The use of ICT in the activities of preschool teachers. “Possibilities of using ICT in the educational activities of preschool teachers

Name: Personal experience as a teacher: “Use of ICT in working with children in the compensatory group”
Nomination: Kindergarten, Methodological developments, Reports, teacher councils, seminars…

Position: teacher
Place of work: MBDOU "Efimovsky kindergarten of combined type"
Location: Efimovsky village, Boksitogorsky district, Leningrad region

Speech at the pedagogical council from personal experience as a teacher O. S. Prokopyeva, on the topic “Use of ICT in working with children of the compensatory group” dated 03/24/2016.

We all know that a computer enters a child’s life from an early age, having 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. Having independently mastered working on a computer, I also apply my skills in working with preschoolers.

Computers have long become an integral part of our lives. Even in preschool institutions it is impossible to imagine life without computers. Using a computer, we write work programs, lesson notes, reports, reports, etc. etc.

The computer has become the teacher's best assistant both when working with children and parents.

When preparing for a lesson, the teacher thinks: “How to improve the educational process?” And a fairly obvious thought comes to mind - it’s very easy to implement the principle of visibility to the fullest, with the help of ICT.

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.

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 threat to health that arises when children are taught to use a computer early.

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 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.

It is absolutely clear that ICT is becoming the main tool that a person will use not only in professional activities, 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.

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 transmit and store 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 in the compensatory group “Luchik”:

During routine moments: during morning exercises, during individual work on lexical topics, during physical education sessions, relaxation, listening to audio books, selecting and watching videos with educational material.

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 presentations for classes and projects.

The use of digital photographic equipment and photo editing programs that make it as easy to manage pictures as taking photographs, easy to 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;

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 the developments of other teachers;

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

Creating an email, maintaining a 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.

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

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.

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 my 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.

Thus, the use of ICT helps improve the quality of the educational process: teachers have the opportunity to professionally communicate with a wide audience of Internet users, and their social status increases. 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.

Thank you for your attention!

Socio-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 possibility of organizing 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.

The key directions of the process of informatization of preschool educational institutions are:

1. Organizational:

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

2. Pedagogical:

increasing the 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 application to improve the activities of specialists in educational institutions (administration, educators, specialists), as well as for education (development, diagnosis, correction) of children.

Areas of application of ICT by 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 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 remote 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.

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 process.

The educational process includes:

organization of direct educational activities of the student,
organizing joint developmental activities between 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.

There are 3 types of activities using 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;
The ability to demonstrate various objects using a multimedia projector and projection screen in a greatly 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;
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 performance of the class. 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. Lesson with computer support

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.

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

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:

methods of using ICT in the educational process of preschool educational institutions;
systematization of computer development programs;
unified program 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.

1. 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 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 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, it’s raining.

5. 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.).

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 problems arise:

1. Material base of the preschool educational institution.

As noted above, to organize classes you must have a minimum set of equipment: a PC, projector, speakers, screen or 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 its 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 visuals 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 correctly 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 tools 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 to widely introduce new methodological developments into pedagogical practice aimed at intensifying and implementing innovative ideas in 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.

List of used literature

Management of innovation processes in preschool educational institutions. – M., Sfera, 2008.
Horwitz Y., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education, 1991, No. 5.
Kalinina T.V. DOW management. “New information technologies in preschool childhood.” M, Sfera, 2008.
Ksenzova G.Yu. Promising school technologies: educational and methodological manual. - M.: Pedagogical Society of Russia, 2000.
Motorin V. "Educational capabilities of computer games." Preschool education, 2000, no. 11.
Novoselova S.L. Computer world of a preschooler. M.: New School, 1997.

Details

Lavrenova Elena Anatolyevna, methodologist GBOU School No. 1412 SP No. 9 Moscow, Russia, [email protected]

Key words: information and communication technologies

Currently, information and communication technologies (ICT) are an integral part of modern preschool education. New requirements for the teacher and his professional competence are imposed by the informatization of the education system. This is especially true in the context of the introduction of the Federal State Educational Standard. Significant changes are currently taking place in the preschool education system; this is due to the updating of the scientific, methodological and material base of training and education. The use of new information technologies is one of the important conditions for these changes.

For the widespread introduction of new methodological developments into pedagogical practice, informatization of preschool education opens up new opportunities for teachers. The effectiveness of computerization of education in preschool educational institutions depends both on the quality of the pedagogical software used and on the ability to correctly and skillfully apply them in the educational process.

Informatization of education gives teachers great scope for creativity, inspires them to find new, non-traditional forms and methods of interaction with children; it helps to increase children's attention to learning, activates cognitive activity, and develops the child comprehensively. Mastery of new information technologies allows teachers to feel comfortable in new socio-economic conditions.

Nowadays, preschool teachers have access to a fairly large selection of ICT for use in their practice (Internet, computer, various multimedia, etc.). The teacher’s task is to become a guide for the child into the world of new technologies. 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.

To raise an inquisitive, active, emotionally responsive child who has mastered the means of communication and ways of interacting with adults and peers, the teacher must disclose the advantages of using ICT in his educational activities to ensure the child’s full transition to the next level of the lifelong education system.

A necessary aspect of assessing the activities of a preschool organization according to the Federal State Educational Standard is the created subject-spatial environment, therefore this issue is most relevant today, since the PRS should be variable and content-rich, i.e. equipped with training and educational facilities - technical, sports, and gaming equipment. Combining traditional games, toys with bright and visual materials and modern technologies in a single developmental space is the main task that a preschool teacher should set for himself. The creation of an interactive educational environment should be the starting point for work on a whole area of creating PRS.

The use of ICT by teachers as a tool for developing motivation in the educational process is a significant aspect of the interactive educational environment of preschool educational institutions. ICT, thereby, helps to shift the burden from verbal methods of education to methods of search and creative work of educators and students. The teacher, to a greater extent, should become an accomplice, an assistant.

The use of computer technology can help:

Involve passive children in active activities;

Make OA more visual, intensify cognitive interest;

Activate thought processes (analysis, comparison, etc.);

Use student-oriented, differentiated approaches in educational activities.

The leading forms of application of ICT in modern practice are:

Preparation of group documentation (lists of children, development diagnostics, planning, monitoring the implementation of preschool education programs, generation of reports).

Selection of educational and illustrative material for classes, general educational work, design of stands, groups, etc.

Creation of presentations on various educational areas.

Teachers create a series of presentations for classes, holidays, pedagogical councils, parent-teacher meetings, etc. By constructing presentations taking into account the age-specific individual characteristics of children and the kindergarten program, including entertaining questions, animated pictures, games, and educational video clips, it is possible to achieve greater efficiency in preschoolers’ learning of the material. The presentation helps to combine a large amount of visual material, freeing from a large amount of paper visual aids, tables, reproductions, etc.

Using a video camera and programs for editing video and audio files. viewing information material overlaying well-known audio next to it, creating simple clips, adding voice to video, etc. Preschoolers especially like it.

Using an interactive whiteboard. This is a universal tool that allows the 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.

Use of training programs. By completing tasks, the child learns to think, build the logic of certain events and ideas, and develops the ability to predict the outcome of an action. He begins to think before he acts. This means the beginning of mastering the basics of theoretical thinking.

Creating an email, creating and maintaining a teacher’s website, a preschool website or a group website.

Using the Internet in teaching activities for the purpose of informational and scientific-methodological support of the educational process.

The competent use of modern information technologies can significantly increase children’s motivation for learning. Recreated real objects or phenomena in color, movement and sound contribute to the widest development of their abilities and the activation of the mental activity of preschoolers.

Despite the fact that the computer is a new powerful tool for the mental development of children, we must not forget that the introduction of ICT for educational purposes 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 SapPin .

Also, the introduction of information and communication technologies in preschool education has a positive impact on various aspects of the psychological development of preschoolers and makes it possible to expand the creative capabilities of the teacher. With the use of ICT, educational activities become much brighter and more dynamic. The use of computer technology makes it possible to make the activities of preschool teachers attractive and progressive, to solve cognitive and creative problems based on clarity.

The use of computer technologies in the activities of educators makes it possible to introduce innovative processes in preschool education and significantly expands the capabilities of educators and specialists in the field of teaching preschool children. The introduction of ICT in preschool educational institutions absolutely justifies and brings great benefits in the development of all areas of a preschooler’s personality, interaction with parents of pupils, organization of the teacher’s work, and significantly contributes to improving the quality of the educational process.

The following advantages of using ICT in preschool education can be identified:

1. Involving students in the educational process, contributing to the widest development of their abilities, activation of intellectual activity, as well as the disclosure of their creative potential.

2. The ability to visually present the result of one’s own actions and actions, identify achievements in the process of work, consolidate the points where mistakes were made in order to correct them.

3. More effectively fulfill the tasks assigned by teachers.

4. Significantly increase the teacher’s work culture; contributes to changing the image of both teachers and the preschool organization as a whole; improves the quality of organizational and methodological activities carried out, as well as the quality of provided accompanying materials; motivates and stimulates the cognitive and creative activity of teachers and children; expands opportunities for self-realization.

Thus, the use of ICT in working with children opens up new didactic opportunities related to the visualization of material, its “revival”, the ability to visualize those phenomena and processes that cannot be shown by other methods. Both the quality of visibility and its content increases. In particular, systematization and structuring of educational material creates excellent opportunities. There is an opportunity to concentrate large volumes of demonstration material from various sources, presented in various forms, optimally selected and arranged by the teacher depending on the needs of the children and the characteristics of the program.

Undoubtedly, while remaining a multifunctional technical teaching tool in modern education, the computer does not solve all problems, but it makes the process of learning and development of children quite simple and effective. Multimedia allows us to achieve a new quality of knowledge, develop the logical thinking of children, strengthen the creative component of educational work, maximize the quality of education among preschoolers, free teachers from routine manual work, and open up new opportunities for conducting educational activities in a more accessible and attractive for children, playful form.

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

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.

References:

1. Gorvits Yu.M., Chainova L.D., Poddyakov N.N., et al. New information technologies in preschool education. M.: Linka-press, 1988.

2. Information and communication technologies in preschool education Komarova T.S., Komarova I.I., Tulikov A.V., Mozaika-Sintez M., 2011.

3. Kalinina T.V. DOW management. "New information technologies in preschool childhood." M, Sphere, 2008

4. Novoselova S.L. Computer world of a preschooler. M.: New School, 1997

5. Fomicheva O.S. Raising a successful child in the computer age. M.: Gelios ARV, 2000.

Tatyana Vozmishcheva
Work experience “Use of ICT in the work of a kindergarten teacher”

Experience

« The use of ICT in the work of a kindergarten teacher»

Vozmishcheva Tatyana Sergeevna

Teacher 1st quarter. To.

MBDOU « Children's combined garden No. 52" AGO

Usage information and communication technologies in educational- the educational process is one of the newest problems in domestic preschool pedagogy, since science and technology do not stand still. A a teacher can and should use new technologies in their work in all areas of their activities, to always be aware of pedagogical innovations. In his work I try to actively involve the possibilities of modern information and communication technologies (hereinafter I will abbreviate as ICT). Because, usage ICT allows, through multimedia, in the most accessible and attractive, playful form, to achieve a new quality of children’s knowledge, parental awareness, and teacher’s professional skills. Novelty of innovative experience is that direction along use ICT is beginning to be introduced into preschool education. This is due to the fact that this requires a good material and technical base and a sufficient level of ICT competence of the teacher. Realizing the goal of improving quality educational-educational process through use of ICT, I set myself the following tasks: 1. Improve professional skills through the use of information and communication technologies. 2. Introduce ICT into the joint activities of teachers and children. 3. Use ICT at work with parents to improve competence in issues raising children. One of the most important factors influencing professionalism teacher, is self-education. The search for new techniques, methods and technologies is especially relevant in our time. Connecting to the Internet allowed me to share my own work experience, adopt advanced experience colleagues from Russia and abroad. I also got the opportunity to create a library of electronic resources: multimedia presentations on various topics, methodological materials on educational activities (these include GCD scenarios, a selection of demonstration material on speech development and other educational areas). One of my directions work on the use ICT is the preparation of basic documentation in electronic form. On your own I'm convinced from experience that maintaining basic documentation in electronic format significantly reduces the time required to fill it out, makes it possible to quickly make changes and additions, and facilitates storage and access to information. These are the documents How: lists of children, information about parents, diagnostic cards, long-term and calendar plans in all areas group work. The Internet provides me with the opportunity to improve my teaching skills through participation in webinars, vibinars, and Internet conferences. Innovative activities for use information technology has had a positive impact on the level of my ICT competence. The next direction in my work became the use ICT as a means to improve the mastery of studied material by preschoolers. It is important for a teacher to remember that every child is an individual and his abilities develop in the activities in which he engages at his own request and with interest. Therefore, it is necessary to choose technologies that would make it possible to implement this. I believe that ICT is such a tool because it opens up teacher limitless possibilities for effective creative work.

This is exactly what helps me is the electronic library I created, which includes presentations on various topics, various physical education lessons, didactic, handouts for children, card files of games, observations, walks, plot pictures for writing stories on speech development. This media library takes up very little space. To transfer information I use flash cards, disks. I would like to note that the children really like it usage media technology in educational activities, but it is imperative to comply with the requirements of SanPiN when doing it use. Reasonable educational use-in the educational process, visual teaching aids develop children's observation, attention, speech and thinking. Properly selected video materials demonstrated using media technology can make educational activities more interesting and dynamic, help "immerse" child into the subject of study, create the illusion of co-presence, empathy with the object being studied, contribute to the formation of three-dimensional and vivid ideas. All this helps to increase children’s motivation for educational activities, activates cognitive activity, and improves the quality of assimilation of program material with children. One of the indicators of a teacher’s success and the quality of his educational activities is his achievements. pupils. So my children are participants in the Internet competitions: 1. Participation in the All-Russian competition children's creativity"Dear Mom", "Talent from the Cradle", "Step Forward", "Talantokha" etc. It is very interesting for parents to go online and see the name of their child among the competition participants and receive a certificate of participation. An integral part The teacher's job is to work with parents. Use of ICT, in my opinion, significantly reduced the time for preparing and holding parent-teacher meetings and helped encourage parents to communicate more easily. Parents are given the opportunity to observe first-hand the development of children in preschool educational institutions. This form work has become a worthy alternative to oral reports and written reports at meetings. During morning and evening meetings with parents, the teacher is often busy with children and cannot always pay due attention to parents. It is necessary to search for new productive forms of interaction with parents. I designed a wonderful parent corner for them, the materials for which I found all on the same sites on the Internet. Such bright and colorful information always attracts attention and is concise and accessible to parents. In addition, parents have the opportunity to access the website kindergarten where they can obtain available information.

What benefits do parents get from a group site? Firstly, they have the opportunity to monitor the life of a group or kindergarten. Secondly, the site allows you to learn better kindergarten teachers and specialists, can get the necessary advice from them. And at home, together with your child, it is always interesting to look at the kindergarten’s website, look at new photographs together, and listen to the child’s message about past events. Using ICT in working with parents, I realized that it gives great advantages: 1. E-mail for exchanging opinions without wasting time; 2. Information is studied by parents at a time convenient for them; 3. Information flows are increasing; 4. Individual approach in presenting information. From all of the above, we can conclude that my use of ICT in educational-educational process: 1. Contributed to improving my professional level as a teacher, activated me to search for new non-traditional forms and methods of teaching, and gave an incentive to demonstrate my creative abilities. 2. Increased children’s interest in learning, intensified cognitive activity, and improved the quality of children’s assimilation of program material. 3. Raised the level of pedagogical competence of parents, their awareness of the life of the group and the results of each individual child, increased interest in events in kindergarten.

Publications on the topic:

Using ICT in your work Life does not stand still and the education system changes. Information and communication technologies (ICT).

Experience of a kindergarten in the prevention of children's road traffic injuries 2016-2017 Relevance and prospects. The relevance of this problem at the present stage is obvious, since the range of problems associated.

Work experience “Using ICT in working with parents”“Each participant in the educational process decides for himself whether to keep up with the future or step backwards with his heels” Development of modern society.

Work experience “Using TRIZ technology “Circles of Lull” in speech therapy work” Rukhlya N. With. :Circles of Lull in the work of a speech therapist Description of work experience in using TRIZ technology “Circles of Lull” in speech therapy.