of computer games is the educational function. Computer games are structured in such a way that a child can get a non-single concept or a specific learning situation, but will receive a generalized idea of ​​all similar objects or situations. Thus, he develops such important thinking operations as generalization and classification of objects according to characteristics. Computer games increase the self-esteem of preschoolers. I would like to note that children’s achievements do not go unnoticed by themselves and those around them. Children feel greater self-confidence and master visual and effective thinking operations. The use of computer games develops a child’s ability to find the largest number of fundamentally different solutions to a problem. The formation of elementary mathematical concepts occurs on the basis of the construction and use of visual models by children. Teachers have selected many computer programs designed to develop elementary mathematical concepts in children aged 4-7 years. Programs for teaching counting and designating sets with numbers, consolidating knowledge about the size of objects, their shape, getting acquainted with geometric shapes (flat: circle, square, rectangle, triangle, etc.). Orientation in space (near, far, right, left) and time (day, day, month, year). Computer mathematics programs help children consolidate the idea that number does not depend either on the objective content of the set or on the spatial arrangement of its elements. In the computer programs of this series, children practice forward and backward ordinal counting, learn to solve addition and subtraction problems, and determine the composition of a number (within 10). They carefully look at the pictures on the screen depicting different figures, and look for them in the surrounding objects with interest. With successful counting, problem solving, and correct choice, pictures are drawn on the screen, objects are moved, the game situation changes, and the child is offered new, more difficult tasks. Thanks to these programs, classes become relaxed and create a desire to succeed. Computer mathematical games, helping to consolidate and clarify specific mathematical content, contribute to the improvement of visual-effective thinking, transferring it into a visual-figurative plan, form elementary forms of logical thinking, teach to analyze, compare, generalize objects, require the ability to concentrate on a learning task, remember conditions , do them correctly. Computer math games do not impose a pace of play on children; they take into account children’s answers when creating new tasks, thereby providing an individual approach to learning. There are unreasonably few computer mathematical programs for children of senior preschool age with role-playing methods of solution. Meanwhile, it is precisely such programs that will help attract children’s attention to the inner world of others, encourage them to put themselves in their place, and help them overcome obstacles. “All computer programs for preschoolers should have a positive moral orientation; they should not contain aggressiveness, cruelty, or violence.” Programs with elements of novelty, surprise, and unusualness are of particular interest. Computer mathematical programs and didactic tasks developed by teachers for children of senior preschool age are based on the principle of self-control. The plot of the program itself tells the children whether they made the right or wrong decision. In preschool age, methods of external encouragement are widely used: when game problems are solved correctly, the child hears cheerful music, or sees a sad face if the problem is solved incorrectly. Children wait for the assessment and react emotionally to its character. They have a strong emotional positive attitude towards classes and the computer. The use of interactive equipment when teaching older preschoolers mathematics, music, and fine arts helps to consolidate and clarify specific mathematical content, helps improve visual-effective thinking, transfers it into a visual-figurative plan, forms elementary forms of logical thinking, and develops a sense of color. The use of information technology helps teachers increase children's learning motivation and leads to a number of positive consequences:
 enriches students with knowledge in its figurative-conceptual integrity and emotional coloring;
 psychologically facilitates the process of mastering the material by schoolchildren;
 arouses keen interest in the subject of knowledge;
 expands the general horizons of children;
 the level of use of visuals in the lesson increases;
 the productivity of teachers and students in the classroom increases.
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” a certain amount of knowledge into each student, but, first of all, to create conditions for the manifestation of students’ 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. 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.

Bibliography
1. Directory of the head of a preschool institution. – M, Sphere, 2006
2. Management of innovation processes in preschool educational institutions. – M., Sfera, 2008
3. Kalinina T.V. DOW management. "New information technologies in preschool childhood." M, Sphere, 2008
4. Motorin V. "Educational possibilities of computer games." Preschool education

Consultation for teachers

“Application of ICT in gaming activities”

It is impossible to imagine modern life without information resources. The modern world requires computer skills not only in elementary school, but also in preschool childhood. Today, ICTs significantly expand the capabilities of parents, teachers and specialists in the field of early education. Proper use of a computer allows the child’s creative abilities to be fully and successfully realized.

During gaming activities using computer tools, a preschooler develops thinking, imagination and other qualities that lead to a sharp increase in creative abilities. Compared to traditional games, computer games have a number of modern innovations:

Information on a computer screen in a playful way arouses great interest in children;

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

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

The child himself regulates the pace and number of game problems to be solved;

In the process of working at the computer, a preschooler gains self-confidence;

Allows you to simulate life situations that cannot be seen in everyday life

Computer games help consolidate the knowledge, skills and abilities acquired during the learning process; they can be used in individual work.

All games have their own heroes who need to be helped to complete the task. Thus, the computer helps to develop not only the child’s intellectual abilities, but also cultivates strong-willed qualities such as independence, composure, concentration, perseverance, and also introduces the child to empathy, helping the heroes of the games, thereby enriching his attitude to the world around him.

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 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.

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, and develop versatile skills, which contributes to the conscious acquisition of knowledge by preschoolers and increases the child’s level of readiness for school.

The use of ICT in gaming activities is due to the need for significant changes in the preschool education system.

November 11, 2016 teacher Barkhatova O.I. conducted a joint gaming activity with the children of the senior group on the topic “Computer, computer, computer is cool”, similar to the game “What? Where? When?".

This game was developed in an interactive format, children were active participants in the game, the children's opposing team was also presented in an interactive format. The Fixies team appeared on the screen and asked their questions. The participation of the teacher was kept to a minimum, since the voice of a “virtual presenter” was recorded, who voiced all the information and questions for the children.

This form of joint activity with children contributes to the development of independent cognitive interest in children, contributes to the formation of personal qualities: initiative, the ability to make decisions independently, the ability to work in a team, involves improving the professional competencies of a preschool teacher in using modern ICT technologies in working with children, promotes changing the position of the educator from a carrier of knowledge and information to an organizer of activities, a consultant in solving the task.

This interactive game is the author’s development of teacher O.I. Barkhatova, the game was presented in December 2016. at the V Republican competition of pedagogical skills on the use of ICT technologies in the educational process.

Sections: Working with preschoolers

In the structure of the basic competencies of the personality of a modern preschooler, the information component plays an important role, which is determined by the realities of life. The modern life of a preschool child, the world of electronic toys, the social environment filled with information tools and media - all this actualizes the information experience of children. The information competence of a preschooler represents the foundations, elements of knowledge, skills and value attitudes towards information and information processes that allow the child to engage in the types of information activities available to him: cognitive, play, etc.
The development of information competence of a modern preschooler can be facilitated by information and communication technologies (ICT), which are a powerful tool for developing the child’s emerging intelligence - the basis that underlies the ability to learn. Accelerating the early development of children makes the introduction of ICT during preschool childhood a reality. Modern research indicates the possibility of children aged three to six years mastering a computer, since at this age the child’s thinking intensively develops, and the computer can act as a special intellectual tool for solving problems of various types of activities. The most important thing for the effective use of a computer is developed logical, algorithmic and systems thinking. All this can be developed in preschool children using a detailed series of educational games and tasks.
In the modern world, a child sees various technical devices around him almost from birth; they are very attractive to the child. Society lives in a world of constant multiplication of information flows, constant invention of devices for processing this information. A computer helps a person solve practical problems. The “tomorrow” of today’s children is the information society. And the child must be psychologically prepared for life in the information society. Computer literacy is now becoming necessary for every person. Cultivating a correct attitude towards technical devices, first of all, falls on the shoulders of parents, but it also places qualitatively new demands on preschool education - the first link of lifelong education. The success of implementing positive changes for society is associated with the use of information technology in a preschool institution.
The use of multimedia technologies in the teaching and educational process in a preschool educational institution is one of the newest and most pressing problems in domestic preschool pedagogy.
The most effective form of organizing work with a computer in kindergarten is conducting media classes using multimedia presentations. It makes it possible to optimize the pedagogical process, individualize the education of children with different levels of cognitive development and significantly increase the effectiveness of psychological and pedagogical activities.
The introduction of ICT into the educational process of kindergarten has many advantages:

• presenting information on a computer screen in a playful way arouses great interest in children;
• carries a figurative type of information that is understandable to preschoolers;
• movements, sound, animation attract the child’s attention for a long time;
• problematic tasks, encouraging the child to solve them correctly with the computer itself are a stimulus for the cognitive activity of children;
• provides the opportunity to individualize training;
• the child himself regulates the pace and number of learning tasks to be solved;
• in the process of his activities at the computer, the child gains self-confidence in the fact that he can do a lot;
• the computer is very “patient” in its relationship with the child, never scolds him for mistakes, but waits for him to correct the shortcomings himself, which creates the necessary “success situation” in the learning process;
• makes it possible to expand the use of electronic learning tools, since they transmit information faster than using traditional means;
• allow you to make adjustments during class, carry out joint work of children in interaction, and carry out an interactive relationship between child and teacher;
• using a computer, you can simulate life situations that are impossible or difficult to show in class or see in everyday life (for example, reproducing the sounds of animals, nature, the operation of transport, etc.);
• classes using information and communication technologies encourage children to search and cognitive activities, including searching the Internet independently or together with their parents;

The use of computer technology in the educational process gives us the following opportunities:

• The computer is a means of equalizing the capabilities of children.
• The system itself provides control, correction, and allows self-checking.
• Expanding professional contacts of teachers and improving the quality of children's education.
• Improving the quality of demonstration materials, illustrations, and the ability to display video clips.
• Close contact in the teacher-child-parent chain.
• Individualization of the educational process by pace, speed, content.
• The high speed of updating didactic material on the screen significantly saves time during the lesson.
• An effective gaming tool for practicing reading, counting, etc. skills, and developing the creative abilities of preschoolers.
• Efficiency of management and the ability to compactly store large amounts of information in text and figurative form.

The purpose of the work when using ICT in organized educational activities (OED), the goal is to improve the quality of education through the active introduction of information technologies into the educational process.

Objectives of our work:

• develop and test technology for multimedia support of the educational process;
• create a thematic collection of multimedia presentations;
• increase the use of information and computer technologies with subjects of the educational space: administration, teachers, parents, students.
• increasing the cognitive motivation of students;
• enriching your horizons and vocabulary;
• development of age-appropriate skills for the child;
• development of spatial thinking;
• accelerating the child’s assimilation of the given material;
• creating a positive emotional mood;

Basic requirements that a teacher must comply with when conducting educational activities using computers:

• OOD should be clearly organized and include repeated switching of children’s attention to another type of activity;
• During the educational activity, children must not just receive some information, but develop a certain skill in working with it or receive a final product (the product must be obtained in one educational activity, without transferring part of the work, since children’s motivation weakens during long-term work);
• in educational activities, it is not recommended to use programs that promote the use of physical force against characters; the software product, on the one hand, must react critically to the child’s incorrect actions, and on the other hand, the reaction should not be very acute;
• before educational activities, specialized training must be carried out - socially-oriented motivation of the child’s actions.

Didactic principles of using computer technologies:

• the principle of scientificity determines the content and requires the inclusion in it not only of traditional knowledge, but also of the fundamental provisions of science.
• the principle of systematicity and consistency is associated both with the organization of educational material and with the student’s system of actions to assimilate it: perception of information from the screen, explanations of the teacher, independent work.
• The principle of gradual overcoming of difficulties provides for a transition from universal accessibility of a task for a certain age group to the principle of individual accessibility. There are special requirements for the tasks: they must be interesting and varied, within the capabilities of everyone, but with a gradually increasing degree of complexity.
• the principle of strength consolidates the assimilation of knowledge and the development of cognitive abilities of preschoolers.
• the principle of continuity provides for the preservation of the connection between stages of learning - different in content and methods of implementation.
• The principle of visibility is also called the principle of interactive visibility. With objects presented in computer form, you can carry out various actions, study not only their static image, but also the dynamics of development in various conditions, isolate the main patterns of the subject or phenomenon under study, or examine them in detail. Processes simulated by a computer can be varied in form and content and demonstrate physical, social, historical, environmental and other phenomena of reality.
• The principle of multimedia presupposes the ability to broadcast audiovisual information in any form (text, graphics, animation, etc.), to implement an interactive dialogue between a child and a computer.
• the principle of cognitive communication is new in essence and is inherent only in computer training. It consists of organizing a dialogue between the computer and the child. It is no coincidence that computer training systems are called interactive (dialogue). The dialogue between a person and a computer has its own characteristics; it can be defined as the exchange of information between a computer system and a user, carried out using an interactive terminal according to certain rules.
• the principle of activating children’s cognitive activity makes it possible to include computer technologies in the organizational scheme of classes to broaden their horizons and provide intellectual enrichment.
• the principle of interdisciplinary connections contributes to a holistic perception of the knowledge system and the formation of logical thinking. The volume of educational material can be successfully mastered by pupils more with the help of the logic of thinking than memory, consciously, creatively, generally, and not mechanically and fragmentarily. Assimilation of knowledge requires the use of information from other sections of the program and is based on a system of concepts.

Main forms of ICT use:

1. Direct application in the educational process.
2. The use of ICT in leisure and entertainment.
3. Organization of work with parents of students not only in the group, but also in the family.

We use the following teaching methods in our work:

• The demonstration method is used to visualize the objects, phenomena, and processes being studied for the purpose of studying them by preschoolers.
• An illustration method that allows the display of objects, processes, phenomena in their symbolic representation (photos, drawings).
• The didactic method helps children master subject-productive, playful, musical, constructive, visual and other types of activities that are basic.
• Verbal (conversation, story, retelling) accompanied by slides.

Technologies used in the learning process:

• gaming;
• person-oriented;
• socio-gaming,
• health-saving.

Forms of organization of student activities:

• group,
• individual

To conduct group 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.
In an individual lesson, one or more computers are used, on which several students work simultaneously. The child independently completes the task and then passes a competency test on this topic.
We use in our practice multimedia presentations in various educational areas: “Cognition”, “Speech development”,

Artistic and aesthetic development", "Fiction", "Physical culture", which allows us:
. significantly reduce the time for the formation and development of language and speech means, communication skills.
. develop memory and concentration, which are so necessary for further successful studies in primary school.
. development of higher mental functions - attention, memory, verbal-logical thinking, emotional-volitional sphere.

Interaction with teachers and parents

Work with teachers includes conversations, consultations on improving ICT competence, conducting master classes, workshops, showing open classes using multimedia presentations
The use of information technology in working with parents provides the opportunity to conduct various consultations, parent meetings, and entertainment events using ICT; design information stands and group documentation in a colorful and aesthetic form. Contributes to the creation of a workable system of support for family education, activation of the pedagogical and cultural consciousness of parents, and the participation of parents in the educational process of kindergarten.

Advantages of using ICT in interaction with parents:

• minimizing the time of access to information of communication subjects;
• the opportunity to demonstrate any documents, photographic materials;
• ensuring an individual approach to the subject of communication;
• optimal combination of individual work and group work;
• growth in the volume of information;
• prompt receipt of information.

Expected results:

• the formation of skills in educational activities: the ability to accept and set an educational and cognitive task, the ability to hear and follow instructions, the ability to plan one’s own activities and work according to algorithms, the ability to control the progress of activities and evaluate the results of one’s own activities;
• formation of ideas and knowledge in various educational areas of the program: mathematics and logic, cognitive development, artistic and aesthetic activities of children, personal safety rules;
• development of the child’s sensory capabilities. Preschoolers will gain independence, composure, concentration, and perseverance; will be introduced to empathy, cooperation, co-creation;
• development of basic mental processes: memory, attention, imagination, thinking.

It is important to comply with the conditions to preserve the child’s health:

• Children under 5 years old are not recommended to use a computer. Children aged five to seven years can “communicate” with a computer for no more than 10-15 minutes a day, 3-4 times a week.
• It is desirable that the monitor be LCD or plasma.
• It is necessary to include in classes games aimed at preventing visual impairment and developing visual-spatial relationships.
• Carry out eye exercises regularly: during work, it is necessary to periodically move the child’s gaze from the monitor every 1.5-2 minutes. for a few seconds, a change of activity during the lesson is also important.
• To conduct frontal classes, we use a multimedia projector, the distance from the screen to the chairs on which children sit is 2-2.5 meters.

Educational area “Cognition” (familiarization with the natural world)
The presented games can be used in organized educational activities in the educational field of “Cognition” and “Speech Development” on the lexical topics being studied, as well as in individual lessons to consolidate the material studied. Games can be offered to parents to develop children's cognitive abilities, logical thinking, attention, and memory. Presentation 1
Educational field "Speech development"
The presented games can be used in organized educational activities in the educational field of “Speech Development” and “Cognition” on the lexical topics being studied, as well as in individual lessons to consolidate the material studied. Games can be offered to parents to develop children's speech, logical thinking, attention, and memory. Presentation 2
Math games
The presented games can be used in organized educational activities in the educational field of “Cognition” (development of elementary mathematical concepts), as well as in individual lessons to consolidate the material studied. Games can be offered to parents to develop children's speech, logical thinking, attention, and memory.