What is ict technology in dow. "The use of ICT in the educational process of preschool educational institutions

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The task of preschool education is the full and harmonious psychological, personal, cognitive development of a preschool child, the formation and development of leading activities, the main neoplasms of age. Therefore, new information technologies cannot be mechanically transferred to the educational environment of a preschool institution. The computer should become part of the developing environment for the child, a factor in enriching his intellectual development, creating the basis for the formation of new types of thinking.

The advantage of using computer technologies is the transfer of the center of gravity from verbal teaching methods to the methods of search and creative activity of the educator and pupils. Consequently, the role of the educator in the educational process is also changing. He ceases to be a source of information, but becomes an accomplice, an assistant.

Lesson 1. Topic: “Regulatory and legal framework for the use of ICT in the educational space of preschool educational institutions. Possibilities of using ICT in the educational process”.

At present, the Information Society Development Strategy is being implemented in our country, which is related to the availability of information for all categories of citizens and the organization of access to this information. Therefore, the use of ICT (information and communication technologies) is one of the priorities of education.

Modern society, which is developing on the basis of the use of new information and technical means, makes more and more demands on informatization in preschool educational institutions. Information and computer technologies began to be actively used in preschool educational institutions.

The regulatory framework for this process is a number of regulatory documents:

Federal Law "On Education" in the Russian Federation
The concept of social economic development 2020, Appendix to the letter dated 05/08/08 No. 03-946: “Computer technologies are currently designed to become not an additional “weight” in training and education, but an integral part of a holistic educational process that significantly improves its quality”
Information letter of the Ministry of Education of the Russian Federation dated May 25, 2001 No. 753 / 23-16 "On informatization of preschool education in Russia"
Order of the Government of the Russian Federation of December 17, 2009 N 1993-r (together with the "Consolidated list of priority state and municipal services provided by executive authorities of the constituent entities of the Russian Federation and local governments in electronic form, as well as services provided electronically by institutions of the constituent entities of the Russian Federation and municipal institutions)
Federal Law No. 293 of November 8, 2010 on optimizing the provision of public services in the field of education, on creating a website for educational institutions that meets uniform requirements.
The concept of the federal target program "Development of Informatization in Russia for the period up to 2012"
Federal target program "Development of a unified educational information environment"
The concept of the federal target program "Development of informatization in Russia for the period up to 2010"
Russian Pedagogical Education Development Program for 2001-2010
Decree of the Chief State Doctor of the Russian Federation "On the approval of SanPiN 2.4.1.2660-10 dated July 22, 2010 No. 164" with amendments
Decree of the Government of the Russian Federation of April 18, 2012 No. No. 343 "On approval of the rules for posting on the Internet and updating information about OS"
Order of the Ministry of Education of the Russian Federation “On the approval of the FGT to the conditions for the implementation of the main general educational program of preschool education dated July 20, 2011. №2151
Order of the Ministry of Education and Science of the Russian Federation “On the approval of the FGT to the structure of the main general educational program of preschool education dated November 23, 2009. No. 655".

The use of information and communication technologies in kindergarten is an urgent problem of modern preschool education. The importance and necessity of introducing such technologies into the process of educational activities was noted by international experts in the "World Report on Communication and Information" prepared by UNESCO. In the conditions of a dynamically changing world, constant improvement and complication of technologies, informatization of the education sector is of fundamental importance.

This direction of development of the educational industry, as emphasized in state documents, is recognized as the most important national priority. So, for example, in the "Concept for the modernization of Russian education for the period up to 2010", in chapter 2, devoted to the priorities of educational policy, the following is said: "In order to achieve a new quality of education, informatization of education and optimization of teaching methods will be carried out." “Computer technologies are currently called upon to become not an additional “weight” in training and education, but an integral part of a holistic educational process that significantly improves its quality” (From the “Concept for the long-term socio-economic development of the Russian Federation for the period up to 2020”).

Despite the adoption of the priority national project "Education" (direction "Internetization of education") and the Concept of the federal target program "Development of informatization in Russia for the period up to 2010", Russia cannot yet say that it has a coherent policy in the field of information technology implementation in the activities of institutions of preschool education. It is the introduction of ICT that will make it possible to most fully and successfully realize the development of the abilities of a child of preschool age.

In our country, over the past 5 years, a number of events have occurred that determine the accelerated development of Internet technologies in preschool institutions:

Adoption at the state level of the Strategy for the Development of the Information Society;
. Adoption of the Concept of socio-economic development of the country until 2020;
. Implementation of the program "Electronic Russia";
. Development of the National Educational Concept "Our New School";
. Connecting schools and kindergartens to the Internet within the framework of the national project;
. Adoption of the Law “On Education”;
. The formation of social networks, etc., required a different understanding of the role of ICT in the educational process.

First of all, it is necessary to clearly understand what ICT is and in what specific work in the preschool educational institution they are needed.

What is ICT?

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

"Information technology"- a set of methods, methods and means that ensure the storage, processing, transmission and display of information and focused on improving the efficiency and productivity of labor. At the present stage, methods, methods and means are directly interconnected with a computer (computer technology).

Communication technologies determine the methods, ways and means of human interaction with the external environment (the reverse process is also important). In these communications, the computer takes its place. It provides a comfortable, individual, diverse, highly intelligent interaction of communication objects. Combining information and communication technologies, projecting them into educational practice, it should be noted that the main task facing their implementation is the adaptation of a person to life in the information society.

Information Technology- this is not only and not so much computers and their software. ICT refers to the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication. The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities.

For the successful implementation of the educational program of a preschool institution in accordance with the requirements of the state, society, family, information and communication technologies should be actively used in each preschool educational institution. And for this it is necessary for each teacher to be competent in the issue of computer literacy, the ability to use ICT in the process of teaching preschool children.

P educators who want to keep up with the times need to explore the possibilities of using and implementing new ICTs in their practical activities, to be a guide for the child into the world of new technologies, to form the foundations of the information culture of his personality. The solution of these problems is impossible without updating and revising all areas of the kindergarten in the context of informatization.

So in the order of the Ministry of Education and Science of the Russian Federation dated July 20, 2011 No. 2151 "FGT to the conditions for the implementation of the main general educational program of preschool education", they impose certain requirements on staffing. One of the main requirements is the teacher's possession of information and communication technologies and the ability to apply them in the educational process. The communicative competence of a teacher implies the ability to build communications in various formats: oral, written, discussion, visual, computer, electronic.

The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities. Therefore, in our preschool educational institution, the primary task now is to improve the computer literacy of teachers, to master their work with software educational complexes, resources of the global computer network Internet so that in the future each of them can use modern computer technologies to prepare and conduct classes with children on a qualitatively new level.

The experience of our MBDOU shows the real possibility of implementing the main tasks of informatization in management activities, since digital cameras, video cameras, printers, scanners, copiers, laminators, DVD players, TVs, mobile phones with the ability to exit on the Internet. Compared to the last academic year, the percentage of teachers who are proficient in ICT has increased by 50%, including teachers with zero computer experience.

Therefore, in order to provide assistance and support to teachers, an internship platform for teachers of preschool educational institutions of the city has been created on the basis of our kindergarten, which will ensure an increase in the professional competence and information culture of teachers. When using ICT in work, the experience of teachers and education is not important, but the desire and desire to master ICT is important.

The use of computer technology is not the influence of fashion, but a necessity dictated by the current level of development of education. The benefits of using ICT can be summarized in two groups: technical and didactic. Technical advantages are speed, maneuverability, efficiency, the ability to view and listen to fragments and other multimedia functions. The didactic advantages of interactive classes are the creation of the effect of presence (“I saw it!”), The pupils have a sense of authenticity, the reality of events, interest, a desire to learn and see more.

Possibilities of using ICT in the educational process

The computer should become part of the developing environment for the child, a factor in enriching his intellectual development, creating the basis for the formation of new types of thinking. The advantage of using computer technologies is the transfer of the center of gravity from verbal teaching methods to the methods of search and creative activity of the educator and pupils. Consequently, the role of the educator in the educational process is also changing. He ceases to be a source of information, but becomes an accomplice, an assistant.

Clause 3.4 of the requirements for educational and material support contains requirements for technical teaching aids in the field of preschool education, including general safety requirements, the potential for visual support of the educational process, the possibility of using modern information and communication technologies in the educational process.

Conditions and results of ICT introduction

Improving the ICT competence of a teacher	Step by step, the development of computer technologies is becoming more and more confident. The teacher is not afraid of the computer, finds it a faithful assistant, sees the prospects for use.
Availability of free access to a computer in the institution. A stronger condition may be the presence of a computer at the workplace of the teacher.	There is an opportunity to apply the acquired knowledge in practice. The teacher can conduct a lesson using a computer, prepare materials for the lesson. Children are positive about change.
Availability of ESM and methods of their use	A new source for a full-fledged work. An excessive amount of information with the possibility of choosing the necessary content for the future lesson. Opportunity to intensify independent and research activities of children.
Opportunity to share experience. Pedagogical innovations	Satisfying personal and professional ambitions, helping colleagues. Recognition of the professional community. Career.
Presence of an ICT consultant in an institution	In case of anxiety, failures in working on a computer, he will help, tell you who to contact. Coordinate with other teachers.
Formation of information and educational environment in an institution based on the use of ICT	There is an opportunity for the development and self-development of the teacher, the improvement of his educational and methodological activities, pedagogical creativity and information competence.

Educators of preschool educational institutions are obliged to ensure the full transition of children to the next level of the system of continuous education, to give them the opportunity to become participants in the unified educational space of the Russian Federation. This requires the introduction and use of information technology in preschool educational institutions. The use of information and communication technologies in preschool education makes it possible to expand the creative abilities of the teacher and has a positive impact on the upbringing, education and development of preschoolers. In turn, the use of various methods helps to actively influence the formation and development of listening, speaking, reading skills, improving oral speech, and educating a creative, socially active personality.

The use of computer technology helps the teacher in the work:

attract passive listeners to active activities;
make educational activities more visual and intensive;
to form an information culture in children;
activate cognitive interest;
to implement personality-oriented and differentiated approaches to learning;
to discipline the educator himself, to form his interest in work;
activate thought processes (analysis, synthesis, comparison, etc.)

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

A computer
Multimedia projector
a printer
VCR, DVD player
Television
Record player
Camera
Video camera
Electronic boards

It is also possible to highlight the following types of interactive materials:

Photo;
videos;
video clips (films, fairy tales, cartoons);
presentations (electronic books, electronic exhibitions);
children's developing computer games;
creation of collections of digital photos and cartoons is possible.

Let's stop at benefits use of interactive materials.

These materials:

allow to increase the perception of the material by increasing the amount of illustrative material;
allow you to make adjustments during the GCD, to perform joint work of children in interaction, to carry out an interactive relationship between the child and the teacher;
the use of multimedia presentations provides visibility, which contributes to the perception and better memorization of the material, which is very important, given the visual-figurative thinking of preschool children;
graphic, textual, audiovisual information is simultaneously used;
when using animation and inserting video clips, it is possible to show dynamic processes;
with the help of a computer, it is possible to simulate such life situations that cannot or are difficult to show during educational activities or see in everyday life (for example, the reproduction of animal sounds; the operation of transport, etc.);
the use of new methods of explanation and consolidation, especially in a playful way, increases the involuntary attention of children, helps to develop voluntary;
direct educational activities using information and communication technologies encourage children to search and cognitive activities, including searching on the Internet on their own or together with their parents;
the high dynamics of direct educational activity contributes to the effective assimilation of the material, the development of memory, imagination, and creativity of children.
selection of illustrative material for the GCD and for the design of stands, albums, groups, classrooms (scanning, Internet; printer, presentation).
creation of educational games.
selection of additional educational material for the GCD, familiarity with the scenarios of holidays and other events.
exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad.
preparation of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.
creating presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents. There are the following types of presentations:
- To designate a topic or as an accompaniment to the teacher's explanation;
- To accompany small theatrical scenes or productions of fairy tales by children;
- To accompany a holiday for children or to control knowledge, etc.
- To accompany a concert
- For parent meetings.

That is why ICT should become a "penetrating" technology. In other words, the use of a computer should not become an end in itself, but be an effective tool for developing skills and abilities.

From the experience of our DOW

To prepare preschool teachers for the continuous development of ICT competence, we needed to organize advisory methodological support. In practice, Deputy head according to VMR DOE, there are various forms of work with teachers aimed at improving their qualifications and skills. Our institution uses the following forms to improve the ICT competence of teachers:

weeks of teaching excellence;
master classes;
pedagogical workshops and mentoring;
training seminars;
pair work;
thematic seminars.

The presentation of best practices is the fastest, most efficient form of resolving contradictions that have matured in practice, quickly responding to public requests, and a changing situation. In order to promote the experience of the best teachers in preschool educational institutions, weeks of pedagogical excellence are organized. As part of the mastery week, teachers hold open demonstrations, which present the best experience in introducing information technology into the educational process.

So, at pedagogical councils, master classes, competitions, teachers of our preschool educational institution use ICT as one of the main conditions for improving the quality of the educational process. And one more important indicator of the quality of the educational process of preschool educational institutions is the participation of teachers in All-Russian Internet projects, marathons.

If we considerExpert opinion on the level of professional activity of a pedagogical worker of a preschool educational institution, then item 1.4. states “Competence in the field of using electronic educational resources (EER) in the educational process: licensed; created independently; having your own website, a page on the website of an educational institution, a blog, etc.).

This makes it possible to score the highest possible score during the certification. ICT will enable any teacher, educator to directly access the information space both with applying for methodological assistance to various service departments (there are many of them to be created), and with broadcasting their work experience. ICT will allow the educator to communicate more widely at various methodological events, such as video - master classes, webinars, etc. Communication with parents of pupils using ICT is another reality.

One of the main conditions for the introduction of information technology in a preschool educational institution is that specialists who know the technical capabilities of a computer, have the skills to work with them, clearly follow the sanitary standards and rules for using computers, and know how to introduce preschoolers to new information technologies should work with children.

This is what will make it possible to qualitatively and professionally build the organization of the educational process in the preschool educational institution as a modernized system in accordance with federal state requirements, to increase the professional competence of teachers of the preschool educational institution of the region and the prestige of preschool education.

Informatization of preschool education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice aimed at intensifying and implementing innovative ideas of the educational process, will modernize the educational process, increase efficiency, motivate children for search activities, differentiate learning taking into account individual characteristics of children.

When computers work in a room, specific conditions are created: humidity decreases, air temperature rises, the amount of heavy ions increases, and electrostatic voltage increases in the area of children's hands. The intensity of the electrostatic field increases when the cabinet is finished with polymeric materials. The floor must be anti-static, and carpets and rugs are not allowed.

To maintain an optimal microclimate, prevent the accumulation of static electricity and the deterioration of the chemical and ionic composition of the air, it is necessary: airing the office before and after classes and wet cleaning - wiping tables and display screens before and after classes, wiping floors after classes.

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

Computer: Pros and Cons

Advantages of a computer:

A computer can help children develop such important operations of thinking as generalization and classification.
In the process of studying on the computer, the memory and attention of children improve.
When playing computer games, children develop the sign function of consciousness earlier, which underlies abstract thinking.
Computer games are of great importance not only for the development of the intellect of children, but also for the development of their motor skills, for the formation of coordination of visual and motor functions.

Computer Disadvantages:

Excessive handling of a computer can lead to a deterioration in the child's vision, as well as adversely affect his mental health.
This is especially dangerous for shy children.
Excessive handling of the computer can lead to a violation of the child's posture.
And most importantly, you can not rely only on the computer.A child is a small person, he can form and develop only by communicating with people and living in the real world.

The computer can enter the child's life through the game. The game is one of the forms of practical thinking. In the game, the child operates with his knowledge, experience, impression, displayed in the social form of the game modes of action, game signs that acquire meaning in the semantic field of games.

In the course of the game activity of a preschooler, using computer tools, he develops: theoretical thinking, developed imagination, the ability to predict the result of an action, design qualities of thinking, etc., which lead to a sharp increase in the creative abilities of children

Compared to traditional forms of preschool education The computer has many advantages.:

presenting information on a computer screen in a playful way is of great interest to children;
carries a figurative type of information understandable to preschoolers;
movement, sound, animation attracts attention for a long time;
problematic tasks, encouraging the child with their correct solution by the computer itself are a stimulus for the cognitive activity of children;
provides an opportunity for individualization of training;
the child himself regulates the pace and number of solved game learning tasks;
in the course of his activities at the computer, the preschooler gains self-confidence, that he can do a lot;
allows you to simulate such life situations that cannot be seen in everyday life, unexpected and unusual effects);
the computer is attractive to children, like any new toy; the computer is very patient, never scolds the child for mistakes, but waits for him to correct them himself.

Thus, we can say with confidence that the computer is an effective technical tool with which you can significantly diversify the methodological work in preschool educational institutions.

Bibliography:

1. Apatova N. V. Information technologies in school education. - M., 1994
2. Bezrukikh M.M., Paramonova L.A., Slobodchikov V.I. and others. Pre-school education: "pluses" and "minuses" / / Primary education. -2006. - No. 3. - P. 9-11.
3. Ezopova S.A. Pre-school education, or Education of children of senior preschool age: innovations and traditions / / Preschool pedagogy. - 2007. - No. 6. - P. 8-10.
4. Zakharova I. G. Information technologies in education: Proc. allowance for students. higher ped. textbook establishments. - M., 2003
5. Zubov A. V. Information technologies in linguistics. - M., 2004
The use of modern information and communication technologies in the educational process: a teaching aid
/ Authors-compilers: D.P. Tevs, V. N. Podkovyrova, E. I. Apolskikh, M. V. Afonina. - Barnaul: BSPU, 2006
6. Korablev A. A. Information and telecommunication technologies in the educational process // School. - 2006. - No. 2. - from. 37-39
7. Robert I.V. Modern information technologies in education: didactic problems, prospects for use. - M.: School-Press, 1994.- 204 p.
8. Shaekhova R.K. Pre-school education: relevance, problems, development strategy / R.K. Shaekhova // Primary school plus before and after.-2006.-№7.-p.54-57.

9. Sologub V.A. Methods of creation and use of multimedia aids and programs: Textbook.-2nd ed., do. and revised - M .: APKiPPRO, 2008.-92s

Content:
1. Annotation of methodical development.
2. Relevance of methodological development.
3. Activities for the implementation of the pedagogical initiative.
4. Results of the implementation of the initiative.
5. Methods for evaluating the results of the introduction of ICT in the educational process.
6. Scenario of a series of GCD using ICT during the week of the thematic block “Water is needed everywhere and always”. Middle group.
7. Scenario of a GCD series using ICT during the week of the thematic block "My great region - Krasnoyarsk!". Senior group.
8. Used literature.

Annotation: This methodological development presents the experience of a preschool teacher in introducing ICT into the educational process. The main advantage of this methodological development is that, having only a laptop and the Internet, you can greatly diversify the educational process in preschool educational institutions and improve the interaction of participants in the educational process. Even without an interactive whiteboard in an educational institution, ICT can be used effectively. Designed for preschool teachers .

The use of information and communication technologies in the educational process of the preschool educational institution is my pedagogical initiative.

Relevance This pedagogical initiative is caused, on the one hand, by the modernization of the education system of the Russian Federation, which imposes new requirements on the content and forms of educational work with children. Such ongoing events in the field of education as the adoption of the Strategy for the Development of the Information Society and the Concept of the country's socio-economic development until 2020, the implementation of the Electronic Russia program, the connection of schools to the Internet, the adoption of amendments to the Law "On Education", the introduction of federal state educational standards to the structure of the general educational program of preschool education, the introduction of professional educational standards for teachers led to a change in the content, methods and forms of the entire education system, and consequently, the work of kindergartens.

In modern society, in a dynamically changing world, in which technologies are constantly being improved and complicated, where children live and are formed in the information environment, the informatization of the education sector is of fundamental importance.

On the other hand, the introduction of ICT into the practice of my work with children, parents, and later teachers, is due to the following reasons:
1. In accordance with the federal state educational standards, the creative group of the MBDOU developed thematic weeks, which meets the principle of a complex thematic construction of the pedagogical process, as a result of which we encountered the problem of a lack of didactic and visual aids.
2. The current situation in the development of society is developing in such a way that a child in society is faced with the latest technological advances (7D, 9D, gadgets, etc.), coming to kindergarten it is often difficult to surprise and evoke an emotional response to an ordinary picture and a dry presentation of material .
3. One of the main participants in the educational process are the parents of pupils. There is a problem of involvement of parents in the pedagogical process, as well as the problem of dissemination of information in the parent community.

The idea of a pedagogical initiative consists in building an enriched educational environment inside the MBDOU, through the introduction of information and communication technologies into the pedagogical process, and as a result, improving the quality of educational activities.
The goal of the pedagogical initiative: improving the efficiency of the educational process through the introduction of information and communication technologies in preschool educational institutions.
Tasks of the pedagogical initiative:
. to develop children's motivation for the content of the pedagogical process, to broaden their horizons through the creation and use of ready-made multimedia developments.
. to increase the degree of involvement of parents in the pedagogical process through the organization of interesting forms of work, as well as the creation of the group's own website.
. share accumulated experience in the pedagogical community through social networks.
. assist in improving the information and communication competencies of preschool teachers.

Activities for the implementation of the pedagogical initiative.
Educational activity in kindergarten has its own specifics, it should be emotional, with the involvement of a large illustrative material. Computer technology with its multimedia capabilities helps in solving this problem.
Information and communication technologies do not depend on the topic, form of conducting and content of educational activities, as well as on the age of participants. Working with the involvement of information technology helps the teacher show the children the process in dynamics, virtually visit a certain area, give the closest idea of the topic being studied, therefore, activates the children for activity.
Information technology is not only computers and their software, but the use of everything that can provide ample opportunities for communication - this is the use of a computer, the Internet, TV, video, DVD, CD, multimedia, audiovisual equipment.

ICT tools that I used in my work with children and parents:
- Computer with software.
- Multimedia projector.
- A printer.
- Video camera.
- Camera.
- Television.
- Video recorder.

I organized my activities on the introduction of ICT into the pedagogical process in the following areas:
I. The use of ICT in the organization of the educational process with children:
. Selection of additional educational material (multimedia developments and presentations) for directly educational activities, acquaintance with the scenarios of holidays and other events on Internet resources;
. Creation of thematic presentations in the Power Point program for the lesson. A media lesson, compared with traditional forms of education and training, has a number of advantages:
- presenting information on a computer screen in a playful way causes children's great interest in activities;
- movements, sound, animation attract the attention of the child for a long time.
. Creating interactive (electronic) physical minutes, in order to switch children to creative activity, to relieve mental stress and increase the emotional tone of the children's body, such dynamic pauses (interactive physical minutes) can be inserted into the educational process. Music and rhythmic movements relieve fatigue well and have a beneficial effect on the mood of children.
The tasks of such dynamic pauses (physical minutes):
- prevention of fatigue;
- Removal of emotional stress in the process of training;
- restoration of mental performance;
- improvement of general motor skills;
- development of clear coordinated movements in conjunction with vision;
- increased interest in activities.
Additional tasks:
- repetition, for example, if this is a spring physical minute, then signs of spring, if a physical minute on the topic of life safety - safety rules;
- repetition of the words of the song.
. Selection on Internet resources of illustrative material for classes and for the design of stands, groups, as well as using scanning;
. The use of digital photographic equipment, video equipment and photo and video editing programs for the production of additional educational material, which I use in creating presentations, designing thematic photo exhibitions and videos (N: a series of presentations "The Owl Invites", a series of virtual excursions "Journey on Clouds";
. Registration of booklets, business card of the group, personal card of the pupil for the booth, tickets for performances, invitation cards for festive events.
. Use of a computer in office work of the group, creation of various databases.

II. Use of ICT in the process of interaction with parents:
. Selection of additional educational material to improve the pedagogical competence of parents (for presentations at parent-teacher meetings, information on stands and folders);
. Making invitations to festive events, stands for parents, surprise moments for the holidays (postcards and collages created in Photoshop).
. Creation of thematic presentations in the Power Point program for holding parent meetings, festive events;
. Using digital cameras and photo editing programs to create photo reports, photo exhibitions, photo shows and photo gifts for the holiday.
. Using a video camera and related programs to create videos "Speaks and shows kindergarten" Lukoshko "".
. Creation of a group website on which presentations of classes, video lessons, video and photo reports from the life of the group are laid out; informing parents about ongoing events; receiving information in the form of advice; feedback from parents, The site allows parents to get to know the educators, their hobbies and interests better. Such communication with parents of children who are at home due to illness is especially important. They need to be aware of garden life, educational activities.

III. Exchange of experience in the pedagogical community in order to improve qualifications:
. Creating your own website (block) for posting your developments;
. Acquaintance on the sites of additional education with periodicals, developments of other teachers;
. Participation in professional competitions;
. Conducting master classes in the preschool educational institution on creating presentations, electronic physical minutes; presentations of work experience in maintaining documentation of the educator in electronic form, etc.
Implementation of the pedagogical initiative.
The presented pedagogical initiative can be successfully implemented in any preschool educational institution, if there are initiative teaching staff and appropriate ICT tools. Even without an interactive whiteboard in an educational institution, information technologies can be effectively implemented. Having a laptop and a projector, the educational process in a preschool educational institution can be made bright and complete. By placing the equipment in one room, the problem of the lack of information and communication technologies in each group will be removed.
Results of the implementation of the initiative.
The introduction of information and communication technologies in the educational process helps to improve the quality of the educational process:
. the transfer of knowledge and accumulated experience is accelerating, teachers have the opportunity to communicate professionally with a wide audience of Internet users, their social status is increasing;
. when using electronic educational resources, the quality of education increases, the cognitive motivation of pupils increases, children adapt faster and more successfully to the ongoing changes, respectively, there is an increase in their achievements;
. noting the interest of children in preschool, parents began to respect teachers, listen to their advice, participate more actively in group projects, as well as in all group activities.
Thus, the use of information and communication technologies and multimedia in kindergarten makes it possible to modernize and improve the efficiency of the educational process.

Methods for evaluating the results of the introduction of ICT in the educational process.

	Criteria for evaluating effectiveness	Ways to evaluate the results of ICT implementation
Pupils	Targets taking into account age-related opportunities and individual differences (individual developmental trajectories) of children.	Monitoring the activity of children in spontaneous and specially organized activities; for the development of the child in various activities.
Parents	Growth in attendance by parents of teacher education events. Participation in the organization and conduct of events in the preschool educational institution. Changing the nature of parent's questions to the educator, as an indicator of the growth of pedagogical interests, knowledge about raising children, the desire to improve them. Use of pedagogical literature by parents.	Questionnaire "Attitude of parents to preschool educational institution". Analysis of parents' appeals to the teacher and administration of the preschool educational institution. Analysis of the protocols of attendance of parents of events on pedagogical education and leisure activities.
teachers	Increasing the degree of ICT competence of teachers. Maintaining the group's records electronically. Independent creation of presentations in the Power Point program. The use of ICT in the educational process. Replenishment of the media bank.	Questionnaire "ICT in my work". Analysis of the documentation of the teacher. Analysis of the direct educational activities of educators from the point of view of the introduction of ICT.

Scenario of a GCD series using ICT during the week of the thematic block “Water is needed everywhere and always”. Middle group.
Subject goal: Expand children's understanding of water through different activities.
Tasks:
- to give children an idea of the role of water in human life;
- expand children's ideas about the importance of water in the world around them, about the forms of its manifestation (river, stream, rain, sea, etc.);
- to form elementary skills of cognitive research activity;
- expand knowledge about the underwater world;
- familiarity with the concept of the water cycle in nature; with some properties of water;
- expand knowledge about inanimate nature (clouds, clouds, rainbow ...);
- activate and enrich the vocabulary of children with nouns, adjectives and verbs on the topic of the lesson;
- educate respect for water.

Presentation "The blue color of the planet Earth" (Appendix 1)

Monday« The blue color of the planet Earth.
Secretly from the children, open the water tap and leave it open, after a while, turn the children to the water flowing from the tap. Start a conversation with the question “Why is it necessary to close the tap behind you?”, Translate the conversation smoothly to gaining knowledge about water.
slide 2 : I take a globe in my hands, I ask what the color blue means? (We studied the globe and the colors on it in the thematic block “My Planet”).
Slide 3: I’m talking about the fact that a person, just like the planet, consists of more than half of the water.
Slide 4: To tell, asking leading questions to children, about the forms of manifestation of water in nature.
Comparison more - less (ocean, sea, lake), wider - narrower (river, stream).
Slide 5-7: What state can the water be in? I open the pictures on the slide one by one, the children name what they see, then we summarize the state - liquid, gaseous, solid.

Fizminutka "Rain".
Drop one, drop two
Very slowly at first.
And then, then, then
Everyone run, run, run.
We opened our umbrellas
Sheltered from the rain.

Let's move on to research activities:
sniffing - without smell
pour - liquid,fluid
try - no taste
compared to milk no color
add paint - can be dyed
we take it in our hands and answer the question: “What is the shape of water?” - no form
pour dishes into different shapes and conclude - takes on a different form.

Slide 8: We summarize the cognitive research activities.
Watching a cartoon Tralik and Roller - Reservoirs.

Tuesday « The role of water in people's lives.
Conversation How does a person use water?
Slide 9 : Reading a poem by N. Ryzhova " Have you heard of water? They say she's everywhere.... I read it a second time with elements of the image of what I heard (children repeat).
Slide 32: Fizminutka for the eyes (Annex 2)
Slide 10: Summing up
Watching a cartoon "Run the brook" (if time permits)
Application with drawing elements "Barge". (We draw water and the transported cargo, we design a barge from colored paper).
Slide 10: Talk about freight transport.
Slide 11: Application sample.

Wednesday "Why doesn't the water run out?".
I ask the children: “Does anyone know why the water does not end?”
Slide 34: Fizminutka for the eyes
Slide 13-21: The phenomena of inanimate nature associated with water. We give the concept of the water cycle in nature.
Slide 22: We generalize. Reading a poem by I. Gurin "Circulation"
Watching a cartoon "How Water Becomes Steam and Water"

Thursday "Habitat - Water"
Slide 34: Fizminutka for the eyes
Slides 23-33: Show and tell about the water world and its inhabitants.
Fizminutka "There are two frogs in the swamp..."
Two girlfriends in the swamp
Two green frogs
Washed early in the morning
Rubbed with a towel.
They stamped their feet,
hands clapped,
Right, left leaning
And they returned back.
Here is the secret of health.
Physical education friends!
Watching a cartoon "Octopussy"
Teamwork "Palm-octopuses"

Friday. Final lesson "Water laboratory".
We carry out experiments:
Snow melting.
Purpose: To bring to the understanding that the snow melts from a heat source.
Move: watch the snow melt on your hand, above the candle.
Is it possible to drink melt water
Purpose: To show that even the cleanest snow is dirtier than tap water.
Move: Take two white plates, put snow in one, pour tap water into the other. Compare it and find out which of them had snow (identified by the debris at the bottom). Make sure that the snow is dirty melt water, not suitable for human drinking. Melt water is used for watering plants, it can be given to animals.
The ability of water to reflect objects
Purpose: to show that water reflects surrounding objects.
Move: Bring a basin of water into the group. Invite the children to consider what is reflected in the water. Ask them to find their reflection, to remember where else they can see it.
Water transparency
Purpose: To lead to a generalization “clean water is transparent”, “dirty is opaque”
Move: Prepare two jars of water, a set of small sinking objects (buttons, pebbles, metal objects). Find out how the concept of "transparent" is learned: offer to find transparent objects in a group (glass in a window, a glass, an aquarium). Give a task: prove that the water in the jar is transparent (lower small objects into the jar and they will be visible). Ask the question: “Will the water in the aquarium be as clear if you lower a piece of earth into it?” Listen to the answers, then demonstrate the experience: put a piece of earth into a jar of water and stir. The water became dirty and cloudy. Objects lowered into such water are not visible. Discuss. Is the water always clear in the aquarium, why does it become cloudy. Is the water clear in a river, lake, sea, puddle.
Fizminutka: "RAIN"
Coordination of speech with movement, work on the tempo and rhythm of speech

drop times,	(Jump on toes, hands on the belt.)
Drop two.
Very slowly at first.	(4 jumps.)
And then, then, then	(8 jumps.)
Everyone run, run, run. We opened our umbrellas	(Hands apart.)
Sheltered from the rain.	(Hands in a semicircle above the head.)

We answer the question Why is it important to conserve water?
Slide 34: Fizminutka for the eyes
Watching cartoons: “Save water”, “Bolek and Lelek. Underwater walks»

Scenario of a GCD series using ICT during the thematic week "My great region - Krasnoyarsk!". Senior group.

Target: to expand the horizons of children about the Krasnoyarsk Territory (its geographical location, symbols, history, sights, flora and fauna) through various activities of children.
Presentation "My great region - Krasnoyarsk!" (Appendix 3).
Annotation for the presentation.The presentation is dedicated to the story about the region of the Russian Federation. Acquaintance with this multimedia work will allow a preschooler to expand their understanding of the territory of our state. Preschoolers will get acquainted with the geographical position of the region, with the famous people of the region. Learn about the largest regional center, natural areas of this unique corner of Russia; flora and fauna. Photos in the presentation will help preschoolers to see the beauty of nature and the unique places of the Krasnoyarsk Territory.

Monday:"Krasnoyarsk Territory is part of a big country" Slides: 2-14
1. Acquaintance with the geographical position of the region, with the largest regional center.
2. Acquaintance with the symbols of the region.
3. Getting to know the unique corners of the edge.
4. Making the flag of the Krasnoyarsk Territory. (Colored paper, printed coat of arms, cocktail tube).
5. Slide 7. FEMP.(Shapes)

Tuesday: "The flora of the Krasnoyarsk Territory" Slides: 15-22
1. Acquaintance with the natural areas of the region. slide 15
2. We give the concept of "Red Book"
3. Acquaintance with the flora of the region
4. Listening to the legend of frying and the lady's slipper.
5. Coloring with elements of plasticine "Frying" slide 23
Legend: Once upon a time there lived the beautiful Venus, who wore golden shoes with reddish-brown ribbons. No one had such shoes. Once Venus was playing with her girlfriends, she ran and ran and dropped her shoe. For a long time everyone was looking for a slipper, but they did not find it in the green grass. And then the beauty said: “Now let all good people marvel at my shoes.” At the same moment, the slipper turned into a beautiful flower. And wherever Venus was looking for her slipper, these flowers appeared.
Legend: The hunter Ulugkhem lived in the Siberian taiga. He was young and had a good heart. But the evil and insidious sorcerer Kele decided to destroy all life in the vast expanses of the taiga.
He sent cold winds, bitter frosts from the far north. Animals hid, birds flew away, the ground was covered with snow - it became hungry in the taiga. The fires in the camp went out, the merry laughter ceased.
And then I decided to return Ulugkhem to people cheerful laughter, warmth to the hearths, taiga - summer.
Ulughem came to the ends of the earth and sees an ice yaranga, and in it lies an ice Kele.
Kale saw him and laughed. Then he tore off a piece of ice from the yaranga and threw it at Ulugkhem. A piece of ice hit the chest of a young hunter. And it cracked like a pine nut shell. The heart of Ulughem fell out of her on the cold snow and blazed with such heat that the ice yaranga melted, and with it the evil Kele melted. A warm wind blew, streams murmured. Summer has returned to the taiga.
And where the drops of Ulughem's blood fell, unusual flowers grew, and the people called them FRY.

Wednesday: "Animal World of the Krasnoyarsk Territory" Slide 24-32
1. We continue to introduce the Red Book
2. We give the concept of "Reserve"
3. Acquaintance with the animal world of the region
4. Modeling "Bear" slide 33.

Thursday: "Outstanding people of the region" Slide 34-37
1. Acquaintance with prominent people of the region.
2. Examination of paintings by Surikov "The Capture of the Snow Town", Pozdeev "Autumn Table".
3. Watching the performance of the dance ensemble of Siberia named after Godenko.
4. Reading a poem by Tretyakov.

Friday: Design of the photo exhibition “... my taiga region! And there is no you more beautiful and dear "
1. Watch the video clip and listen to the song Exemplary Children's Opera Studio of the Krasnoyarsk State Opera and Ballet Theater - Song about the Krasnoyarsk Territory "This is my land."
2. We talk, looking at the photos brought by the children.
3. Presentation of the electronic physical minute “Our region - Krasnoyarsk! You are the heart of Russia ... " (Annex 4)
4. We design the exhibition
Working with parents: Issue of the environmental journal "Nature of the Krasnoyarsk Territory" . (Annex 5)

Literature:
1. Kalinina T.V. DOE management. "New information technologies in preschool childhood". M, Sfera, 2008.
2. http://www.conseducenter.ru/index.php/chtenya/156-ajisheva.
3. http://www.top-personal.ru/officeworkissue.html?21 multimedia.
4. Zakharova I. G. Information technologies in education: Textbook for students of higher pedagogical educational institutions. - M., 2003.
5. Korablev A. A. Information and telecommunication technologies in the educational process // School. - 2006.
6. http://www.mediaedu.ru/modules.php?name=Pages&go=page&pid=20
7. Federal state requirements for the structure of the main general educational program of preschool education.
8. rudocs.exdat.com

MBDOU compensating type No. 16 "Golden Key"

Use of ICT in Kindergarten

Completed by: teacher-defectologist Savilova E.G.

Uray 2015

ICT is information and communication technology.

In our kindergarten there is an interactive whiteboard, touch tables, a screen, a projector, laptops, computers

The introduction of ICT in the educational process of the kindergarten has many advantages, which should be highlighted:

allow to increase the perception of the material by increasing the amount of illustrative material;
the use of multimedia presentations provides visibility, which contributes to the perception and better memorization of the material, which is very important, given the visual-figurative thinking of preschool children;
graphic, textual, audiovisual information is simultaneously used;
using a computer, you can simulate such life situations that cannot or are difficult to show in class or see in everyday life (for example, reproduction of animal sounds; nature, transport, etc.)
high dynamics of the lesson contributes to the effective assimilation of the material, the development of memory, imagination, creativity of children;
provides an opportunity for individualized learning.

It is important to observe the conditions for preserving the health of the child:

Children under 5 are not recommended to use a computer. Children five - seven years of age can "communicate" with the computer no more than 10-15 minutes a day 3-4 times a week.
Include games in classes aimed at preventing visual impairment and developing visual-spatial relationships.
Regularly carry out gymnastics for the eyes, take into account the change of activity during the lesson.
For group lessons, we use a multimedia projector, the distance from the screen to the chairs on whichchildren sit 2 - 2.5 meters.

What opportunities does the use of ICT in our preschool educational institution open up?

The use of a computer in order to familiarize children with modern technical means of transmitting and storing information, which is carried out in various gaming technologies.

Teachers use mainly educational games:
development of mathematical concepts: “Luntik. Mathematics for kids";
games for the development of phonemic hearing and speech development; "Learning to speak correctly";
educational games: "Shape", "Color", "Learning to count"
games for the development of higher mental functions: a series of "Little Genius"

Using a computer and a large monitor or laptop. In this case, it is possible to demonstrate a thematic presentation or a game tool on the monitor screen.

presentations help the teacher to motivate children to activities.

demonstration of presentations allows you to make the lesson emotionally colored, interesting, they are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson.

with the help of multimedia presentations, complexes of visual, articulatory, finger, respiratory gymnastics are learned with children.

multimedia presentations make it possible to present educational and developmental material as a system of bright reference images filled with comprehensive structured information in an algorithmic manner.

Using the interactive whiteboard

a universal tool that allows any teacher to organize the educational process in such a way that children's interest in classes, attention stability, and speed of mental operations increase.

Uses touch interactive table

specially designed software offers various levels of developmental learning.
tables for children in a playful way help to replenish vocabulary,

learn to recognize colors and shapes.

during classes, the child develops motor skills, memory, auditory and visual perception.
the child enjoys learning.

Using the main site of MBDOU

can receive information in the form of pedagogical advice, consultations;
can get acquainted with legal documents, participate in surveys on the forum
the site allows you to get to know educators better (their hobbies, interests, pedagogical views, achievements)
parents have the opportunity to follow the life of children in kindergarten groups;

This is very relevant at the present time: it is not always possible for parents to bring their child to kindergarten, often parents are in a hurry and do not have time to read the information in the group. And at home, together with the child, it is always interesting to look at the group's website, look at new photos together, listen to the child's message about past events.

In this way , the use of ICT contributes to improving the quality of the educational process.

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

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

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

The key areas of the DOE informatization process are:

1. Organizational:

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

2. Pedagogical:

improving ICT - the competence of preschool teachers;
introduction of ICT in the educational space.

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

What is ICT?

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

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

Areas of application of ICT by teachers of preschool educational institutions

1. Maintaining documentation.

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

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

2. Methodical work, professional development of the teacher.

In the information society, network electronic resources are the most convenient, fast and modern way of disseminating new methodological ideas and didactic aids, available to methodologists and teachers, regardless of their place of residence. Information and methodological support in the form of electronic resources can be used during the preparation of the teacher for classes, to study new methods, and in the selection of visual aids for the lesson.

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

The modern educational space requires the teacher to be especially flexible in preparing and conducting pedagogical events. Teachers need regular professional development. The possibility of fulfilling the modern requests of the teacher is also possible with the help of remote technologies. When choosing such courses, it is necessary to pay attention to the availability of a license, on the basis of which educational activities are carried out. Distance advanced training courses allow you to choose the direction of interest to the teacher and study without interrupting the main educational activity.

An important aspect of the teacher's work is participation in various pedagogical projects, distance competitions, quizzes, olympiads, which increases the level of self-esteem of both the teacher and pupils. Face-to-face participation in such events is often impossible due to the remoteness of the region, financial costs and other reasons. Remote participation is open to everyone. At the same time, it is necessary to pay attention to the reliability of the resource, the number of registered users.

Undoubtedly, it is important to use ICT technologies for maintaining documentation and for more effective methodological work and for improving the teacher's qualifications, but the main thing in the work of a preschool teacher is the conduct of the educational process.

3. Educational process.

The educational process includes:

organization of direct educational activities of the pupil,
organization of joint developmental activities of the teacher and children,
project implementation,
creation of a developing environment (games, manuals, didactic materials).

Visual-figurative thinking prevails in preschool children. The main principle in organizing the activities of children of this age is the principle of visibility. The use of a variety of illustrative material, both static and dynamic, allows preschool teachers to quickly achieve their intended goal during direct educational activities and joint activities with children. The use of Internet resources makes the educational process informative, entertaining and comfortable.

There are 3 types of classes using ICT.

1. Activity with multimedia support.

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

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

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

With the help of multimedia presentations, visual gymnastics complexes, exercises to relieve visual fatigue are learned with children.

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

The purpose of such a presentation of developing and educational information is the formation of a system of mental images in children. The presentation of material in the form of a multimedia presentation reduces the time of learning, frees up the resources of children's health.

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

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

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

Implementation of polysensory perception of the material;
The possibility of demonstrating various objects with the help of a multimedia projector and a projection screen in a multiply enlarged form;
Combining audio, video and animation effects into a single presentation helps to compensate for the amount of information children receive from educational literature;
Possibility of demonstrating objects that are more accessible for perception to a intact sensory system;
Activation of visual functions, visual capabilities of the child;
It is convenient to use computer presentation slide films to display information in the form of printouts in large print on a printer as a handout for classes with preschoolers.

The use of multimedia presentations makes it possible to make the lessons emotionally colored, attractive, arouse a keen interest in the child, they are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson. For example, the use of presentations in the classroom in mathematics, music, familiarization with the world ensures the activity of children when examining, examining and visually highlighting the signs and properties of objects, forms ways of visual perception, examination, highlighting qualitative, quantitative and spatio-temporal features in the objective world. and properties, visual attention and visual memory develop.

2. Lesson with computer support

Most often, such classes are conducted using gaming training programs.

In such a lesson, several computers are used, for which several pupils work at the same time. The use of an electronic textbook (and a playful educational game for children is an electronic textbook) is a method of programmed learning, the founder of which is Skinner. Working with an electronic textbook, the child independently studies the material, performs the necessary tasks, and then passes a competence test on this topic.

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

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

exploratory nature,
ease for independent studies of the child,
development of a wide range of skills and perceptions,
high technical level,
age match,
entertainment.

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

1. Games for the development of memory, imagination, thinking, etc.

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

3. ART studios, the simplest graphic editors with libraries of drawings.

4. Games-travelling, "rpg".

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

The use of such programs allows not only to enrich knowledge, to use a computer for a more complete acquaintance with objects and phenomena that are outside the child's own experience, but also to increase the child's creativity; the ability to operate with symbols on the monitor screen helps to optimize the transition from visual-figurative to abstract thinking; the use of creative and directing games creates additional motivation in the formation of educational activities; individual work with a computer increases the number of situations that a child can solve independently.

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

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

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

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

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

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

1. Diagnostic session.

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

Thus, unlike conventional technical means of education, information and communication technologies allow 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, which is very important in early childhood, the ability to independently acquire new knowledge.

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

The introduction of information technology has Benefits over traditional teaching aids:

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

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

3. Provides visibility, which contributes to the perception and better memorization of the material, which is very important, given the visual-figurative thinking of preschool children. This includes three types of memory: visual, auditory, motor.

4. Slideshow and video clips allow you to show those moments from the outside world, the observation of which causes difficulties: for example, the growth of a flower, the rotation of the planets around the Sun, the movement of waves, it's raining.

5. It is also possible to simulate such life situations that cannot or are difficult to show and see in everyday life (for example, the reproduction of sounds of nature; the work of transport, etc.).

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

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

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

1. The material base of the preschool educational institution.

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

2. Protecting the health of the child.

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

During the operation of computers and interactive equipment, specific conditions are created in the room: humidity decreases, air temperature rises, the amount of heavy ions increases, and electrostatic voltage increases in the area of children's hands. The intensity of the electrostatic field increases when the cabinet is finished with polymeric materials. The floor must be anti-static, and carpets and rugs are not allowed.

To maintain an optimal microclimate, prevent the accumulation of static electricity and the deterioration of the chemical and ionic composition of the air, it is necessary: airing the office before and after classes, wet cleaning before and after classes. Classes with older preschoolers are held once a week in subgroups. In his work, the teacher must necessarily use sets of exercises for the eyes.

3. Insufficient ICT - the competence of the teacher.

The teacher should not only have a perfect knowledge of the content of all computer programs, their operational characteristics, the user interface of each program (the specifics of the technical rules of action with each of them), but also understand the technical characteristics of the equipment, be able to work in the main application programs, multimedia programs and the network Internet.

If the DOW team manages to solve these problems, then ICT technologies will become a great helper.

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

enrichment of children with knowledge in their figurative-conceptual integrity and emotional coloring;
facilitating the process of mastering the material by preschoolers;
excitation of a lively interest in the subject of knowledge;
expanding the general horizons of children;
increasing the level of use of visualization in the classroom;
increasing the productivity of the teacher.

There is no doubt that in modern education the computer does not solve all the problems, it remains just a multifunctional technical teaching aid. No less important are modern pedagogical technologies and innovations in the learning process, which allow not only to “invest” in each child a certain amount of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. Information technologies, together with properly selected (or designed) learning technologies, create the necessary level of quality, variability, differentiation and individualization of education and upbringing.

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

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

Unlike conventional technical teaching aids, information and communication technologies allow not only to saturate the child with a large amount of ready-made, strictly selected, properly organized knowledge, but also to develop intellectual, creative abilities, and, which is very important in preschool childhood, the ability to independently acquire new knowledge.

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

List of used literature

Management of innovative processes in preschool educational institutions. - M., Sphere, 2008.
Gorvits Yu., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education, 1991, No. 5.
Kalinina T.V. DOE management. "New Information Technologies in Preschool Childhood". M, Sfera, 2008.
Ksenzova G.Yu. Perspective school technologies: teaching aid. - M.: Pedagogical Society of Russia, 2000.
Motorin V. "Educational possibilities of computer games". Preschool education, 2000, No. 11.
Novoselova S.L. The computer world of a preschooler. Moscow: New School, 1997.

Scientific and technological progress at the present stage of development of society has reached incredible heights. Technologies that a few decades ago were perceived as science fiction have become everyday reality. If at the beginning of the 21st century computerization concerned enterprises, government agencies, etc., now it is hardly possible to find a family in which there is no computer, laptop or tablet, and a mobile phone has simply become a necessity.

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

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

The use of ICT in preschool educational institutions according to GEF makes high demands on the modern teacher in preschool institutions. Now it is no longer enough just to love children in order to successfully work in a kindergarten. Preschool education is a full-fledged link in the educational process, where training takes place using modern information technologies, and imposes new requirements on the professional training of teachers.

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

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

ICT in kindergarten gives the teacher the opportunity to diversify classes with children, increase their effectiveness, make them attractive to children, combining gaming and learning moments.

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

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

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

organization of the educational process
interaction between teacher and parents
organization of methodical work with teaching staff.

Organization of educational and educational process in dow using ICT

Usage ICT in the educational process makes it possible to make classes in kindergarten the most attractive for the child. Classes with children of preschool age have their own characteristics. Children aged 5-7 are inquisitive, so the use of ICT causes them interest and a storm of positive emotions. Children willingly learn to use PCs, interactive whiteboards, tablets. While playing, they gradually move on to familiarity with tutorials.

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

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

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

Summarizing all of the above, it must be emphasized that at present one of the most important tasks facing preschool institutions is to improve the computer literacy of the members of the teaching staff.

The use of information and communication technologies for the interaction of a teacher of preschool education and parents

Information and communication technologies are a new, but already well-established tool in establishing productive cooperation between a teacher of a children's institution and parents.

Modern parents use social services a lot and willingly. networks, various mobile applications in smartphones, e-mail, etc.

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

Pre-school institutions that actively use information technologies for dialogue with the children's parents become the winners.

These can be the following tools:

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

Get a standard diploma

To learn more about the legal regulation of the educational activities of a preschool educational institution, the development of the main educational program for preschool education and receive methodological recommendations from experts, the curriculum "Organization and quality control of educational activities in a preschool educational institution" will help

This is not a complete list of the possibilities of information and communication technologies when working with parents of preschoolers, but even a study of the presented list speaks of the importance of developing ICT in the preschool system.

Organization of methodical work with the help of information and communication technologies

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

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

Separately, it is worth mentioning the use ICT in the work of the senior educator of the preschool educational institution. Distribution of methodological materials via the Internet, collection of statistical data, their storage and processing in electronic form, allows the head teacher of the children's institution to control and timely correct the work of the entire teaching staff.

Acquaintance through the Internet with scenarios of holidays and other events in preschool organizations in other cities can significantly expand the scope of the materials studied.

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

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

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

Preschool education today is unthinkable without the use of information and communication technologies. Federal state educational standards (fgos) directly pointing to the succession of all types of education in modern Russia, they name the main requirements for the implementation educational programs, including personnel, financial, material and technical conditions.

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

What is ict technology in dow. "The use of ICT in the educational process of preschool educational institutions

What is ICT?

Possibilities of using ICT in the educational process

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Organization of educational and educational process in dow using ICT

The use of information and communication technologies for the interaction of a teacher of preschool education and parents

Get a standard diploma

Organization of methodical work with the help of information and communication technologies

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