What applies to ict in dhow. The use of ICT in the educational process in preschool educational institutions

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

Therefore, we can say with confidence that ICT is an integral part of the learning process for preschoolers. This is not only accessible and familiar to children of the new generation, but also convenient for a modern teacher.

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

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

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

The use of computer technology helps teachers in their work:

attract passive listeners to active activities;
make educational activities more visual and intensive;
to form an information culture among children;
activate cognitive interest;
implement student-centered and differentiated approaches to learning;

to discipline the teacher himself, to form his interest in work;
activate thought processes (analysis, synthesis, comparison, etc.);
ICT will enable any teacher to directly access the information space, both by seeking methodological assistance from various service departments and by broadcasting their work experience.
ICT will allow the teacher to communicate more widely at various teaching events, for example, video master classes, webinars, etc.
work with paper media is significantly reduced, since almost all text information is compiled and stored in electronic form;
Less effort and time is spent preparing visual and didactic support for GCD.
with the help of ICT, conditions are created for professional self-development: electronic textbooks and articles are used; On the Internet you can get acquainted with periodicals and exchange information with colleagues via e-mail.
Communication with parents of pupils using ICT is another reality.

ICT is primarily:

transformation of the subject-development environment,
creation of new means for the development of children,
use of new visibility,
additional information that for some reason is not in the printed publication,
a variety of illustrative material, both static and dynamic (animations, video materials),
in the information society, networked electronic resources are the most democratic way to disseminate new pedagogical ideas and new teaching aids, available to teachers regardless of their place of residence and income level,
Internet search engines provide teachers with the opportunity to find almost any material on development and learning issues and any photographs and illustrations.

Application of ICT:

Selection of illustrative material for joint organized activities between the teacher and children and for the design of stands and groups.
Selection of additional educational material.
Exchange of experience, acquaintance with periodicals, the developments of other teachers.
Preparation of group documentation and reports.
Creating presentations in the Power Point program to increase the effectiveness of joint organized activities with children and the pedagogical competence of parents in the process of holding parent-teacher meetings.
By creating a unified database of methodological and demonstration materials, the teacher has more free time.

Proper use of modern information technologies can significantly increase children's motivation to learn. Allows you to recreate real objects or phenomena in color, movement and sound. This contributes to the widest development of their abilities and the activation of mental activity.

Today ICT allows:

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

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

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

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

Encourage children to solve problematic problems and overcome difficulties.

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

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

Movement, sound, and animation attract children's attention for a long time and help increase their interest in the material being studied. The high dynamics of the lesson contributes to the effective assimilation of material, the development of memory, imagination, and creativity of children.
Provides clarity, which promotes perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children.
Slideshows and video clips allow you to show those moments from the outside world that are difficult to observe: for example, the growth of a flower, the rotation of planets around the Sun, the movement of waves, it’s raining;
You can also simulate life situations that are impossible or difficult to show and see in everyday life (for example, reproducing the sounds of nature; the operation of transport, etc.);
Presenting information on a computer screen in a playful way arouses great interest in children.
It carries a figurative type of information that is understandable to preschoolers.
Problematic tasks and encouraging the child to solve them correctly with the computer itself are a stimulus for children’s cognitive activity.
The child himself regulates the pace and number of game learning tasks to be solved.
In the process of working at the computer, a preschooler gains self-confidence and the belief that he can do a lot.
Allows you to simulate life situations that cannot be seen in everyday life (rocket flight, flood, unexpected and unusual effects);
The computer is very “patient”; it never scolds the child for mistakes, but waits for him to correct them himself.
The use of information technology encourages children to engage in exploratory research activities, including searching the Internet independently or together with their parents.

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

Using a computer to keep records.

A computer can provide an invaluable service to educators and “advanced” parents in drawing up all kinds of action plans with the help of organizing programs, keeping an individual diary of a child, recording various data about him, test results, building graphs, and generally monitoring the dynamics of the child’s development. This can be done manually, but the time costs are not comparable.

Conclusion:

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

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

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

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

MBDOU compensatory type No. 16 “Golden Key”

Using ICT in kindergarten

Completed by: teacher-defectologist Savilova E.G.

Urai 2015

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

ICT is information and communication technologies.

Our kindergarten has an interactive whiteboard, touch tables, screen, projector, laptops, computers

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

allow you to increase the perception of the material by increasing the amount of illustrative material;
the use of multimedia presentations provides clarity, which contributes to the perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children;
graphic, textual, audiovisual information is used simultaneously;
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.)
high dynamics of the lesson contributes to the effective assimilation of material, the development of memory, imagination, and creativity of children;
provides the opportunity to individualize learning.

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 five to seven years of age can “communicate” with a computer for 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.
Carry out eye exercises regularly, taking into account the change of activity during the lesson.
To conduct group classes, we use a multimedia projector, the distance from the screen to the chairs on which isChildren sit 2 - 2.5 meters.

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

Using a computer to introduce children to modern technical means of transmitting and storing information, which is carried out in various gaming technologies.

Teachers mainly use 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: the “Little Genius” series

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

presentations help the teacher motivate children to do activities.

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

With the help of multimedia presentations, children learn complexes of visual, articulation, finger, and breathing exercises.

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

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, stability of attention, and speed of mental operations increase.

Uses touch interactive table

specially developed software offers various levels of developmental training.
tables for children in a playful way help to replenish their 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 MBDOU website

can receive information in the form of pedagogical advice and consultations;
can familiarize themselves with regulatory documents and participate in surveys on the forum
the site allows you to get to know teachers better (their hobbies, interests, pedagogical views, achievements)
parents have the opportunity to monitor the lives of children in kindergarten groups;

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

Thus , the use of ICT helps improve the quality of the educational process.

USING ICT IN KINDERGARTEN CLASSES

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

ICT in a preschool educational institution can be classified:

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

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

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

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

5.Electronic tools containing text information (electronic textbook)

6.Visual media (digital photo, etc.)

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

All over the world, the use of information and computer technologies in various fields of activity has become part of culture and a necessary norm. Proficiency in information and computer technologies helps a teacher feel comfortable in new socio-economic conditions, and helps an educational institution switch to functioning and developing as an open educational system.

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

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

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

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

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

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

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

Implementation of polysensory perception of material;

The ability to demonstrate various objects using a multimedia projector and projection screen in a many times enlarged form;

Combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receive from educational literature;

The ability to demonstrate objects that are more accessible to the intact sensory system;

Activation of visual functions and eye abilities of the child;

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

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

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

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

Present new material vividly, figuratively, in a form accessible to preschoolers, which corresponds to the visual-figurative thinking of preschool children;

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

Encourage children to solve a problem problem, using the capabilities of the curriculum, which is a stimulus for the development of their cognitive activity;

Develop exploratory behavior in preschoolers;

Expand the creative capabilities of the teacher himself.

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

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

1. research nature,

2. ease for a child to study independently,

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

4. high technical level,

5. age appropriate,

6. entertaining.

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

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

In classes with children, ICT is more often used as part of the lesson, but in final or general lessons it can be used throughout the entire lesson, in accordance with the age of the children and the requirements of the Sanitary Rules.

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

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

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

Also, video fragments, interactive diagrams and models act as multimedia resources. The purpose of various kinds of slide shows and video clips is to show children those moments from the world around them, the observation of which directly causes difficulties. The purpose of diagrams and models is to visually represent processes in inanimate nature, such as the change of seasons, the water cycle, etc.

Another possibility for using ICT in the educational activities of preschool teachers is the electronic type of materials for preparing tasks for independent work of preschoolers. The teacher can, at almost any time, select exactly those tasks that correspond to the topic and objectives of the lesson, arrange them in the desired sequence, adjust something in their content, design, correct errors, print in the required quantity and save in electronic form to return to him if necessary.

The scanner will help children become full participants in creating a slide show. They always willingly bring their favorite books, drawings, pictures on given topics from home. Together with the teacher, this material is scanned and inserted into a slide show or clip. When the finished material is shown, each child recognizes his own picture, which, of course, causes a storm of emotions. Next time the child will select pictures and illustrations with a vengeance, turning to as many sources as possible. So much for cognitive activity and, as a result, visual variability.

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

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

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

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

Literature:

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

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

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

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

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

1 slide

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

Relevance
The use of ICT in preschool education is a pressing problem of modern preschool education. Over the past 5 years, a number of events have occurred in our country that determine the accelerated development of Internet technologies in preschool institutions; electronic resources for preschool education are being formed.
2 slide
The combination of ICT is associated with two types of technologies: information and communication.
Information Technology– a set of methods, techniques, methods and means that ensure storage, processing, transmission and display of information.
Communication technologies– methods, methods and means of human interaction with the external environment.
Information and communication technologies in preschool education is a complex of educational and methodological materials, technical and instrumental means of computer technology in the educational process, forms and methods of their use to improve the activities of institution specialists (administration, educators, speech therapists and other specialists), as well as for the education, development, diagnosis and correction of children .
3 slide
Goals of using ICT in the educational activities of preschool educational institutions
Make education modern;
Bringing OA closer to the worldview of a modern child;
Establish a relationship of mutual understanding and mutual assistance between teacher and student;
Help the teacher to present the material emotionally and figuratively;
Save time for both the teacher and the child;
The use of ICT allows you to reproduce information simultaneously in the form of:
text, graphics, sound, speech, video.
4 slide
ICT tools include:
Computer
Laptop
Music center
Multimedia projector
TV
Video player
Camera
Printer
Scanner
Mobile phone
Camcorder
Interactive whiteboard
5 slide
Functions of ICT tools
Source of information
Tool for preparing various materials
Material storage
6 slide
In my work as a teacher, I use ICT in four areas:
Documentation
Creation and storage of educational and methodological complex

Organization of educational process
Interaction with parents
7 slide
- Documentation maintenance
I prepare group documentation (lists of children, diagnostics of the level of development, planning, drawing up reports). The computer allows you not to write reports and analysis of activities every time. It is enough to type the diagram once and then only make the necessary changes.
I design the group's stands.
8 slide
- Use of ICT to create and store educational and methodological complex
In my work I:
I develop, systematize and collect methodological developments and documentation (long-term plans, consultations for parents, notes, games, music selections, multimedia holiday decorations)
Slide 9
For example: For a theatrical production based on the fairy tale “Under the Mushroom” by V. Suteev, I developed a presentation, selected the sounds of nature (thunder, lightning, rain, wind), and the music to which the heroes of the fairy tale come out.
A media library has been created from the accumulated material.
I conduct diagnostics of the level of development of children twice a year (diagrams, graphs, tables).
10 slide
Every month on the website of the preschool educational institution and on the pedagogical websites “Pantry of Entertainment”, “Maam.ru” I post my methodological developments: notes, master classes, projects; I share my work experience with colleagues; I run my own blog.
For example:
11 slide– Master class “Water Lily for Mom” with step-by-step photos.
12, 13 slide– In the project activity for Victory Day “Tell children about the Second World War using TIKO-design.”
My students and I often participate in distance competitions and Olympiads.
Through pedagogical websites I have the opportunity to exchange experiences, teaching materials, and methodological developments with leading experts in the field of education.
I create presentations in the Power Point program to improve the effectiveness of educational sessions with children and the pedagogical competence of parents during parent-teacher meetings.
Slide 14
- Use of ICT in organizing the educational process with children:
Classes in kindergarten have their own specifics; they should be emotional, bright, using large illustrated material, using sound and video recordings. Computer technology with its multimedia capabilities helps provide us with all this.
For my work I:
I select illustrative and educational material for classes.
I get acquainted with the scenarios of holidays and other events.
I create presentations in the Power Point program to increase the effectiveness of educational activities with children (including didactic games, KVN, quizzes, crosswords).
In educational activities I use a projector in a certain part of the lesson, for example:
15 slide- Educational OD dedicated to the Winter Olympic Games (introduction to a healthy lifestyle).
16 slide- Educational activities on the perception of fiction based on the works of N. Nosov (quiz based on the works of N. Nosov, children solve a crossword puzzle based on the fairy tale “Dunno in the Sunny City”).
Slide 17- Integrated OD (speech development, perception of fiction, mathematics) “Journey to the land of fairy tales” (Diploma game: “Name the hero of the fairy tale whose magic object is”).
18 slide
- use of ICT in the process of interaction between preschool educational institutions (teachers) and parents.
Slide 19
I cooperate with the families of students. I give recommendations on the use of ICT at home, especially the computer and computer games (How long can a child spend at the computer. How to protect a child from visiting unwanted sites - this includes using a password, and using the Kaspersky Kids program, which blocks unwanted sites, etc.) .
A group page has been created on the preschool educational institution’s website, and I update it constantly.
I create and post consultations for parents on the preschool educational institution website and maintain my own blog.
I show parents presentations on how to work with children.
I organize final exhibitions, photo exhibitions using slide shows of children's works.
I hold parent meetings with presentations.
20 slide Thus, the use of computer technology helps:
Involve passive listeners in active activities;
Make OA more visual and interesting;
To form an information culture among children;
Activate cognitive interest;
Implement a student-centered approach to learning;
To create interest in the teacher’s work;
Activate thought processes (analysis, synthesis, comparison, etc.).
21 slides Advantages of using ICT in preschool educational institutions
Priorities of ICT over the old material delivery system
Photos, cards, pictures become physically obsolete, their storage requires a lot of space, and searching takes a lot of time.
ICT pictures are easily restored, they are easy to move, almost any illustration can be found on the Internet.
22 slide
Interactive excursions, for example to the Hermitage, allow you to find yourself in another place without leaving the premises.
Slide 23 Disadvantages of using ICT in preschool educational institutions
Problems in the use of ICT in the educational process:
Oversaturation of events with animation, slides, overload of drawings;
Insufficient provision of preschool educational institutions with technical equipment;
The teacher does not have sufficient qualifications to work with a computer.
24 slide Taking into account the requirements of sanitary and epidemiological rules and regulations
SanPiN 2.4.1.3049-13, when working with children, I adhere to the recommendations on the use of ICT in preschool educational institutions:
According to the requirements of SanPiN, educational activities using a computer require no more than 10 minutes for children 5 years old, and no more than 15 minutes for children 6-7 years old.
Educational activities using a computer for children 5-7 years old should be carried out no more than once a day and no more than three times a week.
At the end of the lesson, do gymnastics for the eyes.
Correctly determine the didactic role and place of ICT in educational activities.
Multimedia technologies cannot be used in every lesson. With frequent use of ICT, children lose special interest in such activities.
25 slide
The correct use of ICT leads to a number of positive aspects:
1. Enriches the activity with emotional coloring.
2. Psychologically facilitates the process of assimilation.
3. Arouses keen interest in the subject of knowledge.
4. Forms the skill of research activity.
5. Expands your general horizons.
6. The level of use of visual aids in the classroom is increasing.
7. Frees you from routine manual work.
8. Increases the productivity of the teacher and the child.
26 slide Conclusion
The use of ICT helps improve the quality of the educational process; it serves to develop the cognitive motivation of students, which leads to an increase in their achievements and key competencies.
Slide 27 Thank you for your attention.

The use of ICT technologies in the educational process in the context of the introduction of the Federal State Educational Standard of Preschool Educational Institution

Buzmakova Svetlana Vladimirovna, teacher of MADOU "Kindergarten No. 88" in Berezniki, Perm Territory
Description: the work will be of interest to teachers who use ICT technologies when organizing work in preschool educational institutions, the work contains a description of the experience of introducing ICT technologies, the work identifies problems and prospects for using ICT technologies in preschool educational institutions.
Target:
Creating conditions for increasing the level of ICT competence of teachers of preschool educational institutions for the successful implementation of the Federal State Educational Standards of preschool educational institutions

Social and economic changes in Russia have led to the need to modernize many social institutions, and primarily the education system. New tasks set for education today are formulated and presented in the law “On Education 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 main directions of modernization of the educational system. Its main task is the effective use of the following major advantages of information and communication technologies:
- The ability to organize a cognition process that supports an activity-based approach to the educational process;
- Individualization of the educational process while maintaining its integrity;
- Creation of an effective management system for information and methodological support of education.
Key directions process of informatization of preschool educational institutions are:
1. Organizational:
- Modernization of methodological service;
- Improving the material and technical base;
- Creation of a specific information environment.
2. Pedagogical:
- Increasing ICT - competence of preschool teachers;
- Introduction of ICT into the educational space.
In accordance with the Law “On Education in the Russian Federation,” preschool education is one of the levels of general education. Therefore, informatization of kindergarten has become a necessary reality of modern society. Computerization of school education has a fairly long history (about 20 years), but such a widespread use of computers in kindergarten has not yet been observed. At the same time, it is impossible to imagine the work of a teacher (including a preschool teacher) without the use of information resources. The use of ICT makes it possible to enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.
What is ICT?
Information educational technologies are all technologies in the field of education that use special technical means (PC, multimedia) to achieve pedagogical goals.
Information and communication technologies in education (ICT) is a complex of educational and methodological materials, technical and instrumental means of computer technology in the educational process, forms and methods of their use to improve the activities of specialists in educational institutions (administration, educators, specialists), as well as for education (development, diagnosis, correction) of children.

Areas of application of ICT by preschool teachers

1.Maintaining documentation.
In the process of educational activities, the teacher draws up and draws up calendar and long-term plans, prepares material for the design of the parent corner, conducts diagnostics and presents the results both in printed and electronic form. Diagnostics should be considered not as a one-time carrying out of the necessary research, but also as maintaining an individual diary of the child, in which various data about the child, test results are recorded, charts are drawn up, and the dynamics of the child’s development are generally monitored. Of course, this can be done without the use of computer technology, but the quality of design and time costs are not comparable.
An important aspect of the use of ICT is the preparation of teachers for certification. Here you can consider both the preparation of documentation and the preparation of an electronic portfolio.
2. Methodological work, teacher training.
In the information society, networked electronic resources are the most convenient, fastest and most modern way to disseminate new methodological ideas and teaching aids, available to methodologists and teachers regardless of their place of residence. Information and methodological support in the form of electronic resources can be used when preparing a teacher for classes, to study new techniques, and when selecting visual aids for classes.
Online communities of teachers allow not only to find and use the necessary methodological developments, but also to post their materials, share their teaching experience in preparing and conducting events, and using various methods and technologies.
The modern educational environment requires special flexibility from the teacher when preparing and conducting pedagogical events. A teacher needs to regularly improve his qualifications. The ability to implement modern teacher requests is also possible using distance technologies. When choosing such courses, you need to pay attention to the availability of a license on the basis of which educational activities are carried out. Distance training courses allow you to choose a direction that interests the teacher and study without interrupting your main educational activities.
An important aspect of a teacher’s work is participation in various pedagogical projects, distance competitions, quizzes, and olympiads, which increases the level of self-esteem of both the teacher and students. In-person participation in such events is often impossible due to the remoteness of the region, financial costs and other reasons. And remote participation is available to everyone. In this case, it is necessary to pay attention to the reliability of the resource and the number of registered users.
It is undeniably important to use ICT technologies both for maintaining documentation and for more effectively conducting methodological work and for improving the level of qualifications of a teacher, but the main thing in the work of a preschool teacher is the conduct of the educational process.
3.Educational – educational process.
The educational process includes:
- organization of direct educational activities of the student,
- organization of joint developmental activities of teachers and children,
- implementation of projects,
- creation of a developmental environment (games, manuals, teaching materials).
In preschool children, visual-figurative thinking predominates. The main principle when organizing the activities of children of this age is the principle of clarity. The use of a variety of illustrative material, both static and dynamic, allows preschool teachers to quickly achieve their intended goal during direct educational activities and joint activities with children. The use of Internet resources makes it possible to make the educational process information-intensive, entertaining and comfortable.

Types of activities with ICT

1. Lesson with multimedia support.
In such a lesson, only one computer is used as an “electronic board”. At the preparation stage, electronic and information resources are analyzed and the necessary material for the lesson is selected. Sometimes it can be very difficult to find the necessary materials to explain the topic of a lesson, so presentation materials are created using PowerPoint or other multimedia programs.
To conduct such classes, you need one personal computer (laptop), a multimedia projector, speakers, and a screen.
The use of multimedia presentations allows you to make the lesson emotionally charged, interesting, they are an excellent visual aid and demonstration material, which contributes to the good results of the lesson.
With the help of multimedia presentations, children learn complexes of visual gymnastics and exercises to relieve visual fatigue.
Multimedia presentations make it possible to present educational and developmental material as a system of vivid supporting images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to embed information not only in factual, but also associative form in the memory of children.
The purpose of this presentation of developmental and educational information is to form a system of mental images in children. Presenting material in the form of a multimedia presentation reduces learning time and frees up children's health resources.
The use of multimedia presentations in the classroom makes it possible to build the educational process on the basis of psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of learning and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.
The basis of any modern presentation is to facilitate the process of visual perception and memorization of information with the help of vivid images. The forms and place of use of a presentation in a lesson depend on the content of this lesson and the goal set by the teacher.
The use of computer slide presentations in the process of teaching children has the following advantages:
- Implementation of polysensory perception of material;
- Possibility of demonstrating various objects using a multimedia projector and projection screen in a many times enlarged form;
- Combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receive from educational literature;
- The ability to demonstrate objects that are more accessible to the intact sensory system;
- Activation of visual functions, visual abilities of the child;
- Computer presentation slide films are convenient to use for displaying information in the form of printouts in large font on a printer as handouts for classes with preschoolers.
The use of multimedia presentations allows you to make classes emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good results of the lesson. For example, the use of presentations in classes in mathematics, music, and familiarization with the outside world ensures that children are active when examining, examining, and visually identifying the signs and properties of objects; methods of visual perception, examination, and identifying qualitative, quantitative, and spatio-temporal features in the objective world are formed. and properties, visual attention and visual memory develop.
2. Computer assisted lesson
Most often, such classes are conducted using game-based training programs.
In this lesson, several computers are used, on which several students work simultaneously. The use of an electronic textbook (and a gaming educational game for children is an electronic textbook) is a method of programmable learning, the founder of which is Skinner. Working with an electronic textbook, the child independently studies the material, completes the necessary tasks and then passes a competency test on this topic.
The computer's capabilities make it possible to increase the volume of material offered for review. A bright luminous screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, and as a result, tension is relieved. But today, unfortunately, there is an insufficient number of good computer programs that are intended for children of this age.
Experts identify a number of requirements that developmental programs for children must meet:
- research character,
- ease for a child to study independently,
- development of a wide range of skills and understandings,
- high technical level,
- age suitability,
- entertaining.
Types of educational programs for preschool children
1. Games for developing memory, imagination, thinking, etc.
2. "Talking" dictionaries of foreign languages with good animation.
3. ART studios, simple graphic editors with libraries of drawings.
4. Travel games, “action games”.
5. The simplest programs for teaching reading, mathematics, etc.
The use of such programs allows not only to enrich knowledge, to use the computer for a more complete acquaintance with objects and phenomena that are beyond the child’s own experience, but also to increase the child’s creativity; the ability to operate with symbols on a monitor screen helps optimize the transition from visual-figurative to abstract thinking; the use of creative and director's games creates additional motivation in the formation of educational activities; Individual work with a computer increases the number of situations that a child can solve independently.
When organizing classes of this type, it is necessary to have a stationary or mobile computer class that complies with SANPiN standards and licensed software.
Today, many kindergartens are equipped with computer classes. But still missing:
- Methodology for using ICT in the educational process of preschool educational institutions;
- Systematization of computer development programs;
- Unified software and methodological requirements for computer classes.
Today, this is the only type of activity that is not regulated by a special educational program. Teachers have to independently study the approach and implement it in their activities.
The use of ICT does not provide for teaching children the basics of computer science and computer technology.
An important rule when organizing such classes is their frequency. Classes should be held 1-2 times a week, depending on the age of the children, for 10-15 minutes of direct activity at the PC.
3.Diagnostic lesson.
To conduct such classes, special programs are required, which is rare or does not exist in some general education programs. But the development of such computer programs is a matter of time. Using application software, you can develop test tasks and use them for diagnostics. In the process of conducting traditional diagnostic classes, the teacher needs to record the level of problem solving by each child according to certain indicators. The use of special computer programs will not only make the teacher’s work easier and reduce time costs (use several computers at the same time), but will also allow you to save diagnostic results, considering them over time.
Thus, in contrast to conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood - the ability to independently acquire new knowledge.
The use of computers in educational and extracurricular activities looks very natural from the child’s point of view and is one of the effective ways to increase motivation and individualize learning, develop creative abilities and create a favorable emotional background. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Kholodnoy, S.A. Shapkina et al. indicate the possibility of mastering a computer by children aged 3-6 years. As is known, this period coincides with the moment of intensive development of the child’s thinking, preparing the transition from visual-figurative to abstract-logical thinking.
The introduction of information technologies has advantages before traditional means of teaching:
1. ICT makes it possible to expand the use of electronic learning tools, as they transmit information faster;
2. Movements, sound, animation attract children's attention for a long time and help increase their interest in the material being studied. The high dynamics of the lesson contributes to the effective assimilation of the material, the development of memory, imagination, and creativity of children;
3. Provides clarity, which promotes perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children. In this case, three types of memory are included: visual, auditory, motor;
4. Slideshows and video clips allow you to show those moments from the outside world that are difficult to observe: for example, the growth of a flower, the rotation of planets around the Sun, the movement of waves, it’s raining;
5. You can also simulate such life situations that are impossible or difficult to show and see in everyday life (for example, reproducing the sounds of nature; the operation of transport, etc.);
6. The use of information technology encourages children to search for research activities, including searching the Internet independently or together with their parents;
7. ICT is an additional opportunity to work with children with disabilities.
With all the constant advantages of using ICT in preschool education, the following arise: problems:
1. Material base of the preschool educational institution.
As noted above, to organize classes you must have a minimum set of equipment: a PC, a projector, speakers, a screen or a mobile classroom. Not all kindergartens today can afford to create such classes.
2. Protecting the child's health.
Recognizing that the computer is a new powerful tool for the development of children, it is necessary to remember the commandment “DO NO HARM!” The use of ICT in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole in accordance with the age of the children and the requirements of the Sanitary Rules.
When computers and interactive equipment operate indoors, specific conditions are created: humidity decreases, air temperature rises, the number of heavy ions increases, and electrostatic voltage in the area of children’s hands increases. The intensity of the electrostatic field increases when finishing the cabinet with polymer materials. The floor must have an antistatic coating, and the use of carpets and rugs is not allowed.
To maintain an optimal microclimate, prevent the accumulation of static electricity and deterioration of the chemical and ionic composition of the air, it is necessary to: ventilate the office before and after classes, wet cleaning before and after classes. We conduct classes with older preschoolers once a week in subgroups. In his work, a teacher must definitely use a set of eye exercises.
3. Insufficient ICT – teacher competence.
The teacher must not only perfectly know the content of all computer programs, their operational characteristics, the user interface of each program (the specific technical rules for operating with each of them), but also understand the technical characteristics of the equipment, be able to work in basic application programs, multimedia programs and the network Internet.
If the preschool educational institution team manages to solve these problems, then ICT technologies will become a great help.
The use of information technology will help the teacher increase the motivation of children's learning and will lead to a number of positive consequences:
- enriching children with knowledge in their figurative-conceptual integrity and emotional coloring;
- facilitating the process of learning material by preschoolers;
- arousing keen interest in the subject of knowledge;
- expanding the general horizons of children;
- increasing the level of use of visual aids in the classroom;
- increasing teacher productivity.
It is undeniable that in modern education the computer does not solve all problems; it remains just a multifunctional technical teaching tool. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” in each child a certain stock of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. Information technologies, in combination with properly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of training and education.
So, the use of information technology will make the process of learning and development of children quite simple and effective, free them from routine manual work, and open up new opportunities for early education.
Informatization of education opens up new opportunities for teachers for the widespread introduction into teaching practice of new methodological developments aimed at intensifying and implementing innovative ideas of educational, educational and correctional processes. Recently, information and communication technologies (ICT) have become a good assistant for teachers in organizing educational and correctional work.
Unlike conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in preschool childhood - the ability to independently acquire new knowledge.
The use of information technologies in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.