Joint play activities with children using ICT technology, teacher Barkhatova O.I. The use of ICT (information and communication technologies) in the musical play activities of children of senior preschool age in the process of music lessons in

achievements. The rise of networks is leading to new forms of collaborative pedagogy that take advantage of the interoperability of these networks (such as Web 2.0). We must explore how social media can improve teaching and learning, and use the most advanced technologies to create “enhanced and augmented pedagogy.” The main improvement made possible by ICT is the ability to personalize and individualize learning. We must create a personalized pedagogy based on the individual learning parameters of each student - a pedagogy management system!

The future is digital citizenship

In a digital society, the issue of digital citizenship is acute. Education must prepare citizens of such a society. There is a big risk of digital divide – not in terms of technology or accessibility of digital devices, but mainly in terms of gaining access to knowledge and gaining digital competencies.

The issues raised by the digital society are mainly questions of pedagogy and politics. They are related to the goals of a digital society based on knowledge, with human communications - the most important aspect of relationships in a digital society.

Of course, the future will be completely different when teachers become digital natives. However, the pace of current change is so fast that we cannot predict what new concepts and patterns will emerge in our society, so the gap between new and previous generations will remain. Changing generations are the main characteristic of digital society.

It is necessary to constantly seek answers to the questions: what is our vision of the pedagogy of the digital society, what strategies do we need to realize the basic educational values?

Digital Natives – New Citizens of Digital Societies . Identify and analyze the most important changes, not just technological ones, taking place in the digital society. Analyze the competencies of representatives of the new generation: the competencies that they already have and that they need to acquire. Analyze and take into account what knowledge is available in the digital society, what knowledge is in demand for digital natives, and how this knowledge is developing.

Digital societies lead to information and knowledge societies. The humanitarian aspects of the knowledge society should be remembered and taken into account, and the humanitarian aspects of digital societies should be developed. To create teaching and learning strategies for digital natives, we must define not only digital characteristics, but also their social, economic and humanitarian content.

Digital natives are engaged in networks, collaboration and collective intelligence . Teaching and learning strategies must take these principles into account. Networks must be introduced into schools and schools must operate like networks.

Digital natives learn in new ways. Launch research projects on the ways in which digital natives acquire knowledge. What will they study? Why? How? Where? Alone or in a group? How can we set “individual learning parameters” for digital natives?

Digital natives need to be educated differently. Create and test new pedagogical models for digital natives, bridging the growing gap between technology and pedagogy. Involve schoolchildren themselves in the process of developing appropriate methods and pedagogical strategies.

Define policy considerations for digital natives. What political development is the knowledge society undergoing? How does this translate into digital native learning? What values ​​should be developed in such a society?

5.2. ICT in preschool education

Preschool education and upbringing is a right recognized by the Convention on the Rights of the Child, according to which all children of preschool age have the right to care, development, education, protection and safety. As the first of the six goals of the Education for All (EFA) programme, development

And Improving early childhood care and education plays a key role in achieving other EFA goals (for example, general primary education), as well as in achieving the Millennium Development Goals.

IN In 2010, UNESCO IITE began implementing a project dedicated to the use of ICT in preschool education, the results of which are reflected in the review “ICT in Preschool Education: Existing Experience and Recommendations” (2011), as well as in the analytical note “ICT in the upbringing and education of preschool children "(2012).

IN different countries concepts early childhood and preschool education may involve different age groups of children, covering ages from 3 to 6-7 years, i.e. preschoolers.

IN The project involved pilot preschool education (preschool) institutions from Brazil, Hungary, Norway, Portugal, Russia, Slovakia, the Czech Republic and Chile. Based on the results of the project, “Possibilities of information and communication technologies in preschool education” were identified (publication in English, Russian and Slovak). The IITE study used three sources of information: information obtained from 17 CE centers located around the world; reviews of specialized literature on how ICT can influence learning processes in educational institutions and how they can be integrated into a wide range of educational methods; professional experience of the involved experts and data from research projects related to DL in the context of ICT. Despite their considerable differences, all 17 educational centers that took part in the analytical study have an important unifying feature: they are all among the innovative preschool institutions in their countries or regions, leading in the integration of ICT in the education of preschool children. This targeted selection of CE centers was based on the recommendations of education authorities

And research centers of the respective countries. The sample of institutions presented provides a convincing picture of real innovative trends in the use of ICT in preschool education.

The analysis of the actual situation in these centers covered questions about the equipment they have, the teaching staff and the competence of teachers in the field of ICT, the priorities of the institutions, their activities and methods of work, strategies and pedagogical attitudes, conclusions regarding the path traveled and plans for further development.

Summarizing the results obtained during the implementation of the project, a general strategy for integrating ICT into preschool education has been formed, which consists of eight successive stages (steps). These recommendations may also be useful to heads of preschool institutions, as well as consultants to local education authorities.

Eight steps of a strategy for integrating new ICTs into preschool education

1. Develop your existing capabilities.

2. Define your role.

3. Formulate goals and objectives.

4. Create an ICT environment.

5. Promote staff professional development.

6. Integrate, observe, reflect.

7. Build partnerships and networks.

8. Plan further development.

Below is a description of the integration stages and recommendations for optimizing each step.

ICT in preschool and primary education

Develop your existing capabilities

Currently, we are witnessing unprecedented attention to the quality of preschool education as part of the education system. More and more children are exposed to computers before they enter school and even before they enter early childhood education institutions and experience both positive and negative impacts of ICT. Preschool education cannot ignore this phenomenon. In preschool education, we need to look for effective procedures and strategies in order to use ICT more realistically, effectively and practically to achieve the goals that we always set in education, when there are good reasons for involving ICT.

When you decide to start integrating ICT into games and learning for children in your early childhood education institution, you will be faced with a number of questions. In your search for answers, try to expand and deepen your understanding of the context and develop your existing capabilities:

Familiarize yourself with the state-created structure for the development of ICT and strategic documents relating to ICT at all stages of education, especially in preschool education. Many countries have recently developed (or are currently developing) a strategy for the use of ICT in preschool education or other conceptual documents.

Develop your own ICT skills. You will need this as you integrate them for several reasons. For example, you will have to draw up a plan for professional development of employees of your preschool institution and monitor its implementation. Also, keep in mind that developing ICT skills is a lifelong process.

Explore quality sources - academic literature on the use of ICT in early childhood education and sources that provide practical ideas on how to proceed. This is not easy because there are few such sources. Try to find new sources in your native language. Use them in your search for opportunities that ICT offers to early childhood education.

Look for examples of good and effective practices at home and abroad.

Look for new contacts. There may be other ECE organizations in your area that are starting and reflecting on the same process.

All these complex transformations will cause you and your colleagues a lot of extra work, numerous questions and problems will arise, your work will be criticized, but at the same time, new ways of teaching children will open up before you, new knowledge about technology that you will gain with the help of ICT. If you believe in early learning that puts the child's development at the forefront, if you want to understand the new opportunities presented by ICT and are determined to discover appropriate ways to use it in play and learning, you can confidently say that the transition process in your organization is already has begun.

Define your role

Perhaps you work in an educational institution that has already taken steps to integrate ICT into its activities. If you decide to make this process more effective and energetic, it is useful to pay closer attention to the analysis of your situation, to think about what place you personally occupy in this process.

In the process of ICT integration, the following aspects can be identified and studied:

Motivation and initialization. Who initiates the process and why? We can distinguish external (parents, local authorities or representatives of institutions of a higher level of education, researchers, etc.) and internal initiators (the impulse usually comes from the head of a preschool institution or from its leading teachers). We have presented examples of both types of motivation and their combination.

nia. It cannot be said that one type of motivation is better than another. However, it can be argued that without internal motivation, the chances of success are very low.

Goals set by people initiating the integration process. Are there any official documents related to the educational content you are going to follow? Are your goals clearly stated? Are your goals stated in more detail than in formal content and instructional planning documents? What would be impossible without new technologies (and a new pedagogical approach)?

What types of ICT do you use? Do you use only one or two technologies (eg, computer and digital camera, computer and educational programs, robot turtles)? Are you aware that ICTs are a wide range of resources and that they provide us with many different opportunities to gain new experiences necessary for the holistic development of children?

How do you use ICT tools to support learning and play?Do you use ICTs as additional and optional entertainment for children or do you integrate them into the process you have planned as a tool for achieving the goals you have set?

What kind of teachers do you have? How good are their ICT skills? What about you? How many of your teachers (and to what extent) are ready to learn and are motivated to learn, ready to discuss, discover and innovate? Are you able to create a learning community atmosphere in your ECE institution?

Who supports you? Who provides you financial support? Do your parents and educational authorities support you? Government policy in the field of ICT?

For what purposes (besides administrative) does your educational institution use ICT?

Do you use ICTs for and with preschoolers, to support preschoolers' learning, or to support older children? For planning development and activities, for analysis, for creating electronic portfolios, for communicating with their parents?

How do you analyze, evaluate and plan for the continuation of this process?How much attention do you spend thinking about your situation, the development of your students using ICT, and the social, intellectual, creative and emotional development of children? What tools (internal and external) do you use?

The questions listed above will allow you to think about various aspects of the use of ICT in educational institutions. These questions can be used as a kind of methodology to improve the understanding of the current situation in the process of ICT integration.

Formulate goals and objectives

The process of integrating ICT into education should have a clear focus, and specialists should have a relatively clear understanding of the reasons that motivate the institution’s staff to get involved in this process. This transition is a gigantic investment of effort and resources, a huge burden of personal participation (both the leader and his subordinates). Obviously, in such a situation, goals, strategies and vision play an important role. However, you should not expect that you will be able to find the only and best strategy. There are numerous plans and effective courses of action. It is necessary to choose a strategy that corresponds to the traditions and capabilities of a particular educational institution. Try to study and analyze the successes achieved with the strategies you like and the failures:

State your goals and strategies simply and keep them simple because you will have to explain them to others with different levels of ICT knowledge and gain their attention and support.

Ensure flexibility in your goals and strategies. The more you learn and understand ICT, the more you will understand the opportunities that technology can offer for educational purposes, and the better you will be able to formulate goals and means to achieve them.

When setting goals, consider what aspects of learning, play and development you consider particularly important for ECE and how to support children's development in these areas using ICT.

It is also important to figure out what and why your goals are not included. Training in computer use skills

ICT in preschool and primary education

computer and other ICT tools would be the wrong task. Of course, children will acquire and develop such skills and knowledge, but in the course of achieving other goals. For preschool children, it is enough to master ICT through use in other activities. The study of ICT itself is included in school education.

Of course, providing children with access to ICTs as a reward for successful completion of other tasks or good behavior cannot be the goal of your strategy. On the contrary, one should look for strategies that, firstly, they will allow the use of ICT in various types of everyday activities and solve problems in a more effective, adequate and motivated way, and secondly, they will clarify new, previously impossible goals, which will create new opportunities to support children who need self-expression, communication and cooperation in problem solving.

Create an ICT environment

Familiarize yourself with the rules governing all aspects of the use of ICT in an educational institution and comply with them.

Regardless of whether such rules exist or not, and no matter how complex or brief they are, remember: the safety of children, from all the points of view discussed in previous chapters, is the highest priority.

Depending on your initial goals, select and purchase appropriate ICT tools. Don't use old equipment that someone wants to give you (or be careful with it). Be aware of the potential for health hazards from ICTs, especially older monitors with cathode ray tubes.

Create a selection ICT space. If you are not limited by any rules, choose a classroom (or all classrooms) as the location for this space and install ICT devices there or create a computer corner. Remember the priorities: (a) safety; (b) functionality and practicality (these principles will make it easier for you to integrate equipment into various activities); (c) manageability (be modest, you don't need much to get started); (d) location (it is necessary to easily observe all students and what is happening in the computer corner); (e) flexibility (your needs will evolve and the space should allow for further changes).

If possible, connect the ICT corner to the Internet.

If possible, add new age-appropriate furniture to the computer lab or ICT corner. All wires, connectors and sockets must be completely hidden from children and inaccessible to them. An alternative is to choose a simple and temporary solution and then, after a few weeks or months of monitoring the functionality of the space, finally arrange the furniture. Be content with a good solution, don't look for the absolutely optimal one.

Pay special attention to proper lighting, which should be easily adjustable.

In addition to all the technical requirements for ICT and their use, the corner must meet all the requirements for premises for preschoolers.

If you are installing interactive whiteboards, pay special attention to the height of their placement, which should allow children to work with the boards independently. Think carefully about the placement of the projector and the direction of its beam.

Establish rules of use for colleagues, but especially for children (the same as you may have introduced for other corners, other equipment or certain situations). Make these rules clear, visible and understandable not only to children, but also to their parents.

Promote staff professional development

Don't expect what you and yours fellow teachers will master ICT in a few days at advanced training courses. Keep in mind: ICT proficiency is a continuous process of personal development throughout life.

increase. If necessary, think of effective ways to increase their motivation.

Develop a personal strategy for planning, monitoring and evaluating the long-term development of your employees.

Try to create and maintain a learning community atmosphere in your ECE institution where people value knowledge, learn from each other every day, and support each other.

If your organization is involved in a larger project, this can significantly help the cause: within the framework of such projects, professional development programs for all teachers are common.

As outlined in the New Zealand Council for Educational Research (2004), successful approaches to effective teacher development in ICT have the following features that you should consider when choosing ICT training programs for your educators. As a rule, such advanced training courses:

involve teachers in setting goals, planning advanced training and professional retraining;

take place in the working classes;

involve collaboration in small groups;

rely on teachers’ existing knowledge and experience;

based on a specific project within which teachers plan to carry out their activities;

linked to pedagogical theory;

provide time and opportunity to experiment and reflect on new experiences;

provide training in ICT skills based on real needs.

IN The structure of advanced training programs in the field of ICT for preschool education can distinguish different areas and levels of planned results:

mastery programsbasic skills work on a computer using basic tools for communication, writing messages, browsing the Internet, etc.;

programs aimed at masteringadvanced skills use of ICT, including various tools of self-expression and communication;

programs higher level, as a rule, combining modules for mastering various ICTs of choice with the study of new pedagogical approaches;

programs exchange of innovative experience, intended for leaders working in preschool education, and providing internships in the most advanced preschool institutions.

For teachers, consulting with each other, discussing and sharing teaching techniques, observing colleagues' work with children, promoting collegiality and support, and promoting quality teaching is a strategy for professional development.

IN In connection with this, the acquisition of basic and advanced skills involves such forms of training as:

one-time modules conducted outside a preschool institution, over several hours, one day or several working days;

regular courses conducted over a certain period once a week or once a month;

regular internal courses organized at your preschool institution; selfeducation;

mutual training of colleagues within the framework of a preschool institution.

Advanced level skills (optional) and exchange of innovative experience are best developed through training events:

seminars and open classes organized by one educational institution to demonstrate certain activities, tools, techniques, etc. colleagues from other kindergartens;

video conferences, remote seminars, discussions on specific modules reflecting the specifics of the use of ICT in a preschool institution;

active involvement of teachers in various educational networks.

Integrate, Observe, Reflect

Start with the simplest methodological techniques and minimal ICT corner equipment (using

ICT in preschool and primary education

using a digital camera, graphics tablets for drawing pictures, or using programmable toys).

Once you have gained some experience and tested the functionality of your ICT corner, focus on your first attempts at integrating ICT into the different activities included in your curriculum. The level of integration will gradually increase, and you will use ICT to support the main goals of a particular activity more and more effectively:

Use a variety of scenarios and ways to organize the work of a group of children.

Try to describe the experience gained in using new ICTs and analyze the transition to new methods and pedagogical techniques to more successfully achieve your goals.

Develop your teaching skills, as well as ways to document your group work - for children and their parents, but also for the purpose of deeper analysis and evaluation of the results obtained. As with all activities, do this in collaboration with colleagues.

Integrate more and more ICT tools and tools, expand the arsenal of possibilities, scenarios and forms of work.

Use ICT when working with children both indoors and outdoors.

Develop skills in integrating ICT into the activities of the whole group (divided into teams).

Learn to watch children develop their abilities in using ICT. Watch how they manage to use ICT in their development in all its forms.

Reflect on achievements and improvement, observe the development of the group as a whole, teams and individual children. Improve your reflection practice.

Continually collect the best examples of your work, for example in the form of an electronic portfolio. Colleagues, parents and yourself will need these documents for in-depth analysis and planning for further development.

Continued research is needed to better understand the role, appropriate formats and benefits of integrating ICT into education in CE. Along with scientists working on theoretical issues of education, early childhood educators can make significant contributions through everyday observations and reflections on children's experiences, as well as through the formalized results of their own research.

Build partnerships and networks

When organizing your innovation process, don't be alone. Build communities of practice, a network of people united by the same goals, sentiments and problems (or join such communities). Form various partnerships and networking relationships. Within your preschool institution, on the basis of building, expanding and sharing knowledge, initiate and support collaboration between teachers in your organization. They must believe in the transformation, identify with it and support it. This usually means that teachers will have to work harder, and while transformation creates challenges, it also generates motivation for their own development.

Try to develop (individually or as a group) clear visions for the future and development plans that generate new approaches to learning with ICT. Build cooperation with the parents of your students on the basis of joining forces, since any change is impossible until you achieve the approval and support of the parents. You need to explain to them the meaning of your ideas and goals. Find out what children are doing with ICT at home and try to use this information in preschool. Later, you will be able to influence parents' choices regarding "home ICT policy." Learn from your parents and teach them at the same time. Think about different forms of cooperation with parents.

Maintain communication and cooperation with other education specialists (based on the exchange of experience, accumulation and dissemination of knowledge), and other educational institutions. Learn from them and teach them at the same time. If possible, share your experience, all the teaching (learning) resources created by your teachers. Strengthen collaboration with local education authorities. Try to establish cooperative relationships with research institutions -

we who are actively involved in the use of ICT in preschool education. Such cooperation will give you interesting connections and scientific and methodological assistance, the opportunity to take part in projects, and find ICT on the advice of a specialist.

Collaborate with primary schools where children from your preschool institution will go. This teamwork will be mutually beneficial.

Plan further development

As a leader of such an important transformation, you must look into the future, beyond today's problems, and design a common direction for development.

Pay close attention to how ICT integration changes the climate in groups, how relationships and communication patterns develop between you and your teachers, and how they collaborate with each other in new conditions. Constantly observe the process as a whole, reflect on all its aspects, evaluate them and plan next steps.

Study current trends in early childhood education, especially in the use of ICT. (a) Read specialized literature on this topic. (b) Be an active participant in communication with other educational institutions and innovative teachers. In many countries, it is now believed that best practices in the use of ICT are concentrated not in universities or in centers for training teachers of CE, but in innovative institutions of CE. Thus, the most convenient way to disseminate this experience is to organize open events and attend them in other educational institutions. (c) Describe your experience. If you want to get acquainted with the work of other preschool teachers, write about your own ideas and successes, share them, disseminate them.

In the course of using ICT, many educational institutions do not even know about the existence of a number of new ICT. Think about what types of ICT tools are used in your institution and what are not.

Ask yourself questions:

What will your children gain from the expansion of ICT?

What new forms of ICT integration could we adopt, what new forms of group management (scenarios) could we apply?

What are the biggest obstacles we need to overcome?

How can these obstacles be avoided or reduced?

Are our partnerships and networks developing well?

Is our work visible to everyone who is interested in it?

Is there sufficient space allocated for ICT in your institution, for example, ICT corners?

Is it possible to improve these spaces functionally?

Can you make them safer, more interesting, more relevant to your educational goals?

Can ICT be used to support innovation that Should it somehow be reflected in the preschool curriculum?

Models for integrating ICT into preschool education

The potential of ICT for young children can only be productively used if new technologies are integrated into early childhood education along with other daily activities, but do not replace them.

Educators and decision makers are interested in understanding the positive role of ICT in the care and education of preschool children. Unfortunately, only a small number of systematic studies have been conducted in this area. Key areas of early childhood education that ICT can help include:

communication and collaboration;

children's cognitive development;

ICT in preschool and primary education

development of children's creative abilities;

use in development role-playing games;

formation of attitudes and development of learning skills.

For ICT to make a positive contribution to early childhood education, it must be used in accordance with its inherent most effective teaching methods. This application should support their creativity and self-confidence (Hayes and Whitebread, 2006).

Although there is still a lack of experience and significant discoveries in this area, we can already conclude that using the potential of ICT in the comprehensive development of children requires the full integration of new technologies into everyday play and learning activities. Don't just add them to existing equipment as new toys and aids.

In leading innovation centers of educational institutions, computers and other ICTs are part of the educational process along with many other activities. New digital technologies should not be seen as replacing traditional practices. In any case, the use of ICT should not occur at the expense of any outdoor or indoor activities. Physical exercises and outdoor games (running, climbing, jumping), use

wheeled toys, construction toys promote gross motor development (Siraj-Blatchford and Whitebread, 2006).

Designing the introduction of ICT in preschool education can be considered from several models.

"Macro Perspective". This model is focused on ICT policy for CE in various types of educational standards. Of course, often public policy develops only after some isolated and exceptionally innovative ECE centers demonstrate some expertise and thus draw attention to new opportunities that are used for widespread dissemination.

Development Center model. This model works at the regional or district level. For example, an innovative initiative of several educational institutions in one community or in a specific area managed by the relevant educational administration or educational institution. The advantage is that all the institutions involved are closely connected (in a geographical or partnership sense) and usually have similar conditions and interact to learn together and stimulate each other.

"Micro Perspective". In preschool education, this is the most important level of all, where the entire integration process takes place. At this level it accumulates

much of the practical know-how is in the use of ICT, and five key aspects of development can be identified.

The Micro Perspective model includes the required components described below. Participants. While children, teachers, heads of pre-school and primary school institutions, education

As bodies are obvious participants in this process, it is imperative to organize close cooperation with parents, as well as to involve them in the transformation process. Later we will look at another vital aspect concerning teachers, namely their accompanying professional development.

Incentives. This aspect was discussed in detail in the previous section: we understand the importance of early childhood education and recognize the enormous potential of ICT in achieving goals that meet the expectations and requirements of the 21st century.

Diversity of ICT. It would be a mistake to interpret the concept of ICT in education as computerization or training in computer use. On the contrary, we must highlight the fact that ICTs include the widest range of digital tools, work environments and procedures that could be used to comprehensively support all areas related to child development. When planning ICT equipment, this overarching goal should be taken into account and the so-called development compliance our choice (see next section).

ICT space. An important problem is the organization of space with ICT not only directly indoors, in a specially designated place, but to use mobile tools (cameras, tablet PCs, etc.) in the fresh air.

Managing the ICT learning environment. It is necessary to develop, implement and evaluate the productive management of ICT activities in the children's group, to integrate ICT into work plans for individual small groups of children, large groups and entire classes. Classroom management also involves safety issues.

There are already websites of preschool institutions that present the experience, knowledge and practices that teachers share with local specialists and international communities. They usually clearly outline their learning process and development strategy, ICT strategy, including security concerns; sometimes they offer expertise or cooperation, various resources, techniques, etc.

As an example, we can visit the website of Homerton Children's Center in the UK (www.homerton.cambs.sch.uk). The experience gained on this website can be extremely useful for those currently formulating their government ICT strategies in early childhood education or articulating the role of ICT in early childhood learning and play activities ( www.ictearlyyears.e2bn. org/gallery.html).

Issues of implementing models for integrating ICT into preschool education

Safety. While many educators point to the diverse and effective ways in which ICT can be integrated into early childhood play and learning, many early childhood education professionals express safety concerns. And despite the fact that in most cases there is no reason for concern, many authors and experts agree with the need for preschool teachers to be aware of the debates surrounding the use of ICT

V teaching young children, and awareness of the need to take care of health and development. According to (Byron, 2008), (New Zealand Council of Educational Research, 2004)

and (Steven and Plowman, 2003) most security issues can be classified into groups:

negative physical impact,

the degree of support for the learning process, as well as the cognitive, social and emotional development of children,

exposure to harmful content,

ICT crowding out important gaming and learning activities.

We must take these issues into account. However, most of the authors who warn us about all the risks and dangers are often referring to the solitary playing of computer games and may not have a factual understanding of current trends in many innovative CE institutions. As stated by Adams and Brindley (Hayes and Whitebread, 2006), the child's passive pattern in front of a monitor persists until he is included in interaction with some form

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 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 scientific principle determines the content and requires the inclusion of not only traditional knowledge, but also the fundamental principles of science.
• the principle of systematicity and consistency is associated both with the organization of educational material and with the system of actions of the student 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 the cognitive activity of children allows us 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 multimedia presentations in various educational areas in our practice: “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.

Benefits 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.

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.

VISUAL MODEL (Vm) Presentations

Video clips of films and cartoons Action modules.

Collecting pyramids in the correct sequence

Construction of various objects, etc.

One of the main means of expanding children's ideas are presentations, slide shows, and multimedia photo albums. This is clarity, allowing the teacher to build an explanation in the classroom logically, scientifically, using video fragments. With this organization of material, three types of children’s memory are included: visual, auditory, motor. The presentation makes it possible to consider complex material step by step, to address not only the current material, but also to repeat the previous topic. You can also go into more detail on issues that cause difficulties. The use of animation effects helps to increase children's interest in the material being studied.

Also, video fragments, interactive diagrams and models act as multimedia resources. The purpose of various kinds of slide shows and video clips is to show children those moments from the life of animals and plants, the observation of which directly causes difficulties

(wild animals, animals and plants of various natural zones, etc.). The purpose of diagrams and models is to visually represent processes in inanimate nature, such as the change of seasons, the water cycle, etc.

In teaching literacy, multimedia resources are intended, on the one hand, to help model spoken speech using various schemes and models, on the other hand, along with traditional static visualization, to offer alternative dynamic images and objects of observation. Thus, the same object pictures in motion will contribute to the formation of verbal vocabulary, and a dynamic pattern of sound articulation will allow you to organize both observation of it and control of your own pronunciation. The ability to use audio materials also allows you to organize work on correct sound pronunciation.

Educational games with elements of literacy develop and maintain interest in such activities and contribute to the formation of positive motivation for reading. This is also facilitated by watching some cartoons, for example “Sesame Street”, “ABC Baby”. In addition, it is advisable to watch cartoons after familiarizing yourself with the corresponding work of fiction.

Equipment involved for the visual model TV;

Computer with peripherals: screen and projector; Scanner; Interactive board.

AUDIO MODEL (Am) Musical accompaniment Audiobook Radio play

One of the main means of organizing educational and

The radio and player have long been part of the gameplay. Today they are being replaced by more modern means. Virtually all types of activities and all educational fields use music. The sounds of music accompany the child throughout the day. To implement this model, there is a large collection of musical fragments developed by many companies. For the most part, these are cassettes, disks, etc. manufactured in violation of copyright and property rights.

Another equally important tool is an audio book, the use of which in conditions of excessively crowded groups is one of the ways out for a teacher who does not have the opportunity to constantly keep a large number of children in sight. The range of audiobooks offered is great. We are talking only about competent selection, since not all audio books are of good quality.

Radio plays in this regard are of higher quality, since they were made at a time when there was a completely different approach to this type of production.

Equipment involved for the audio model: Music players with sound system. Player Computer with speaker system Radio.

GAME MODEL (Im)

The game model relies on the use of ICT in kindergarten for games. At the same time, not only traditional ICTs are used for games, but also electronic toys included in the process of educational activities.

The gaming model thus operates with electronic toys and computer games. Electronic toys are divided into: children's

computers, interactive educational toys, electronic games, interactive entertainment toys.

A children's educational and developmental computer, or a children's gaming computer, is intended primarily to develop the child, although for him everything will look like a game. This educational and developmental electronic device is designed to help a child master the alphabet, counting, reading and writing. Children's computers were designed for children from 2 to 16 years old. Children's gaming computers for younger children will have interactive cartoon character figurines or be able to tell a story. Children's gaming computers can play a tune, show a cartoon, or offer to play an interesting game.

Interactive, educational and developmental products are produced with a clearly defined development goal certain knowledge and skills. Soft educational toys are intended for very young children and are designed to develop motor skills and motor activity. Soft developmental products will allow you to crush, beat, throw yourself and everything just so that the baby’s musculoskeletal system develops in the best possible way.

Soft educational toys will allow you to develop the necessary knowledge system, for example, to learn numbers, the alphabet, teach counting, or introduce you to the diversity of the world around you.

Children's board and pocket electronic games are divided into two main categories: games created for entertainment, as well as special, educational ones. More expensive pocket electronic games can even generate crossword puzzles on their own.

Equipment involved for the gaming model: Interactive educational toys Electronic games Interactive entertainment toys Computers

METHODOLOGICAL MODEL (Mm)

The most important role in organizing the educational process is played by the methodological model of using ICT, which is being formed literally today. The methodological model includes the following parts: methodological video lessons; didactic audio books; webinar system; remote seminars and lectures; electronic pedagogical media and methodological Internet resources.

Methodological video lessons are a large but disparate collection of lessons from teachers created for different purposes. Among the purposes are: advertising, memorial, and also directly methodological. So far, methodological video lessons have not become part of the methodological support of the educational system and are used sporadically.

Didactic audio books. This resource also has several years of history. Some methodological developments, in particular the complex program “Childhood”, were read for use in audio mode. This experience is one of the first, although the number of audio books is growing rapidly, there is still no method for using this resource.

Webinars became widespread quickly and widely, forming a kind of community of people who quickly mastered this type of advanced training. The most authoritative center for organizing such seminars was the Moscow Center for Financial and Economic Development (MCFED) (www.menobr.ru).

Distance seminars and lectures are a more traditional way of learning using ICT compared to the previous one.

Electronic pedagogical media. Today, virtually all publications (out of 235 pedagogical publications of various kinds registered with the Federal Agency for Press and Information) have their own website. But barely 10 percent of them have an electronic version. The materials they present are also an excellent methodological base.

Equipment involved for the methodological model TV

Computer with peripherals: speaker system Web camera Internet Player Radio, etc.

PREPARATION MODEL (Pm)

Another possibility for using ICT in the educational activities of preschool teachers, which is more widely used, is the electronic type of materials for preparing tasks for independent work of preschoolers. It is known that printed notebooks, so beloved by children, parents and teachers, often contain errors, sometimes quite serious ones. It is also known that often educators, having found a good book with exercises and tasks for children, turn to parents with a request to make copies. Using a conventional scanner and printer and basic skills in any graphic editor allows you to solve these problems. The teacher can, at almost any time, select exactly those tasks that correspond to the topic and objectives of the lesson, arrange them in the desired sequence, adjust something in their content, design, correct errors, print in the required quantity and save in electronic form to return to him if necessary.

The preparatory model allows you to: produce the necessary teaching aids, produce handouts, produce subject and plot pictures,

make masks, medallions for outdoor games,

make attributes for theatrical activities and much more.

Equipment involved for the preparatory model Computer with peripherals: publishing system Scanner Booklet

Graphics programs

DIAGNOSTIC MODEL (Dm)

Carrying out a diagnosis is accompanied by filling out a large number of papers and tables, which are often suitable only for demonstration to the inspector as evidence that “a lot of work is being done,” but, in essence, the benefits of such work for the child are being imitated.

To solve the identified problems, diagnostic services, councils, and creative groups have been organized in a number of preschool educational institutions; pedagogical diagnostics are included in the annual and calendar plans of the preschool institution and teachers; Relevant documentation is maintained (there are diagnostic programs and conclusions based on the results of pedagogical diagnostics). There are more such preschool educational institutions every year, and yet at present they are rather the exception than the rule.

At the same time, according to the adopted FGT, constant monitoring is required. For this purpose, ICT is a much needed tool.

There are various methods of examination and diagnosis, starting with physiological data on the child, which can be measured by hardware and recorded in a computer database, and ending with specially developed programs for diagnosing various types of activities.

Equipment involved for the diagnostic model Computer Devices for diagnosing physiological parameters:

electronic scales, etc.

INFORMATION MODEL (Inf-m)

An information model is a colossal volume of reference literature, blogs, drawings, game and educational programs that are stored on the Internet

Equipment involved for the information model Computer and Internet

COMMUNICATION MODEL (Km)

The communication model is a way of professional communication using ICT with specialists in the professional field.

Equipment involved for the communication model Computer and Internet

- Problem Solving: Every educator should know how to resolve problems that arise with technology tools.

Educators should know that if the computer begins to behave in some way, the easiest way to solve this problem is to turn it off and then on again. Sometimes you should check peripheral equipment; it may not be tightly connected in the connectors. Sometimes you need to reformat the disks or check to see if the floppy disk is left in the computer when it is turned off. Teachers should know these and other

problems arising when using computers. Before their eyes there should be a table that correlates the essence of the problem with the algorithm for solving it.

- Technical assistance: every teacher should know where to turn for technical assistance.

Sometimes technical problems arise that go beyond the level of competence of teachers. Teachers who use information and computer technologies in their work must establish good working relationships with technical staff and know how to quickly involve them in solving emerging problems. As a last resort, in a visible place, next to the computer desk, there should be a telephone number for “computer emergency help”.

- Web resources: every teacher should know what resources are available on the Internet related to his professional activities and areas of interest.

The Internet is a wonderful source for improving the qualifications of a teacher. And this source is becoming richer. Teachers should know what Internet resources they can turn to to improve their professional level. For this purpose, you can hold a special seminar for kindergarten teachers, introduce them to educational sites (All-Russian Internet Pedagogical Council - http://pedsovet.org/mtree/task, Computer Science and ICT in Education - http://www.rusedu.info , Information technologies in education - http://www.itoedu.ru, Art

and Internet technologies - http://art.ioso.ru, etc.) and pedagogical Internet clubs (“Kindergarten of the present: 100 reserves” - http://www.pik100.ucoz.ru, All-Russian Pedagogical Council - http: //pedsovet.org/mtree/task, etc.).

- Ability to search on the Internet: every teacher should have good skills in searching for information on the Internet.

Searching the web is becoming a core skill for all computer users. Teachers today spend quite a lot of time online searching for various media resources and information that can be used in working with children. To do this, you need to learn how to work using key words in search engines like Yandex, Google, Rambler, etc.

- Interest and flexibility: every teacher should be open to new ways of working.

In order to improve their qualifications and improve their work, a teacher must constantly maintain an interest in new pedagogical technologies and scientific developments and be in a continuous search for ideas. One of the best ways to get ideas is to participate in forums where teachers discuss current pedagogical problems with each other and share their professional experience. To communicate, you can go to the websites and forums of pedagogical journals, departments and administrations of education, etc.

Using these memos, the head and senior teacher of a preschool educational institution will be able to:

Increase the level of your professional culture;

Develop fruitful cooperation with teachers, parents and children;

Increase the level of functional literacy in the field of information technology;

Gain the opportunity for self-realization and self-affirmation;

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HYPERTEXT(English hypertext) -1. totality of implemented s-medium electronic documents interconnected by hyperlinks (for quick transition from one document to a given place in another and arbitrary movements within documents);2. technology for constructing sets of documents linked by hyperlinks, which is the technological basis Web(used in the development of websites, electronic encyclopedias, dictionaries, help systems, etc.).

2 Geographic information systems (also GIS - geographic information system) - systems designed for collecting, storing, analyzing and graphically visualizing spatial data and related information about objects presented in GIS. In other words, these are tools that allow users to search, analyze and edit digital maps, as well as additional information about objects, such as building height, address, number of occupants.

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, solving problems, and making the right choice, pictures are completed 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.

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