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Application of information and communication technologies (ICT) in the educational process with preschool children. The use of ICT in the educational process of preschoolers

1. Ivshina G.V., Azim S. Tehnologii "elektronnogo obucheniya - mul"timedia v professional"nom samorazvitii studentsov // Sovremennye koncepcii i tehnologii garantirovannogo kachestva vysshe-go obrazovaniya. Kazan", 2014. S. 95-99.

2. Timerbaev R.M., Shurygin V.Yu. Aktivizaciya processa samorazvitiya studentov pri izuchenii kursa “Teoreticheskaya mehanika” na osnove ispol"zovaniya LMS MOODLE // Sovremennye koncepcii i tehnologii garantirovannogo ka-chestva vysshego obrazovaniya. Kazan", 2014. S. 243-246.

3. Akol"zina E.A. Ispol"zovanie elektronnyh obra-zovatel"nyh resursov v processe obucheniya: dos-toinstva, nedostatki // Gaudeamus. Tambov, 2013. No. 2 (22). S. 95-97.

4. Makarova L.N., Sharshov I.A. Kompetentnostno-razvivayuschaya model" povysheniya kvalifikacii pedagogicheskih kadrov // Obrazovanie i ob-schestvo. Orel, 2011. No. 4. S. 14-17.

5. Sharshov I.A. Professional"no-tvorcheskoe samo-razvitie sub"ektov obrazovatel"nogo processa v vuze: avtoref. dis. ... d-ra ped. nauk. Belgorod, 2005.

CHARACTERISTICS OF BASELINE OF SELF-DEVELOPMENT OF PERSONALITY OF STUDENTS OF MIDDLE-LEVEL

Tambov State University named after G.R. Derzhavin, Russia, Tambov. e-mail: [email protected]

Formation of informational culture of specialists is connected with implementing electronic-educational resources (EER) in the system of education, self-education and consequently in the process of self-development of personality. In the article the stages of the stated experiment on defining entry level of self-development of students of middle-level are reviewed. Criteria, indicators and methods of estimation of indicators of level of self-development of students are formulated. The results of control and experimental groups are compared. Similarity of participants of both groups was proven on the basis of use of Student t-criterion. It was concluded, that to establish if the change of level of self-development is going at the expense of use of EER, it is necessary to make additional criteria for selection of electronic devices of education and induce the selected resources in the process of self- development of students.

Key words: self-development, electronic-educational resources, criteria of estimation of self-development of personality, levels of self-development of personality.

INFORMATION AND COMMUNICATION TECHNOLOGIES IN PRESCHOOL EDUCATIONAL INSTITUTIONS

SOUTH. Stavtseva

MBDOU "Kindergarten No. 7", Russia, Orel, e-mail: [email protected]

The article is devoted to topical issues of the use of information technologies in preschool educational institutions. The main directions of ICT development and areas of their application in preschool educational institutions are revealed, and the conditions for their effectiveness are analyzed. The advantage of information and communication technologies over traditional means of teaching preschoolers is proven. Particular attention is paid to the issue of protecting the child’s health when working with a computer.

Keywords: educational space, preschool education, informational resources, information and communication technologies, kindergarten, interactive learning, gaming technologies.

If we teach today the way we taught yesterday, we will rob our children of tomorrow.

John Dewey

In accordance with the Law “On Education in the Russian Federation” (2012), preschool education, which is one of the levels of general education, must meet modern requirements for the implementation of the educational process. Therefore, computerization in kindergarten has become a necessary reality.

Computers in school classrooms today are no longer perceived as something rare and exotic, but in kindergarten they have not yet become a well-mastered tool for teachers. But every year modern information technologies are increasingly entering the lives of preschoolers. Therefore, a preschool educational institution, as a carrier of culture and knowledge, also cannot stand aside: it is impossible to imagine the work of a preschool teacher without the use of modern information technologies.

ny resources. The use of information and communication technologies (ICT) makes it possible to enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.

First of all, it is necessary to clearly understand what ICT is and for what specific work in a preschool educational institution they are needed. The phrase ICT is associated with two types of technologies: information and communication.

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

Information and communication technologies in education are a complex of educational and methodological materials, technical and instrumental means of computer technology in the educational process, forms and methods of their application to improve the activities of specialists in educational institutions (administration, educators, specialists), as well as for education (development, diagnostics, correction) of children. ICT refers to the use of computer, Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, i.e. everything that can provide ample opportunities for cognitive development.

Of course, the use of information and communication technologies in children

kindergarten is a pressing problem of modern preschool education. On the one hand, the president set a task for every institution of the Russian Federation: to have its own electronic representation on the Internet, on the other hand, there is a real health threat that arises when children are taught to use a computer early. If we look at the events taking place in the country in the field of education, we will see why ICT in preschool institutions has been developing rapidly over the past five years:

Adoption of the Development Strategy at the state level information society;

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

Implementation of the Electronic Russia program;

Development of the national educational concept “Our New School”;

Connecting schools to the Internet within the framework of the national project;

All these events led to a change

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 immediate educational activities and joint activities with children.

The competent use of modern information technologies makes it possible to make the educational process information-intensive, entertaining and comfortable, to significantly increase children’s motivation to learn, to recreate real objects or phenomena in color, movement and sound, which contributes to the widest understanding of

covering the abilities of preschool children, activating 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, vividly and figuratively present preschoolers with material that corresponds to their visual and figurative thinking;

Attract the attention of children 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.

In addition, the use of ICT in preschool education makes it possible to expand the creative abilities of the teacher himself, which has a positive impact on the upbringing, training and development of preschool children.

It is possible to highlight certain advantages of using information and communication technologies compared to traditional teaching tools:

1. ICT enables increased use electronic means learning because they convey information faster.

2. Movements, 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.

3. Provide clarity, which contributes to the 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. Slide shows and video clips allow you to show those moments from the surrounding world that are difficult to observe: for example, the growth of a flower, the rotation of planets around the Sun, the movement of waves, rain.

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

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 limited opportunities.

What are the main directions of ICT development in preschool educational institutions?

1. Using a computer to introduce children to modern technical means of transmitting and storing information, which is carried out in various gaming technologies. These are various computer “toys”: entertaining, educational, developmental, diagnostic, network games. When working with preschoolers, teachers use mainly developmental games, less often educational and diagnostic games.

Among the educational games, we can highlight games for the development of mathematical concepts: “Baba Yaga learns to count”, “Arithmetic Island”, “Luntik. Mathematics for kids"; games for the development of phonemic awareness and learning to read “Baba Yaga learns to read”, “Primer”; games for musical development, for example “The Nutcracker. We play with Tchaikovsky's music."

The next group of games is aimed at developing basic mental processes: “Animal Album”, “Snow Queen”, “The Little Mermaid”, “Save the Planet from Garbage”, “From Planet to Comet”, “Little Seeker”.

The third group is applied tools created for the purpose of artistic and creative development of children: “Mia the Mouse. Young designer”, “Learning to draw”, “Magic transformations”. As educational games, we can give an example of the games “Form. Secrets of painting for little artists", "World of Informatics".

Currently, the choice of computer gaming software for preschoolers is quite wide, but, unfortunately,

Unfortunately, most of these games are not designed to implement software tasks, so they can be used only partially, mainly for the purpose of developing mental processes: attention, memory, thinking. The main manufacturers of educational and educational computer games are the company " New disc", "Media House", as well as "Alisa Studio" and the company "1C".

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

3. Development of technology with the inclusion of ICT, which is based on complex (integrated) activities (leisure). The technology is being developed in any educational field (music, fiction, cognition). Classes include a variety of productive activities for children based on federal government requirements.

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

It is obvious that teachers must keep up with the times and become a guide for the child to the world of new technologies. A teacher’s communicative competence presupposes the ability to build communications in various formats: oral, written, discussion, visual, computer, electronic. Teacher

must not only be able to use a computer and modern multimedia equipment, but also create their own educational resources and widely use them in their teaching activities.

Preschool teachers are obliged to ensure the full transition of children to next level system of continuous education, to give them the opportunity to become participants in the unified educational space of the Russian Federation. It is very important that teachers are able and, most importantly, have the opportunity and desire to use ICT in their work. One of the most important conditions for the success of informatization of the educational process is the mastery of new forms of work by teachers. A kindergarten teacher who has mastered ICT has unlimited opportunities for effective creative work with children and self-realization.

Let's consider the 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, network electronic resources are the most convenient, fastest and modern way to disseminate new methodological ideas and teaching aids, available to methodologists and teachers regardless of their place of residence. Information

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 post your materials, share pedagogical experience in preparing and conducting events, using various methods and technologies.

The modern educational environment requires special flexibility from the teacher when preparing and conducting pedagogical events. The teacher needs to regularly improve his qualifications both in the traditional form and with the help of 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 the direction of interest to the teacher and study without interrupting your main educational activities.

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

Undoubtedly, it is important to use ICT 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. 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).

However, with all the constant advantages of using ICT in preschool education, there are also following 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 sanitary rules and regulations. 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 permitted. 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. Classes with older preschoolers should be held once a week in subgroups. In his work, a teacher must necessarily use a set of eye exercises.

3. Insufficient ICT competence of the teacher. 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 applications

programs, multimedia programs and the Internet.

If the teaching staff of preschool educational institutions manages to solve these problems, then ICT will become an excellent assistant in the learning process.

Literature

1. Robert I.V. Modern information technologies in education: didactic problems, prospects for use. M., 2010.

2. The use of modern information and communication technologies in the educational process / author. D.P. Tevs, V.N. Podkovyrova, E.I. Apolskikh, M.V., Afonina. Barnaul, 2006.

3. Zakharova I.G. Information technologies in education. M., 2003.

4. Bezrukikh M.M., Paramonova L.A., Slobodchikov V.I. Pre-school education: “pros” and “cons” // Primary education. 2006. No. 3. P. 9-11.

5. Ezopova S.A. Preschool education, or Education of older preschool children: innovations and traditions // Preschool pedagogy. 2007. No. 6.

6. Kalinina T.V. Management of preschool educational institutions // New information technologies in preschool childhood. M., 2008. pp. 20-27.

7. Komarova T.S., Komarova I.I., Tulikov A.V. Information and communication technologies in preschool education. M., 2011.

8. Shaehova R.K. Pre-school education: relevance, problems, development strategy // Primary school plus Before and After. 2006. No. 7.

1. Robert I.V. Sovremennye informacionnye tehnologii v obrazovanii: didakticheskie problemy, perspektivy ispol "zovaniya. M., 2010.

2. Ispol "zovanie sovremennyh informacionnyh i kommunikacionnyh tehnologij v uchebnom pro-

cesse/avt-sost. D.P. Tevs, V.N. Podkovyrova, E.I. Apol"skih, M.V., Afonina. Barnaul, 2006.

3. Zaharova I.G. Informacionnye tehnologii v obrazovanii. M., 2003.

4. Bezrukih M.M., Paramonova L.A., Slobodchikov V.I. Predshkol"noe education: "plyusy" i "minu-sy" // Beginner"noe education. 2006. No. 3. S. 9-11.

5. Ezopova S.A. Predshkol"noe obrazovanie, ili Ob-razovanie detej starshego doshkol"nogo vozrasta: innovacii i tradicii // Doshkol"naya pedagogika.

6. Kalinina T.V. Upravlenie DOU // Novye informacionnye tehnologii v doshkol "nom detstve. M.,

7. Komarova T.S., Komarova I.I., Tulikov A.V. Informacionno-kommunikacionnye tehnologii v doshkol"nom obrazovanii. M., 2011.

8. Shaehova R.K. Predshkol"noe obrazovanie: ak-tual"nost", problemy, strategiya razvitiya // Na-chal"naya shkola plyus Do i After. 2006. No. 7.

INFORMATIONAL AND COMMUNICATIONAL TECHNOLOGIES IN PRESCHOOL EDUCATIONAL INSTITUTE

Municipal Budget Preschool Educational Institute "Kindergarten No. 7", Russia, Orel e-mail: [email protected]

The article is devoted to relevant questions of use of informational technologies in preschool educational institute. The basic directions of development of ICT and the sphere of their implementation in preschool educational institutes are revealed, conditions of their effectiveness are analyzed. The advantage of informational and communication-al technologies comparing to traditional means of education of preschool children is proven. The attention is paid to the question of protection of health of a child during work with the computer.

Key words: educational space, preschool education, informational resources, informational and communica-tional technologies, kindergarten, interactive education, game technologies.

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

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

Currently, our country is implementing the Information Society Development Strategy, which is related to the availability of information for all categories of citizens and the organization of access to this information. Therefore, the use of information and communication technologies is one of the priorities of education. Informatization of the education system places new demands on the teacher and his professional competence. A teacher’s communicative competence presupposes the ability to build communications in various formats: oral, written, discussion, visual, computer, electronic. A teacher must not only be able to use a computer and modern multimedia equipment, but also create his own educational resources and widely use them in his teaching activities.

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

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

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

In his work, a teacher can use the following information tools: communication technologies:

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

The following types of interactive materials can also be distinguished:

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

Let us dwell on the advantages of using interactive materials.

These materials:

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

Working with parents occupies a special place when using ICT:

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

2. Possibility to demonstrate any documents, photographic materials;

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

4. Optimal combination of individual work and group work;

5. Growth in the volume of information;

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

7. Prompt receipt of information;

8. Expansion of information flows;

9. Use of ICT in parent-teacher meetings.

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

When using these technologies, the teacher, first of all, must be guided by the Sanitary and Epidemiological Requirements for the design, content and operating hours of preschool institutions (SanPin 2.4.1.2660-10):“12.21. Direct educational activities using computers for children 5-7 years old should be carried out no more than once during the day and no more than three times a week on days of highest performance: Tuesday, Wednesday and Thursday. After working with the computer, children are given eye exercises. Continuous duration of work with a computer in the form of educational games for children 5 years old should not exceed 10 minutes and for children 6-7 years old - 15 minutes. For children with chronic pathology, who are often ill (more than 4 times a year), after suffering illnesses for 2 weeks, the duration of direct educational activities using a computer should be reduced: for children 5 years old - to 7 minutes, for children 6 years old - to 10 minutes.

To reduce the fatigue of children in the process of carrying out direct educational activities using computer technology, it is necessary to ensure a hygienically rational organization of the workplace: furniture that matches the child’s height, a sufficient level of illumination. The video monitor screen should be at eye level or slightly lower, at a distance of no closer than 50 cm. A child wearing glasses should work at the computer while wearing them. It is unacceptable to use one computer for simultaneous activities of two or more children. Direct educational activities involving the use of computers by children are carried out in the presence of a teacher or educator (methodologist).”

All sites are divided into several groups.

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

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

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

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

http://www. kostyor. ru /

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

1. The “Teacher Portal” website in the Preschool Education tab contains large collection ready-made presentations for Kindergarten teachers in various areas, GCD notes, holiday scripts and much more.

www.uchportal.ru

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

http://doshkolnik.ru

3. Website "Mom" www. maaam. ru

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

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

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

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

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

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

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

The third group of sites are electronic albums.

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

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

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

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

Azhishcheva Tatyana Aleksandrovna, teacher,

MDOU "Raisemenovsky kindergarten" combined type “Fontanelle”

We all know that a computer enters a child’s life with early years, exerting both positive and negative influence on the formation of his personality. In terms of the power of influence on the child’s psyche, modern information technologies are incomparable with other means.

Increasingly, teachers of preschool institutions began to point out the use of ICT in working with children as their main achievement. And I'm no exception. Having independently mastered working on a computer, I also apply my skills in working with preschoolers. But I, like many teachers, face a question. What is the right thing to do? To use or not to use ICT in kindergarten?

Information and communication technologies in kindergarten are a pressing problem of modern preschool education. On the one hand, the president set a task for every institution of the Russian Federation: to have its own electronic representation on the Internet, on the other hand, there is a real health threat that arises when children are taught to use a computer early.

If we look at the events taking place in the country in the field of education, we will see why ICT in preschool institutions has been rapidly developing over the past five years.

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 Electronic Russia program

Development of the National Educational Concept “Our New School”

Connecting schools to the Internet within the framework of the national project;

Adoption of amendments to the Law “On Education”;

All these events led to changes in the content, methods and organizational forms the entire education system, and, consequently, the work of kindergartens, their relationships with higher organizations and parents.

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

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

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

It is absolutely clear that ICT is becoming the main tool that a person will use not only in professional activity, but also in everyday life.

The main goal of introducing information technologies is to create a unified information space of an educational institution, a system in which all participants in the educational process are involved and connected at the information level: administration, teachers, students and their parents.

To implement this, trained teaching staff are needed who are able to combine traditional teaching methods and modern information technologies.

A teacher must not only be able to use a computer and modern multimedia equipment, but also create his own educational resources and widely use them in his teaching activities.

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

I use my skills in my work:

With kids

With parents

With colleagues

In methodological, experimental, innovative activities.

First of all, I want to say that I do not use children's direct work on the PC. I believe that in preschool age this is not a priority. Much more important for me is the work to create a unified creative space within the framework of interaction with the families of pupils in the direction of solving the problems of child development in the modern information society. It is important to become both for the child and for the parents a guide to the world of new technologies, a mentor in choosing computer games and to form the foundations of the information culture of the child’s personality.

What are the main directions of ICT development?

Using a computer to introduce children to modern technical means of transmitting and storing information.

ICT as a means of interactive learning, which allows you to stimulate children’s cognitive activity and participate in the acquisition of new knowledge.

ICT for parents of pupils. Collaboration with the child's family on the use of ICT at home, especially computers and computer games, is the leading direction of my work.

ICT is aimed at implementing the idea of ​​network management, organizing the pedagogical process, and methodological services. This technology provides planning, control, monitoring, coordination of the work of teachers and specialists. In this case, the use of ICT helps to optimize the activities of preschool educational institutions.

I will present the main forms of using ICT in my work:

Selection of illustrative material for classes, design of parent corners, groups, information material for the design of stands, mobile folders (scanning, Internet; printer, presentation);

Selection of additional educational material for classes (encyclopedia);

Preparation of group documentation (lists of children, information about parents, diagnostics of children's development, planning, monitoring of program implementation, etc.), reports. The computer will allow you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes.

Creating presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents during parent-teacher meetings. Moreover, the presentation can become a kind of plan for a lesson or event, its logical structure, i.e. can be used at any stage of the lesson. I have created a series of presentations for classes, holidays, pedagogical councils, and parent-teacher meetings. As part of the Development Program on the topic “Introducing preschool children to Russian culture,” our team set the task of creating a media library of presentations on fairy tales, fables, folklore, etc.

The use of digital photographic equipment and photo editing programs that make it as easy to manage pictures as taking photographs, to easily find the ones you need, edit and display them;

Using a photo frame to familiarize parents with the rich and interesting garden life of their children;

Using a video camera and related programs (essentially new way to view, store and share all video material, you can quickly create simple films by adding titles, transitions between scenes, background music or voiceover in Movie Marker). Parents especially like this line of work. They enjoyed watching the films I created with the participation of children, “The Cowardly Hare,” and with the participation of parents, “Zayushkina’s Hut”;

Use of the Internet in teaching activities, for the purpose of informational and scientific-methodological support of the educational process in a preschool institution;

Exchange of experience, acquaintance with periodicals, the developments of other teachers. Many magazines have electronic version on the Internet, having downloaded them, we created a media library of articles in areas of educational work;

Design of booklets, electronic portfolio of the group, materials on various areas of activity;

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

Creation Email, maintaining the preschool educational institution website with links to groups. Such communication with parents of children who are at home due to illness is especially important. They need to be aware of garden life and educational activities;

Using a computer in the office work of a preschool educational institution, creating various databases.

To conduct in-depth discussions on pedagogical topics with colleagues and consult with experts, I use forums in online pedagogical communities. I am interested in network communication technologies.

I use distance learning to improve my skills. Our institution operates using the School 2100 OS. This program has an excellent website where methodologists post relevant materials for use in their work. They organize their communication in the form of webinars, where you can communicate with the authors of the program, authors of technologies, and methodologists of the UMC. By participating in a webinar, communicating with colleagues in forums and completing tasks, we undergo remote training and receive certificates.

New activities contribute to the development of new competencies. These competencies, of course, are in the field of information technology:

Fluency in ICT tools on the Internet;

Desire to learn new tools and network services;

Mastery of constantly improving communication tools on the Internet.

At my institution, I am an ICT consultant and organizer of an information educational environment. But, no matter how good and high-quality information resources are, they are effective only in the hands of a teacher who knows modern educational technologies.

The goal of my methodological work is to teach colleagues to assess the level of integration of their teaching activities into the information educational environment, analyze the capabilities of their institution’s IOS, select and use ICT tools, electronic educational resources in accordance with the objectives of their professional teaching activities.

Also, teachers should know the FGT requirements regulating professional teaching activities in an ICT-rich environment, the relevant sanitary rules and regulations (SanPiN), and the basic modern ISE management tools.

Thus, the use of ICT helps improve the quality of the educational process: teachers have the opportunity to communicate professionally with a wide audience of Internet users, their social status. The use of EER (electronic educational resources) in working with children serves to increase the cognitive motivation of students; accordingly, an increase in their achievements and key competencies is observed. Parents, noting their children’s interest in preschool educational institutions, began to treat teachers more respectfully, listen to their advice, and participate more actively in group projects.

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: “pros” and “cons”//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: Textbook. aid for students higher ped. textbook establishments. – M., 2003

5. Zubov A. V. Information technologies in linguistics. – M., 2004

6.Use of modern information and communication technologies in the educational process: educational Toolkit/ Compiled by: D.P. Tevs, V. N. Podkovyrova, E. I. Apolskikh, M. V. Afonina. – Barnaul: BSPU, 2006

7. Korablev A. A. Information and telecommunication technologies in educational process// School. – 2006. - No. 2. - With. 37-39

8. Robert I.V. Modern information technologies in education: didactic problems, prospects for use. – M.: Shkola-Press, 1994.- 204 p.

9. Shaehova R.K. Pre-school education: relevance, problems, development strategy / R.K.Shaekhova // Primary school plus before and after.-2006.-No.7.-P.54-57.

Information and communication technologies(ICT) training in a broad sense, are pedagogical technologies that use special methods, software and hardware (film, audio and video, computers). Computer techologies - This component information technologies, including software, technical systems, providing the collection, accumulation, storage, processing and transmission of information in encoded form, as well as methods of using these systems.

Modern education cannot be imagined without the use of information technologies, which are being introduced into all areas of teaching activity: processing the results of monitoring the educational process, storing data about students, assessing the individual development of a child, using electronic presentations, computer games and interactive tasks for educational purposes, etc. Application of ICT gradually leads to changes in the content, methods, technologies of teaching and raising preschool children, increasing the capabilities of teachers in providing three-dimensional and animated images, showing remote and virtual objects, and demonstrating high-quality sounds.

Information and communication technologies for learning are diverse. Based on the leading function, A. M. Verbeyets allocates information and educational resources (electronic presentations, educational materials, encyclopedias and reference books, virtual museums); “activity-game” are computer games that integrate educational, developmental, diagnostic and entertainment tasks; mixed, combining both information and activity (most modern sites for children).

Modern children can no longer be surprised by putting vegetables and fruits into soup and compote in two different baskets, but if this occurs in the process of completing a task on the interactive board, children show truly keen interest.

Modern studies conducted abroad on large samples of subjects (N. Parette, S. & Blum; S. McKenney, J. & Voogt; A. Shawareb) have shown that the computer can be used as a tool for effectively supporting the educational process and promotes creativity and speech development of preschool children.

A statement from the National Association for the Education of Young Children (USA) speaks of the effectiveness of the use of media technologies and interactive means of teaching preschool children, if they are truly interactive and not passive in nature.

Digital technologies are constantly and rapidly changing, becoming part of children's socio-cultural experience outside educational institutions. Today's children, born into the digital world, are “digital natives”, fluent in the digital language of computers, video games and the Internet.

In Russia, research into the use of computers in the education of preschool children dates back to approximately 1986, when the first kindergarten with computers was opened in Moscow. At the end of the 20th century. Scientists and specialists from the Research Institute of Preschool Education of the Academy of Sciences of the USSR (now the Center for Preschool Childhood named after A.V. Zaporozhets) and other organizations that united in 1990 into the independent association “Computer and Childhood” began to develop the problem of using a computer in the educational process of preschoolers. Already during this period, the first domestic studies in this area appeared, their authors were S. L. Novoselova, G. P. Petku, Yu. M. Gorvits, O. Yu. Taranenko and others.

In particular, in the study of Yu. M. Horwitz, the main theoretical principles used in the ergonomic design of software for a computer and gaming complex were developed. Under computer and gaming complex S. L. Novoselova, Yu. M. Gorvits understood the three possibilities of the adjacent premises: a computer room, a games room and a relaxation room (psychological relief).

In the dissertation research of Yu. M. Horwitz it was established that the level the functional state of the child’s tension, determined by the intellectual play load, should not exceed a certain threshold, which corresponds to the psychological and psychophysiological capabilities of the child and in which his creative (cognitive) process proceeds intensively, interest in the game remains, satisfaction arises with its results, and at the same time play activity does not have a negative impact on the child's health. The study developed special software and hardware for a computer gaming complex that promotes the emotional and motivational development of the child, stimulation and development of children's creativity and orientation activities, learning, development of attention, memory, logical thinking, spatial imagination, sensory and motor functions, speech and communications, etc.

In the dissertation research of G. P. Petku it was proven that the level of imagination development in children’s computer-mediated activities becomes significantly higher, as evidenced by the sharp increase in the coefficient of originality of display game plots compiled by children. The imagination of children in the director's game on the computer and outside it (story and drawing) was significantly activated due to the expansion of ideas about the environment, the use of game problem situations in the game on the computer, and the presence of abstract additional elements, which can be assigned various game meanings in the semantic field of the unfolding game.

Currently, research into the possibilities of using computers in the educational process of kindergarten continues. In a study by A. Yu. Korkina, for example, it was proven that Computer-mediated activity creates a favorable basis for the development of the generalizing function of thinking due to the sign-symbolic nature of this activity. The greatest value in this case is the child’s interaction with open (creative) computer development programs. A computer developmental program allows a child to carry out productive (creative) activities through constructive modeling actions, to develop independent search activities to analyze the properties of objects, compare, and generalize.

In the scientific and methodological literature there are other positive sides and the possibilities of using ICT in preschool education.

The positive aspects of the use of computers and ICT, from the point of view of the above-mentioned authors, consist in interconnected development of cognitive processes, logical operations, indicators and skills(randomness, speed, action according to an algorithm), they are more often focused on effective assimilation of information and present it in a form familiar to modern children (sound, color, action, expressive images). It's valuable that ICTs make it possible to simulate completely new situations, demonstration of which is difficult or impossible by other means.

A. M. Verbenets, considering the theoretical and practical issues of using information and communication technologies in educational activities with preschool children, notes the great cognitive role electronic encyclopedias, which present extensive and reliable information in a variety of connections (“The world around us: early development children according to Maria Montessori’s system”, “Children’s encyclopedia about animals”, “From the plow to the laser”, etc.). Media products focused on the artistic and aesthetic development of preschool children, which contain some “informational part,” are also effective. The sections “exhibition”, “gallery”, “orchestra”, “museum” allow you to demonstrate the sound of different musical instruments, remember their names, and tell about the history of their appearance musical works, show collections of images and include game tasks: listen, play, restore, complete the drawing. There are other information and communication technologies that can be successfully used in working with preschoolers: computer games that form social motivation, culture of behavior, significant communication skills (“What is good and what is bad”, “Fun lessons in children’s etiquette”); encyclopedia of sports, history of the emergence of children's sports games, etc.

Computer games present all the structural components of a role-playing game: plot, role, role-playing actions, an imaginary situation, and some components of a game with rules. While playing a computer game, the child completely identifies himself with the hero, as evidenced by the phrases he uttered: “I won!”, “Now I’ll jump over!” Such identification creates an “emotional intensity” that sets high standards to pass game tests.

Modern interactive training programs are built in a special way that allows you to “adapt”» to the real level of development of children due to options for routes for completing tasks.

At the practical level, only some information and communication technologies have gained widespread popularity. For example, due to the complexity and high cost of computer lab equipment, interactive whiteboards are increasingly used, and CT scanners are used for searching additional information using Internet resources or using ready-made digital educational resources in the pedagogical process. In addition, ICT is also used as a “video sequence”: fragments from operas, ballets, classical music concerts, animation; “visual”: portraits of composers, performers and performing groups, thematic drawings, reproductions of works of fine art (painting, decorative and applied arts, sculpture, architecture, graphics) and “audio” - phonograms of musical works. Creative (interactive)) tasks for children, the effectiveness of which has been proven in the studies listed above.

In the use of information and communication technologies by children, it is valuable not only to obtain new, broad information about the environment, but also to master methods of action for obtaining, storing, organizing information in the most convenient and quick option. But there are also negative aspects to this.

A modern child, when searching for an answer to a question he is looking for, will first turn to the Internet rather than to a dictionary or encyclopedia. The search will take much less time, but the information obtained this way will not always be correct and comprehensive. Moreover, this approach structurally and qualitatively destroys the classical scientific ways of understanding the world: experimentation and observation. A habit is formed - receiving information in a ready-made, short and simple version that does not require generalization, analysis and reflection.

On the pages of modern scientific publications there is an active debate about the advisability of using CT in preschool education. Thus, based on a generalization of scientific data in this area, A. M. Verbsnets cites contradictions and problems in the use of ICT in preschool education.

First of all, there are contradictions "resource plan" which are expressed in the high cost of this area and the complexity of equipping computer labs in accordance with regulatory requirements (relative to the preschool education level), the lack of a fund of various electronic materials developed taking into account the requirements and educational purposes.

Controversies and problems “personal and professional plan” are associated with “rejection” by a number of teachers and a kind of negativism by parents, which is often caused by insufficient knowledge and undeveloped personal computer interaction skills. The author, however, points out the irrational use of ICT in preschool education (either as a “formal duplicate” - entertainment, or an “all-absorbing” didactic tool), in some cases, teachers’ independent creation of presentations that do not comply with the principles of “aesthetic harmony”, with the inclusion of low-quality materials , performing a “static demonstration” function.

Controversies and problems “content-targeted” plan are expressed in the orientation of media products presented on the market to a fairly wide age group, the bias of their content towards the creative activities of “design”, “uninteresting™”, monotony, insufficient entertainment, and lack of adaptation to the age-related capabilities of children.

Sometimes the use of ICT not only does not work to solve educational problems, but, on the contrary, creates obstacles and distracts from the main activity. For example, in a physical education lesson, a presentation with bright, colorful images is used, the display of which periodically interrupts the lesson. At the same time, while looking at the images, the children stop and discuss the content of the presentation with the teacher. The lesson was conceived as an option for integrating two educational areas “Physical development” and “Cognitive development”. However, we did not take into account the fact that constant interruption of physical exercise reduces the motor density of the activity.

Studies by physiologists, hygienists and doctors (E. Glushkova, L. Leonova, Z. Sazashok, M. Stepanova) have shown that the optimal duration of playing at the computer for children 5-6 years old is 10 minutes more than twice a week. Subject to all necessary sanitary and hygienic recommendations, negative effects on vision and nervous system no children are found. Research conducted in last years, allow us to expand our understanding of the influence of the computer and other media on the development of a child, including physical and mental disorders, mental retardation, etc., which are observed in children with inadequate selection and use of these means

Irina Khantimerova
Information and communication technologies in kindergarten

Information and communication technologies in kindergarten

Relevance.

Significant changes are taking place in the preschool education system. The success of these changes is associated with updating the scientific, methodological and material base of training and education. One of important conditions update is the use of new information technologies. The teacher must not only be able to use a computer and modern multimedia equipment, but also widely use them in his teaching activities. Process informatization in preschool educational institutions is determined by the social need to improve the quality of education, education of preschool children, the requirements modern society, which needs its members to be ready to work tens of times more productive and creative. Information Technology significantly expand the capabilities of parents, teachers and specialists in the field of early education, they are able to increase the effectiveness of interaction between the teaching staff children's kindergarten and parents in the training and education of preschool children.

Use of ICT () is one of the priorities of education. Informatization preschool education system makes new demands on the teacher and his professional competence, which he pays great attention Federal State Educational Standard. For implementation information and communication technologies I have highlighted the following goals:

Improving the quality of education;

Improving scientific and methodological literature;

Improving the management of the educational process;

- informational integration with higher authorities, teachers, students and their parents.

In this case the series is solved tasks:

Implementation of directions for children's development in accordance with the Federal State Educational Standard

Using ICT to change the developmental environment in a group kindergarten.

Active use of ICT in working with children and parents.

I noticed that studying computer technologies is an active pedagogical means of forming a comprehensively developed personality and has a number of functions that influence the formation of the child’s ideas about the world around him.

These are functions such as:

cognitive function. Introduction to computers technologies opens up many new forms of activity, new ideas and opportunities for children to show their initiative. In addition, children form and develop an interest in this type of activity, a desire to learn new possibilities of computer technologies.

Educational function. Studying computer technologies develops the mental activity of older preschoolers, the ability to formulate the desired result, the ability to build logical chains that allow achieving the desired result, the ability to compare and explain. .Communicative function. Of particular importance is the study of computer technologies has to develop the ability to communicate and work in a team. This function can be developed by working in groups, networking technologies.

Educational function. Working under the guidance of a teacher and the need to follow his instructions disciplines children and prepares them for school. Children enrich their moral experience, they develop respect for their peers and teachers.

Regulatory function. Awareness of the importance and prestige of computer ownership technologies forms social feelings, influences children’s awareness of their usefulness to society, facilitates their acceptance of norms of behavior in society and the laws of the state, and therefore carries out a regulatory function, i.e. regulates the behavior of future active members of society and their relationships with each other.

Cultural function. Developing children's consciousness, their feelings, ability to imagine, expanding their knowledge, studying computer technologies, contributes to the development of the ability to create, use and perceive a variety of material and spiritual values, and therefore improves their culture. Part of the culture of future residents of the new information society is information culture , the distinctive part of which is a special operational style of thinking.

Prestigious feature. Computer skills technologies is an important indicator of the child’s status in the team, affects the development of self-esteem, and turns out to be a factor of prestige.

Prognostic function. Studying computer technologies prepares children to meet the future - with a new society, new computer capabilities technology, new discoveries in science, new activities and new people.

In my teaching activities I widely use modern information and communication technologies:

Computer

Multimedia projector

Video recorder

TV

Record player

Camera

Camcorder

They help me solve my problems. In my teaching activities I use different forms ICT:

Preparation of questionnaires and other diagnostic forms for parents

Accommodation information on the preschool educational institution website

Use of a variety of illustrative material, both static and dynamic in nature

Interaction with parents via email

Design of "parents' corners" and information stands;

Use of books, teaching aids, magazines in electronic form

Using multimedia presentations in group events

Exchange of experience, acquaintance with periodicals of other Russian teachers

Getting to know the scenarios of holidays, leisure and other events

Selection of musical material for classes, matinees

Selection of musical material for classes, matinees, entertainment, recording phonograms

Organization of the process of direct educational activities in kindergarten has its own specifics, it must be emotional, bright, involving a large amount of illustrative material, using sound and video recordings. The computer helps me with this technique with her multimedia capabilities. At the same time, the computer does not replace the teacher, but complements him. My experience shows that using information technologies in educational activities in kindergarten looks very natural from the child’s point of view and is one of the effective ways to increase motivation and individualize his education, develop creative abilities and create a prosperous emotional background.

Experience of use information technologies in pedagogical practice, allows me to highlight a number of benefits:

Presentation information on the computer screen in a playful way arouses great interest among children;

Contains a figurative type information, understandable to preschoolers;

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

Stimulates children's cognitive activity;

Provides the opportunity to individualize training;

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

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

Feasibility of use information technologies in the development of cognitive abilities of preschool children is confirmed by the work of foreign and domestic researchers (S. Papert, B. Hunter, E. N. Ivanova, N. P. Chudova, etc.). Scientific work on the introduction of ICT in preschool education carried out in our country, starting in 1987 on the basis of the center named after. A. V. Zaporozhets by researchers led by L. A. Paramonova, L. S. Novoselova, L. D. Chainova. In 2008, the theoretical foundations for the application of scientific information technologies in the educational work of preschool educational institutions, programs for preschoolers began to be actively created.

Thus, if used correctly technical means, as well as the correct organization of the educational process, computer technologies can be widely used in practice without risk to children's health.

My observations confirm that the use 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, training and development of preschool children. In my opinion, the result of using ICT in preschool education is obvious.

1. Helps to increase interest in learning, its effectiveness, and the all-round development of the preschooler.

2. Computer programs involve children in developmental activities, enrich the culturally significant experience of preschoolers.

3. Computer technologies are a new way of acquiring knowledge that allows the child to gain experience with interest, foster independence and responsibility when gaining new experience.

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

Teachers get the opportunity to professionally communicate with a wide audience of Internet users, and their social status increases;

The cognitive motivation of students increases, and accordingly there is an increase in their achievements and key competencies;

Parents' interest in the activities of preschool educational institutions and their respectful attitude towards teachers increases, they more often listen to the advice of teachers, and participate more actively in group projects.

List of used literature.

1. Drahler, A. B. Network of creative teachers: methodological manual / A. B. Drakhler - M., 2008.

2. Management of innovation processes in preschool educational institutions. – M., Sfera, 2008

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

4. Kalinina T.V. Management of preschool educational institutions. "New information technology in preschool childhood" M, Sphere, 2008

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

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

7. Bosova, L. L. Explanatory dictionary of terms of the conceptual apparatus informatization of education / L. L. Bosova –

8. Gorvits, Yu. M. New information Technology in preschool education. / Yu. M. Gorvits, A. A. Chainova, N. N. Poddyakov. – M., 1998.